Title: 4th Grade Teacher
Location: Plymouth Educational Center – 1460 E Forest Ave, Detroit, MI 48207
Reports To: Principal
Salary Range: Starting at $60,000 for licensed 4th grade teachers
Employee Type: Regular Full Time
Start Date: March 2024

Distinctive Schools creates diverse, joyful, welcoming communities rooted in social justice and rigorous learning. We support all learners to be engaged, curious, and to achieve their full potential. Our students become confident advocates, creative problem-solvers, and collaborative leaders.

Position Overview

Distinctive teachers cultivate a love for learning in every student through strong relationships, high expectations, and a belief that all students can achieve great things in school and beyond. Teachers have a laser focus on instruction that engages learners and provides multiple opportunities for application of learned content. All teachers engage in individual and team deep intellectual preparation and lesson plans aligned to grade-level standards that use the core curriculum. Checks for understanding, student work, and assessments are used to make real-time and planned adjustments and deep review of student work to address gaps in instruction. Teachers have strong content knowledge in the subject-matter they teach in order to recognize, understand and respond to the content problems. At Distinctive Schools, teachers grow through cycles of practice, feedback, practice, and feedback. Teachers build classroom communities with strong routines, rituals, and management practices that maximize time for instruction. Teachers maintain effective and ongoing communication on progress with students and families.

Responsibilities
Culture

• Maintain a student-centered perspective in decision making
• Believe that all students can learn and can achieve great things
• Contribute to the equity work of the campus and network and engage in culturally responsive decision making
• Build and foster a culture of belonging through positive and strong relationships with students, families, and staff
• Cultivate a strengths-based, equity focused mindset
• Foster positive climate and culture
• Serve as a positive role model

Preparation, Instruction and Assessment 90%

• Implement the DS Model
• Provide consistent opportunities for all students to to work on grade-appropriate
• assignments using the core curriculum, resources, and strategies with frequent checks for understanding
• Deliver strong Instruction that requires that students hold the cognitive lift and are deeply engaged in the learning
• Use core instructional tools to design, prepare and deliver dynamic lesson aligned to grade-level standards that engage students in rigorous learning experiences
• Commit to student-centered, personalized learning that puts the student in the driver’s seat and integrates their needs, strengths and interests into the learning
• Maintain inventory of all instructional materials
• Maintain accurate and complete records of students’ progress and development
• Analyze and use assessments that monitor progress to inform and design appropriate response/strategies, making adjustments as needed to support students in mastering grade level standards
• Assess students daily, weekly, and at the ends of units and analyze assessment data through campus and network wide systems
• Engage in coaching and mentoring opportunities to improve instructional effectiveness
• Participate in all required professional development and meetings
• Perform other duties and responsibilities as assigned by the Principal

Classroom Culture 10%

• Maintain an organized and welcoming environment that provides students with a sense of belonging, joy, hope, and safety
• Manage strong classroom procedures, routines, and rituals that maximize learning
• Build strong relationships with students, families and colleagues
• Communicate effectively and frequently with students and families
• Has a mindset of using restorative justice approach with discipline and behavior management in alignment with campus and network practices
• Collaborate with colleagues to support student growth and achievement

Requirements & Qualifications (minimum)

Education
Bachelor’s Degree

Qualifications

• Valid Professional Educator License or equivalent in state of employment (IL or MI) or Proof of enrollment into a Teacher Certification program within 30 days of employment
• Content Area Endorsement (Academic expertise in related fields of study)
• Technology demands:
  • Ability to review and analyze student and campus data from multiple source
  • Proficient with cloud based software solutions (Google Suite)
  • Ability to learn digital tools and programs as needed for the position
• Travel as required for training, professional development, and collaboration

Physical demands

Occasional lifting, carrying, pushing, and/or pulling; some stooping, kneeling, crouching, and/or crawling; and significant fine finger dexterity. Generally, the job requires 10% sitting, 50% walking, and 40% standing.

Benefits

• 25+ Paid holidays & 10 days PTO annually (in addition to summer break for educators/campus positions)
• 12 weeks family paid leave
• Comprehensive Healthcare (Medical, Dental, Vision)
• 403b match
• Fully match up to 3%
• 50% match up to 5%
• Professional development including tuition reimbursement
• Gym and wellness discounts
• And more

Description Disclaimer

Since no job description can detail all the duties and responsibilities that may be required from time to time in the performance of a job, duties and responsibilities that may be inherent in a job, reasonably required for its performance, or required due to the changing nature of the job shall also be considered part of the jobholder’s responsibility.

EEO

Distinctive Schools is an equal opportunity employer and does not discriminate against any employee or applicant for employment on the basis of race, color, religion, sex, gender, national origin, age, disability, veteran status, marital status, sexual orientation, gender identity, gender expression, or any other personal characteristic protected by applicable law.

Distinctive Schools is committed to the full inclusion of all qualified individuals. In keeping with our commitment, Distinctive Schools will take the steps to assure that people with disabilities are provided reasonable accommodations. Accordingly, if reasonable accommodation is required to fully participate in the job application or interview process, to perform the essential functions of the position, and/or to receive all other benefits and privileges of employment, please contact talent@distinctiveschools.org or call 773.828.4191

Use your expertise in storytelling, ghostwriting, marketing, and message development to help Bellwether’s experts share the impact of our work. 

Bellwether is looking for a Content Writer to join our External Relations (XR) team and work cross-functionally with Bellwether’s Strategic Advising (SA) practice area as well as its Policy and Evaluation (PE) practice area to write materials for a variety of external audiences and clients with brand fidelity.

We are a remote-first team and our work is national in scope, which means this role can be based anywhere in the United States. This enables us to hire the best person for the role, regardless of geography. We also offer a coworking space in Washington, D.C., for employees interested in a hybrid work arrangement. Travel up to approximately 10-15% may be required for this role.

About Bellwether

We are a national nonprofit that exists to transform education to ensure systemically marginalized young people achieve outcomes that lead to fulfilling lives and flourishing communities. We work hand in hand with a diverse range of education organizations to accelerate their impact, inform and influence policy and program design, and share what we learn along the way.

Our External Relations team leads development and communications efforts and the production of field-facing analyses that resonate with policymakers, donors, advocacy organizations, school leaders, and families.

Responsibilities

The Content Writer will deepen Bellwether’s impact by sharing results and lessons from our consulting work with external audiences, supporting our team members in publishing more commentary on timely issues for the education sector, and generally expanding the number and kinds of resources that Bellwether shares with the field. The Content Writer does this by embedding into project teams, working closely with team members to ghostwrite opinion pieces, and identifying and executing new ways to share stories and lessons from our consulting work.

The Content Writer will work closely with team members on select projects — sometimes reviewing message development and refining materials drafted by teams, often leading the writing of materials. Occasionally, the person in this role will project manage the design and production of these materials.

This role will report to the Editorial Director on the XR team and will:

• Work closely with project leads and managers in SA and PE to outline and draft materials for external audiences (e.g., marketing materials, op-eds).
• Support multiple projects at once with an attention to detail and a demonstrated ability to manage and meet deadlines.
• Embed with select teams early in the development of a project to conceptualize key messages and formats for external materials.
• Occasionally project manage aspects of deliverable production timelines and milestones with SA and PE teams.
• Routinely collaborate with the Editorial Director and, on occasion, the Design and Visual Senior Associate on publication and marketing collateral.
• Work with select project teams to lead the writing of key materials for clients (e.g., high-priority proposals for new work, presentations, memos, and other deliverables).

Qualifications

Bellwether is a good fit for an ambitious, mission-driven professional with a strong personal drive and a knack for collaboration. The Content Writer should be eager to build trust, rapport, and camaraderie with colleagues. A strong candidate will have the following qualities:

• Demonstrated ability to write for a range of audiences, issues, and types of materials.
• Strong professionalism and alignment with Bellwether’s mission and diversity, equity, and inclusion values.
• Be a self-starter who is deadline-driven and comfortable with ambiguity.
• Extensive experience with time management as well as interpersonal, written, and communication skills (people and projects; internal and external communications; change management).
• Be resourceful, responsible, tenacious, independent, creative, team-oriented, and self-confident.

Skills

• Excellent writing skills and storytelling instincts, with an ability to synthesize complex information and industry jargon into clear and crisp copy.
• Experience writing in adherence to brand standards and/or within the Associated Press Stylebook guidelines.
• Experience working on tight deadlines as a journalist or in a professional association or agency-based writing role is strongly encouraged.
• Familiarity with writing for different voices on a range of topics.
• Knowledge of best practices in communications and XR.
• Strong interpersonal skills building rapport and trust with colleagues; demonstrated ability to work with fidelity to Bellwether’s Core Values, including its commitment to viewpoint diversity.
• Experience in the education and/or nonprofit sectors is a plus (e.g., teaching, tutoring, volunteering, or working in a central administrative office environment).

Compensation

The base salary for this role for an incoming team member is $75,600-$82,163 annually. While the final offer amount will be determined by multiple factors — including previous experience and content knowledge — and may vary from the listed range, Bellwether is committed to transparency, and all offers are aligned with our compensation philosophy.

Bellwether provides an attractive benefits package that includes a performance bonus based on individual and organizational success, health care coverage, and a 401(k) plan with an employer-matching contribution policy.

Position Title: Model Teacher

Funding Source: General Fund

Reports to: This position reports to and is evaluated by the School Principal

Qualifications:

• 5+ Years of Experience in the classroom as a lead teacher/teacher of record
• In the educator’s most recent 3 year period, at least 2 years of “Highly Effective” summative ratings in MOECS (or equivalent, if out-of-state)
• Must hold a valid Michigan Teaching Certification with appropriate endorsement(s) for desired position
• Demonstrate mastery across all elements of a DAAS Model Teacher: Impact on Scholar Outcomes, Professionalism, Commitment to Equity, and Family & Community Engagement

Application Requirements:

• Resume
• Cover Letter/Personal Statement addressing your qualifications for and interest in the position
• Letter of Recommendation from a current colleague or administrator
• Submission of the following artifacts:
  • Summative Educator Evaluations for the most recent three year period
  • Proof of impact on scholar outcomes (i.e., NWEA or iReady growth report)
  • Video of teaching (between 5 and 10 minutes in length) accompanied by a written description of what you were teaching and why you chose this video to share

Position Description: The Model Teacher is responsible for leading classroom instruction in his or her assigned grade level and/or content area (K-8 All Subjects or Special Education). In addition to his or her regular teaching responsibilities, the Model Teacher takes on additional teacher leadership roles including but not limited to facilitating PLCs and leading grade level/content area teams, mentoring/developing apprentice teachers, leading professional development, and serving on school improvement committees.

Position Responsibilities:

• Fulfills all responsibilities of a teacher for your grade/subject
• Model and co-teach lessons, visit classrooms, view instruction, and engage in reflective discussion with classroom teachers
• Regularly share your instructional practice through peer observations and video recording of your teaching
• Provide non-evaluative collegial support and mentorship
• Co-lead grade-level Professional Learning Community meetings with subject area specialist, including collaborative planning, looking at student work, and analyzing data
• Support curriculum review and adaptation process
• Provide additional high quality resources and materials to teachers
• Engage in ongoing professional development, both within and outside of the organization, and share research-based practices to share with all staff
• Participate and/or lead in after-school and summer professional learning as needed
• Other duties may be assigned by building principal

Required Competencies & Skills:

• Achieve outstanding student achievement results in a short amount of time;
• Strong attention to detail;
• Strong verbal and written language and communication skills;
• Strong analytical, critical thinking and problem solving skills;
• Ability to build strong interpersonal relationships and work effectively in a collaborative environment;
• Possess a track record of leadership, integrity, initiative, curiosity and perseverance;
• Ability to communicate effectively, interpret policy and procedures, and maintain emotional control under stress;
• Desire to continuously learn and increase effectiveness as a professional;
• Excellent computer skills, including Microsoft Word, Powerpoint, Excel and the Google Suite;
• Express a commitment to relentless pursuit of increasing student learning; and
• Ability to skillfully challenge the status quo.

Physical Requirements: Light Work: Exerting up to 50 pounds of force occasionally and/or up to 10 pounds of force as frequently as needed to move objects; Frequent standing, stooping, bending, pushing and pulling.

Terms of Employment: Salary of $100,000 in accordance with the District’s approved compensation plan. Length of the work year and hours of employment shall be those established by the District.

Evaluation: Performance of this job will be evaluated by the School Principal in accordance with provisions of the Board’s policy on evaluation of personnel.

Position Title: Model Teacher

Funding Source: General Fund

Reports to: This position reports to and is evaluated by the School Principal

Qualifications:

• 5+ Years of Experience in the classroom as a lead teacher/teacher of record
• In the educator’s most recent 3 year period, at least 2 years of “Highly Effective” summative ratings in MOECS (or equivalent, if out-of-state)
• Must hold a valid Michigan Teaching Certification with appropriate endorsement(s) for desired position
• Demonstrate mastery across all elements of a DAAS Model Teacher: Impact on Scholar Outcomes, Professionalism, Commitment to Equity, and Family & Community Engagement

Application Requirements:

• Resume
• Cover Letter/Personal Statement addressing your qualifications for and interest in the position
• Letter of Recommendation from a current colleague or administrator
• Submission of the following artifacts:
  • Summative Educator Evaluations for the most recent three year period
  • Proof of impact on scholar outcomes (i.e., NWEA or iReady growth report)
  • Video of teaching (between 5 and 10 minutes in length) accompanied by a written description of what you were teaching and why you chose this video to share

Position Description: The Model Teacher is responsible for leading classroom instruction in his or her assigned grade level and/or content area (K-8 All Subjects or Special Education). In addition to his or her regular teaching responsibilities, the Model Teacher takes on additional teacher leadership roles including but not limited to facilitating PLCs and leading grade level/content area teams, mentoring/developing apprentice teachers, leading professional development, and serving on school improvement committees.

Position Responsibilities:

• Fulfills all responsibilities of a teacher for your grade/subject
• Model and co-teach lessons, visit classrooms, view instruction, and engage in reflective discussion with classroom teachers
• Regularly share your instructional practice through peer observations and video recording of your teaching
• Provide non-evaluative collegial support and mentorship
• Co-lead grade-level Professional Learning Community meetings with subject area specialist, including collaborative planning, looking at student work, and analyzing data
• Support curriculum review and adaptation process
• Provide additional high quality resources and materials to teachers
• Engage in ongoing professional development, both within and outside of the organization, and share research-based practices to share with all staff
• Participate and/or lead in after-school and summer professional learning as needed
• Other duties may be assigned by building principal

Required Competencies & Skills:

• Achieve outstanding student achievement results in a short amount of time;
• Strong attention to detail;
• Strong verbal and written language and communication skills;
• Strong analytical, critical thinking and problem solving skills;
• Ability to build strong interpersonal relationships and work effectively in a collaborative environment;
• Possess a track record of leadership, integrity, initiative, curiosity and perseverance;
• Ability to communicate effectively, interpret policy and procedures, and maintain emotional control under stress;
• Desire to continuously learn and increase effectiveness as a professional;
• Excellent computer skills, including Microsoft Word, Powerpoint, Excel and the Google Suite;
• Express a commitment to relentless pursuit of increasing student learning; and
• Ability to skillfully challenge the status quo.

Physical Requirements: Light Work: Exerting up to 50 pounds of force occasionally and/or up to 10 pounds of force as frequently as needed to move objects; Frequent standing, stooping, bending, pushing and pulling.

Terms of Employment: Salary of $100,000 in accordance with the District’s approved compensation plan. Length of the work year and hours of employment shall be those established by the District.

Evaluation: Performance of this job will be evaluated by the School Principal in accordance with provisions of the Board’s policy on evaluation of personnel.

Position Title: Model Teacher

Funding Source: General Fund

Reports to: This position reports to and is evaluated by the School Principal

Qualifications:

• 5+ Years of Experience in the classroom as a lead teacher/teacher of record
• In the educator’s most recent 3 year period, at least 2 years of “Highly Effective” summative ratings in MOECS (or equivalent, if out-of-state)
• Must hold a valid Michigan Teaching Certification with appropriate endorsement(s) for desired position
• Demonstrate mastery across all elements of a DAAS Model Teacher: Impact on Scholar Outcomes, Professionalism, Commitment to Equity, and Family & Community Engagement

Application Requirements:

• Resume
• Cover Letter/Personal Statement addressing your qualifications for and interest in the position
• Letter of Recommendation from a current colleague or administrator
• Submission of the following artifacts:
  • Summative Educator Evaluations for the most recent three year period
  • Proof of impact on scholar outcomes (i.e., NWEA or iReady growth report)
  • Video of teaching (between 5 and 10 minutes in length) accompanied by a written description of what you were teaching and why you chose this video to share

Position Description: The Model Teacher is responsible for leading classroom instruction in his or her assigned grade level and/or content area (K-8 All Subjects or Special Education). In addition to his or her regular teaching responsibilities, the Model Teacher takes on additional teacher leadership roles including but not limited to facilitating PLCs and leading grade level/content area teams, mentoring/developing apprentice teachers, leading professional development, and serving on school improvement committees.

Position Responsibilities:

• Fulfills all responsibilities of a teacher for your grade/subject
• Model and co-teach lessons, visit classrooms, view instruction, and engage in reflective discussion with classroom teachers
• Regularly share your instructional practice through peer observations and video recording of your teaching
• Provide non-evaluative collegial support and mentorship
• Co-lead grade-level Professional Learning Community meetings with subject area specialist, including collaborative planning, looking at student work, and analyzing data
• Support curriculum review and adaptation process
• Provide additional high quality resources and materials to teachers
• Engage in ongoing professional development, both within and outside of the organization, and share research-based practices to share with all staff
• Participate and/or lead in after-school and summer professional learning as needed
• Other duties may be assigned by building principal

Required Competencies & Skills:

• Achieve outstanding student achievement results in a short amount of time;
• Strong attention to detail;
• Strong verbal and written language and communication skills;
• Strong analytical, critical thinking and problem solving skills;
• Ability to build strong interpersonal relationships and work effectively in a collaborative environment;
• Possess a track record of leadership, integrity, initiative, curiosity and perseverance;
• Ability to communicate effectively, interpret policy and procedures, and maintain emotional control under stress;
• Desire to continuously learn and increase effectiveness as a professional;
• Excellent computer skills, including Microsoft Word, Powerpoint, Excel and the Google Suite;
• Express a commitment to relentless pursuit of increasing student learning; and
• Ability to skillfully challenge the status quo.

Physical Requirements: Light Work: Exerting up to 50 pounds of force occasionally and/or up to 10 pounds of force as frequently as needed to move objects; Frequent standing, stooping, bending, pushing and pulling.

Terms of Employment: Salary of $100,000 in accordance with the District’s approved compensation plan. Length of the work year and hours of employment shall be those established by the District.

Evaluation: Performance of this job will be evaluated by the School Principal in accordance with provisions of the Board’s policy on evaluation of personnel.

Barack Obama Leadership Academy is seeking dynamic individuals that have a passion for working with students and interested in investing and empowering   Detroit’s youth. We  encourage educators who have a an understanding of  African Centered methodology.

To plan, organize and implement an appropriate instructional program in an elementary or secondary learning environment that guides and encourages students to develop and fulfill their academic potential. Work is performed under the supervision of the principal or Dean.

Demonstrate preparation and skill in working with students from diverse cultural, economic and ability backgrounds. Encourage parent and community involvement, obtain information for parents when requested, promptly return phone calls and answer emails.
Participate in appropriate professional activities.
Participate in extracurricular activities such as social activities, sporting activities, clubs and student organizations as directed.

Position Title: World Languages Teacher

Location: Various School Locations

Salary:DFT Salary Schedule ($51,071 – $81,120)

Reports to: Principal

Bargaining Unit: DFT

Benefits Eligible: Yes

Telecommuting Eligibilty: Not eligible for telecommuting

In accordance with the Agreement between American Federation of State, County and Municipal Employees (DFT) and the Board of Education of the School District of the City of Detroit, the following vacancy is announced.

Position Summary:

The Teacher offers rigorous curriculum aligned with the State of Michigan Common Core guidelines while upholding the mission, vision and values of the Detroit Public Schools Community District. Collaborates with families and other staff members to ensure academic success of students. Evaluates and monitors students’ progress on a periodic basis.

Minimum Qualifications

• Possess a bachelor’s degree from an institution accredited by the North Central Association of Colleges and Secondary Schools or an equivalent agency.
• Must possess a valid Michigan Teaching Certificate or Michigan Temporary Teaching Authorization (T2EA), Foreign Language(s) (FA),(FB),(FC),(FD),(FE),(FF),(FG),(FH),(FI),(FJ),(FL),(FR) endorsement(s).

Essential Functions

1. Cooperate with teachers, parents and community members.
2. Enable field studies to improve classroom curriculum as per the needs of the students.
3. Offer input and assist grade level, subject matter and engage leader led conferences/professional developments.
4. Develop parent and family involvement in school life and curriculum.
5. Synthesize with colleagues on school activities to ensure academic success.
6. Discuss with parents on student progress and academic achievements.
7. Instruct rules of conduct and ensure classroom, campus, and uniform discipline policies.
8. Counsel students during academic and adjustment problems by taking corrective measures to enhance student learning abilities.
9. Handle attendance, progress reports and grade records.
10. Plan study programs to meet students’ needs, interests and abilities.
11. Provide creative assessments and evaluate students’ progress on a periodic basis.
12. Instruct students on proper use of equipment, materials, and textbooks.
13. Maintain inventory of instructional materials, aids and equipment.
14. Maintain accurate complete student records and prepare reports.
15. Performs other duties as assigned by supervisor.

Security Clearance:

Internal Applicants

If you are a current Detroit Public Schools Community District employee, you do not have to submit to a new security clearance, unless your new role requires a different type of criminal background check.

External Applicants

In alignment with Michigan law, if you are hired to fill a position, you will be required to submit to a Detroit Public Schools Community District criminal background check. Information regarding required background checks will be shared at point of hire.

Position Title:  School Counselor (To establish an eligibility pool)

Location: Various Locations

Salary: $51,071 – $82,120

Reports to: Principal or Designee

Bargaining Unit: Detroit Federation of Teachers (DFT)

Benefits Eligible: Yes

Telecommuting Eligibility: Not eligible for telecommuting.

In accordance with the Agreement between the Detroit Federation of Teachers and the Detroit Public Schools Community District, the following vacancy is announced:

Minimum Qualifications

• Candidates must possess and provide evidence of a minimum of a master’s degree from an institution accredited by the North Central Association of Colleges and Secondary Schools or an equivalent agency.
• Candidates must possess and provide evidence of a valid Michigan Teaching Certificate with a School Counselor (NT) Endorsement OR a School Counselor License issued by the State of Michigan Department of Education.
• Applicants must have completed a minimum of 18 semester hours of graduate course work in an Accredited School Counseling Program (documentation must be submitted at time of application).

• Completion of a Michigan Department of Education (MDE) mandated clock hour internship with school-aged pupils under the supervision of a person who is a counselor educator in an approved school counseling program. At least half of the mandated clock hours shall be in a school setting

Essential Functions

1. Administer Pre/Post Needs Assessments to students, parents and staff
2. Provide professional guidance and counseling services that assist in creating a learning environment that contributes directly to student mastery.
3. Concentrate on the academic achievement, career development, personal-social effectiveness and psychological maturity of students while facilitating professional tasks.
4. Participate on Resource Coordinating Teams with support services personnel. (RCT).
5. Counsel students individually and in small groups on a regularly scheduled basis.
6. Assist students with the understanding of the MI Six Career Pathways and the completion of the Education Development Plan (EDP).
7. Provide students with career guidance experiences in school wide orientations, large groups, small groups and classroom settings.
8. Coordinate guidance activities with other school staff personnel, business/labor industry, community foundations/organizations and other local resources.
9. Consult with teachers, parents, administrators, and others about the School Counseling Program and other educational-related activities, procedures and plans.
10. Participate in data aggregation and interpretation with students, parents, staff and counselor colleagues.
11. Participate in webinars, site training programs, professional conferences/workshops and other professional growth experiences.
12. Serve on the School Improvement Team and participate in other staff development activities.
13. Evaluate guidance program progress; and
14. Fulfill other school counseling duties and responsibilities as assigned by the Principal (or Designee).

Security Clearance:

Internal Applicants

If you are a current Detroit Public Schools Community District employee, you do not have to submit to a new security clearance, unless your new role requires a different type of criminal background check.

External Applicants

In alignment with Michigan law, if you are hired to fill a position, you will be required to submit to a Detroit Public Schools Community District criminal background check. Information regarding required background checks will be shared at point of hire.

Position Title: School Social Worker

Location: Various Locations

Salary: $58,142 – $82,120

Reports to: Principal (or Designee) and/or Supervisor, Office of School Social Work

Bargaining Unit: Detroit Federation of Teachers (DFT)

Benefits Eligible: Yes

Telecommuting Eligibility: Not eligible for telecommuting.

In accordance with the Agreement between the Detroit Federation of Teachers and the Detroit Public Schools Community District, the following vacancy is announced:

Position Summary

The School Social Worker promotes and enhances the overall academic mission of Detroit Public Schools Community District by providing services that strengthen home/school/community partnerships and alleviate barriers to learning.

The School Social Worker significantly contributes to the development of a healthy, safe and caring environment by advancing the understanding of the emotional and social development of children and the influences of family, community, and cultural differences on student success and by implementing effective intervention strategies.

The School Social Worker must adhere to Federal and State statues, professional development practices, School Social Work Standards and the National Association of Social Workers Code of Ethics.

Minimum Qualifications

• Applicants must possess and provide evidence of a Master’s Degree in Social Work from an accredited college or university.
• Valid State of Michigan Master’s Social Worker license, issued by the State of Michigan, Department of Licensing and Regulations, and Temporary as a School Social Worker issued by the Michigan Department of Education, Office of Special Education and Early Intervention Services or a Plan of Work from an accredited college or university.

• Applicants not holding Full Approval must be eligible for Temporary or Continuing Temporary Approval.
• Minimum of two (2) years post Social Work Master’s degree experience, working as a Social Worker with school-aged children and families.

Essential Functions

1. Provide direct school social work services to referred students who have serious social and emotional problems that interfere with learning. Provide individual and group therapeutic counseling to students and their families.
2. Identify and assesses academic problems through analysis of factors impinging on student adjustment including factors in the home, school, and community.
3. Determine and implement appropriate therapeutic strategies to effect changes in behavioral/social interactions of students and their families.
4. Complete psychosocial assessments to assist in the determination of special education eligibility.
   • Must have an understanding of the IEP Process and the ability to develop Individual Educational Plans, Multidisciplinary Evaluation Team Reports, Evaluation Review Reports, Functional Behavior Assessments, Behavior Intervention Plans, Manifestation Determination Reviews, 504’s and other special education reports pertaining to student needs and issues.
5. Demonstrate general knowledge of disability areas in special education with specific knowledge in emotional impairment and autism.
6. Coordinate and facilitate crisis intervention and trauma response services.
7. Possess a general knowledge of the provisions of the Every Student Succeeds Act (ESSA), McKinney-Vento Law and other state and federal mandates.
8. Serve as a liaison between families and the school to positively promote collaborative processes in educational planning for students by encouraging parent/guardian participation in the school setting.
9. Demonstrate knowledge of community resources to provide support and services to students and families.
10. Serves as a member of the Resource Coordinating Team (the problem-solving vehicle for the school) and other school-based teams to develop interventions for promoting students’ academic success.
11. Develop, coordinate and facilitate intervention and prevention groups for students and parents (i.e. grief, conflict resolution, divorce, etc.).
12. Demonstrate skills in conducting effective meetings and conferences (including the resolution of disagreements).
13. Maintain required clinical records and submits appropriate documents for statistical reports with adherence to program standards in school social work.
14. Demonstrate the skill in communicating concepts and information accurately orally or in writing.
15. Organize time, resources, energy, and workload in order to meet responsibilities.
16. Maintain current knowledge of and abides by federal and state laws with emphasis on persons with disabilities, child welfare, mental health, confidentiality and student and parent rights.
17. Attends meetings and professional development activities as required.
18. Perform other job-related responsibilities as assigned by the Principal (or Designee)

Security Clearance:

Internal Applicants

If you are a current Detroit Public Schools Community District employee, you do not have to submit to a new security clearance, unless your new role requires a different type of criminal background check.

External Applicants

In alignment with Michigan law, if you are hired to fill a position, you will be required to submit to a Detroit Public Schools Community District criminal background check. Information regarding required background checks will be shared at point of hire.

Position Title: Exceptional Student Education (ESE) Teacher –  Autism Spectrum Disorder

Location: Various School Locations

Salary: $51,071 – $82,120*

Reports to: Principal

Bargaining Unit: DFT

Benefits Eligible: Yes

*DPSCD will begin offer a $15,000 retention/recruitment certification bonus to existing and new educators in these areas for the 2023-2024 school year. Teachers who teach in a desginated assignment and hold the active endorsement for that assignment will be eligible:

**Cognitive Impairment (SA)                                                                       **Visual Impairment (SK)

**Deaf and Hard of Hearing (SL)                                                                  **Autism Spectrum Disorde (SV)

**Physical or Other Health Impairment (SC)                                               **Learning Disabilities (SM)

**Emotional Impairment (SE)                                                                      **Physical Education for Students with Disabilities (SP)

In accordance with the Agreement between Detroit Federation of Teachers (DFT) and the Board of Education of the School District of the City of Detroit, the following vacancy is announced.

Position Summary:

The Teacher offers rigorous curriculum aligned with the State of Michigan Common Core guidelines while upholding the mission, vision and values of the Detroit Public Schools Community District. Collaborates with families and other staff members to ensure academic success of students. Evaluates and monitors students’ progress on a periodic basis.

Minimum Qualifications

• Possess a bachelor’s degree from an institution accredited by the North Central Association of Colleges and Secondary Schools or an equivalent agency.
• Must possess a valid Michigan Teaching Certificate or Michigan Temporary Teaching Authorization (T2EA), Autistic Impaired (SV) endorsement. 

Essential Functions

1. Cooperate with teachers, parents and community members.
2. Enable field studies to improve classroom curriculum as per the needs of the students.
3. Offer input and assist grade level, subject matter and engage leader led conferences/professional developments.
4. Develop parent and family involvement in school life and curriculum.
5. Synthesize with colleagues on school activities to ensure academic success.
6. Discuss with parents on student progress and academic achievements.
7. Instruct rules of conduct and ensure classroom, campus, and uniform discipline policies.
8. Counsel students during academic and adjustment problems by taking corrective measures to enhance student learning abilities.
9. Handle attendance, progress reports and grade records.
10. Plan study programs to meet students’ needs, interests and abilities.
11. Provide creative assessments and evaluate students’ progress on a periodic basis.
12. Instruct students on proper use of equipment, materials, and textbooks.
13. Maintain inventory of instructional materials, aids and equipment.
14. Maintain accurate complete student records and prepare reports.
15. Performs other duties as assigned by supervisor.

Security Clearance:

Internal Applicants

If you are a current Detroit Public Schools Community District employee, you do not have to submit to a new security clearance, unless your new role requires a different type of criminal background check.

External Applicants

In alignment with Michigan law, if you are hired to fill a position, you will be required to submit to a Detroit Public Schools Community District criminal background check. Information regarding required background checks will be shared at point of hire.

Position Title: Physical Education Teacher

Location: Various School Locations

Salary: $51,071 – $82,120

Reports to: Principal

Bargaining Unit: DFT

Benefits Eligible: Yes

Telecommuting Eligibility: Not eligible for telecommuting.

In accordance with the Agreement between the Detroit Federation of Teachers (DFT) and the Board of Education of the School District of the City of Detroit, the following vacancy is announced.

Position Summary:

The Teacher offers rigorous curriculum aligned with the State of Michigan Common Core guidelines while upholding the mission, vision and values of the Detroit Public Schools Community District. Collaborates with families and other staff members to ensure academic success of students. Evaluates and monitors students’ progress on a periodic basis.

Minimum Qualifications

• Possess a bachelor’s degree from an institution accredited by the North Central Association of Colleges and Secondary Schools or an equivalent agency.
• Must possess a valid Michigan Teaching Certificate or Michigan Temporary Teaching Authorization (T2EA), Physical Education (MB), (MX) endorsement(s).

Essential Functions

1. Cooperate with teachers, parents and community members.
2. Enable field studies to improve classroom curriculum as per the needs of the students.
3. Offer input and assist grade level, subject matter and engage leader led conferences/professional developments.
4. Develop parent and family involvement in school life and curriculum.
5. Synthesize with colleagues on school activities to ensure academic success.
6. Discuss with parents on student progress and academic achievements.
7. Instruct rules of conduct and ensure classroom, campus, and uniform discipline policies.
8. Counsel students during academic and adjustment problems by taking corrective measures to enhance student learning abilities.
9. Handle attendance, progress reports and grade records.
10. Plan study programs to meet students’ needs, interests and abilities.
11. Provide creative assessments and evaluate students’ progress on a periodic basis.
12. Instruct students on proper use of equipment, materials, and textbooks.
13. Maintain inventory of instructional materials, aids and equipment.
14. Maintain accurate complete student records and prepare reports.
15. Performs other duties as assigned by supervisor.

Security Clearance:

Internal Applicants

If you are a current Detroit Public Schools Community District employee, you do not have to submit to a new security clearance, unless your new role requires a different type of criminal background check.

External Applicants

In alignment with Michigan law, if you are hired to fill a position, you will be required to submit to a Detroit Public Schools Community District criminal background check. Information regarding required background checks will be shared at point of hire.

Position Title: Science Teacher

Location: Various School Locations

Salary: $51,071 – $82,120

Reports to: Principal

Bargaining Unit: DFT

Benefits Eligible: Yes

Telecommuting Eligibility: Not eligible for telecommuting.

In accordance with the Agreement between American Federation of State, County and Municipal Employees (DFT) and the Board of Education of the School District of the City of Detroit, the following vacancy is announced.

Position Summary:

The Teacher offers rigorous curriculum aligned with the State of Michigan Common Core guidelines while upholding the mission, vision and values of the Detroit Public Schools Community District. Collaborates with families and other staff members to ensure academic success of students. Evaluates and monitors students’ progress on a periodic basis.

Minimum Qualifications

• Possess a bachelor’s degree from an institution accredited by the North Central Association of Colleges and Secondary Schools or an equivalent agency.
• Must possess a valid Michigan Teaching Certificate or Michigan Temporary Teaching Authorization (T2EA), Science (DI) endorsement.

Essential Functions

1. Cooperate with teachers, parents and community members.
2. Enable field studies to improve classroom curriculum as per the needs of the students.
3. Offer input and assist grade level, subject matter and engage leader led conferences/professional developments.
4. Develop parent and family involvement in school life and curriculum.
5. Synthesize with colleagues on school activities to ensure academic success.
6. Discuss with parents on student progress and academic achievements.
7. Instruct rules of conduct and ensure classroom, campus, and uniform discipline policies.
8. Counsel students during academic and adjustment problems by taking corrective measures to enhance student learning abilities.
9. Handle attendance, progress reports and grade records.
10. Plan study programs to meet students’ needs, interests and abilities.
11. Provide creative assessments and evaluate students’ progress on a periodic basis.
12. Instruct students on proper use of equipment, materials, and textbooks.
13. Maintain inventory of instructional materials, aids and equipment.
14. Maintain accurate complete student records and prepare reports.
15. Performs other duties as assigned by supervisor.

Security Clearance:

Internal Applicants

If you are a current Detroit Public Schools Community District employee, you do not have to submit to a new security clearance, unless your new role requires a different type of criminal background check.

External Applicants

In alignment with Michigan law, if you are hired to fill a position, you will be required to submit to a Detroit Public Schools Community District criminal background check. Information regarding required background checks will be shared at point of hire.

Job Title: GSRP Pre-K Teacher

Location: Various School Locations

Salary Range: DFT Salary Schedule ($51,071 – $82,120)

Reports to: Principal or Designee

Bargaining Unit: Detroit Federation of Teachers

Benefits Eligible: Yes

Telecommuting Eligibility: Not eligible for telecommuting.

In accordance with the Agreement between the Detroit Federation of Teachers and the Detroit Public Schools Community District, the following vacancy is announced:

Position Summary: The Teacher offers rigorous curriculum aligned with the State of Michigan Common Core guidelines while upholding the mission, vision and values of the Detroit Public Schools Community District. Collaborates with families and other staff members to ensure academic success of students. Evaluates and monitors students’ progress on a periodic basis.

Minimum Qualifications

• Must possess a valid Michigan Teacher Certificate or Michigan Temporary Teaching Authorization (T2EA) with an endorsement in Early Childhood Education ZA or ZS.
• Bachelor’s degree from an institution accredited by the North Central Association of colleges and secondary schools or equivalent agency.
• Must possess at least 2 semester hours or 3.0 CEU’s in Child Care Administration or have an Administrative credential approved by State of Michigan or be willing to obtain credential within 6 months of hire.

Essential Functions

1. Plan a program of study that, as much as possible, meets the individual needs, interests, and abilities of the students, utilizing the mandated curriculum.
2. Create a classroom environment that is conductive to learning and appropriate to the PreK assignment.
3. Prepare for classes assigned and show written evidence of preparation (lesson plans) upon request of the immediate supervisor.
4. Follow and adhere to the procedures and guidelines of the Early Childhood Department, State of Michigan Licensing (LARA), Wayne County RESA, GSRP, MDE and DPSCD.
5. Encourage students to set and maintain standards of classroom behavior. Develop reasonable rules of classroom behavior and procedure and maintain order in the classroom in a fair and equitable manner congruent to Detroit Public Schools Community District student code of conduct and with knowledge of the district’s core curriculum.
6. Guides the learning process toward the achievement of curriculum goals – establishes clear objectives for all lessons, units, projects and the like to communicate these objectives to students.
7. Assess the accomplishments of students on a regular basis and provides progress reports as required/ requested. Complete Child Observation Record Online (COR) 3 times per year and ASQ as required by the Early Childhood Department.
8. Employ a variety of instructional techniques and media.
9. Take all necessary and reasonable precautions to protect students, equipment, materials and workstation.
10. Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulations.
11. Complete Home Visits twice per school year.  Complete Parent Teacher Conference at least twice per school year and maintain Individual Development Plan for each student throughout school year.
12. Make provisions for being available to students and parents for education-related purposes outside the instructional day when required or requested to do so under reasonable terms.
13. Plan and supervise purposeful assignments for Associate Teacher, Noon Hour Aide and/or volunteer(s) and provide feedback to immediate supervisor as it related to their job performance if requested.
14. Strive to maintain and improve professional competence (classwork, participation in professional growth activities). Work to implement through instruction and district’s philosophy of education and its goals and objectives.
15. Obtain 24 hours of Professional Development per school year including but not limited to: CPR/First Aid, Blood Borne Pathogen, Food Safety, Diversity and Licensing regulations as appropriate.
16. Attend staff meetings and serve on staff committees as required.
17. Perform all other duties as assigned.

Security Clearance:

Internal Applicants

If you are a current Detroit Public Schools employee, presently employed with the district, you do not have to submit a fee related to obtaining the Detroit Public Schools security clearance, unless your new role requires a different type of security clearance.

External Applicants

If you are hired to fill a vacant position, you will be required to submit a Detroit Public Schools security clearance. At point of offer to hire, you will be responsible for a non-refundable payment of $64.50 via Visa, Master Card, American Express, Discover Card, cashier’s check, or money order, payable to the DPSCD Police Department. No personal checks or cash is accepted.

Position Title: Middle School Math Teacher

F.T.E: 1.0

Location: 1460 E Forest Ave., Detroit, MI 48207

Reports To: School Principal

Start Date: Immediately

Salary: Starting at $65,000 for certified teachers 

The Mission of Distinctive Schools, an educational practice leader committed to social justice and the elevation of access and achievement in historically marginalized communities, is to support each child in becoming an engaged and curious learner, a confident self-advocate, and a creative problem-solver by setting high expectations and nurturing a positive culture that honors diversity, collaboration, and optimism.

Position Description:

A Distinctive Middle School Math Teacher will inspire young minds, build strong interpersonal relationships with students and share a commitment to ensuring that every child achieves their full potential. This person will:

• Design, prepare and deliver dynamic lesson plans and instructional materials that engage students in 21st century learning experiences
• Provide opportunities that challenge students to think critically
• Create a developmentally appropriate, positive, inclusive and safe learning environment
• Has a mindset of using restorative justice approach with discipline
• Monitor progress to ensure all students are demonstrating high rates of growth
• Maintain accurate and complete records of students’ progress and development
• Demonstrate preparation and skill in working with students from diverse social-emotional, cultural, economic and ability backgrounds
• Work closely with team members and parents to best meet the needs to students

Requirements:

• Bachelor’s Degree
• Michigan Teacher Certification
• Content Area Endorsement

Why Join the Distinctive Schools Team:

• 25+ Paid holidays & 10 days PTO annually (in addition to summer break for educators/campus positions)
• 12 weeks family paid leave
• Comprehensive Healthcare (Medical, Dental, Vision)
• 403b match
  • Fully match up to 3%
  • 50% match up to 5%
• Professional development including tuition reimbursement
• Gym and wellness discounts
• We are a collaborative team of professionals supporting each other to instill a love of learning in our students
• We empower students, families and staff to contribute to our mission in a meaningful way
• We make an impact in our communities by serving some of the most historically marginalized in the city
• We offer a great benefits package for full time employees (Medical; Dental; Vision; PTO; 403b match, discounted gym membership, tuition reimbursement options, referral bonus)

Distinctive Schools is an equal opportunity employer and does not discriminate against any employee or applicant for employment on the basis of race, color, religion, sex, gender, national origin, age, disability, veteran status, marital status, sexual orientation, gender identity, gender expression, or any other personal characteristic protected by applicable law.

Position Title: Regional Teacher Development Manager ( 2022-23SY)

F.T.E: 1.0

Location: Metro-Detroit, MI (Harper Woods, Detroit, Redford & Flat Rock)

Reports To: Managing Director of Curriculum, Instruction and Assessment – Literacy and Executive Director of Curriculum, Instruction, and Assessment

Start Date: Immediately

The Mission of Distinctive Schools, an educational practice leader committed to social justice and the elevation of access and achievement in historically marginalized communities, is to support each child in becoming an engaged and curious learner, a confident self-advocate, and a creative problem-solver by setting high expectations and nurturing a positive culture that honors diversity, collaboration, and optimism.

Position Description:

The Regional Teacher Development Manager is an experienced educational leader who oversees the development of the lead instructional coaches and works in partnership with the campus leader to monitor the implementation of the Distinctive Schools coaching model at all campuses in the assigned region. This leader possesses a deep understanding of research-based instructional coaching methods and understands the tenets of adult learning. They have a proven ability to plan and facilitate impactful professional development that leads to lasting change in practice. This person possesses excellent interpersonal and executive functioning skills and is a leader who has the foresight and ability to capitalize on opportunities for growth and improvement within the organization. The Regional Teacher Development Manager collaborates with stakeholders at all levels of the organization to foster continued improvement and to accomplish the goals of the organization’s strategic plan. This person will:

Culture:

• Build and foster a culture of belonging and positive climate
• Honor stakeholder perspective as key to the decision-making process
• Cultivate a strengths-based and, equity-focused mindset
• Celebrate individual and collective growth towards goals
• Promote a safe and supportive working environment with an equity-conscious mindset.
• Establish professional rapport with and maintain visibility with stakeholders
• Maintain a student-centered perspective in decision making
• Contribute to the equity work of the campuses, region, and network and engage in culturally responsive decision making
• Develop positive and professional relationships

Teacher Talent and Development/Teacher Onboarding:

• Support the planning and facilitation of annual New Teacher Institute to introduce new hires to the organization’s mission, vision and expectations
• Contribute to the development and implementation of a new teacher onboarding program ts to ensure that first year teachers receive the appropriate support at the appropriate time and in order to increase long-term satisfaction and retention
• Partner with regional and network leaders to ensure new teacher onboarding reflects regional needs and priorities
• Collaborate with school director in interviewing and hiring of lead instructional coaches
• Facilitate the Lead Instructional Coach hiring and onboarding in partnership with network team
• Develop the leadership and coaching capacity of Lead Instructional Coaches.
• Partner with members of the regional and network team to improve the design and quality of best practices shared in New Teacher Institute.
• Gather feedback about effective new teacher onboarding, develop and invest stakeholders in a shared organizational point of view about what leads to successful new teacher experiences.
• Support Lead Instructional Coaches in understanding the current experience of first-year teachers

Professional Learning, Leader Development & Coaching:

• Plan and facilitate ongoing regional professional development to strengthen the capacity of lead instructional coaches
• Meet with the principal or assistant principal regularly to review lead instructional coach documentation, monitor implementation of the DS coaching model, and solve for barriers to progress
• Host monthly team check-ins with lead instructional coaches to reflect on leadership development and their role in supporting professional growth in others
• Join meetings between the assistant principal and lead instructional coach to engage in conversations designed to support the growth of the individual
• Partner with lead instructional coaches to conduct DS Observation Structures with a specific focus on observations relate to an instructional goal
• Participate in inter-rater observations using established tools and protocols to support lead instructional coaches in a deep understanding of the DS Teaching framework.
• Partner with the school leader and lead instructional coach to set personalized professional learning goals
• Observe lead instructional coach and coachee meetings providing feedback on the coaching
• Provide timely and actionable feedback to lead instructional coaches in partnership with the school leader
• Lead ongoing collaborative and solution-focused opportunities for Assistant Principals, and Lead Instructional Coaches focused on strengthening implementation of the coaching model
• Design professional learning experiences to develop the capacity of instructional coaches and campus assistant principal,  implement the DS Coaching Model, professional learning experiences in response to data
• Remain current in the research of instructional coaching and teacher development in order to inform the continued evolution of the model
• Use Whetstone to document all coaching moves

Leadership:

• Support the Distinctive Schools’ mission, vision, and strategic plan
• Design and implement strategic plan, action plans and monitor ongoing progress towards key initiatives
• Participate in ongoing professional learning opportunities in order to better support network growth and ensure that instructional coaching practices reflect current research
• Contribute to grant applications and other professional writing
• Participate in regularly scheduled network and campus dashboards
• Perform the basic responsibilities of an Academic Team member

Academic Team Member:

• Partner with Academic Team members to lead key initiatives related to the role of the lead instructional coach and teacher onboarding and development
• Uphold the Distinctive Schools’ mission, vision, values, DS Model
• Contribute to and implement the DS Model, strategic plan, campus growth plans, and network and regional priorities
• Provide strategic vision, support, and leadership in new school start-up or restart opportunities in the region
• Design, implement, monitor progress, and provide updates on key instructional coaching decisions with a specific focus on new teacher development
• Partner with the Regional and cross-regional Academic Team members to ensure parity in philosophy, pedagogy, systems, structures, and protocols among all content areas
• Contribute to and implement the DS Model, strategic plan, campus growth plans, and network and regional priorities
• Participate in professional learning opportunities in order to better support network growth and ensure that instructional coaching and teaching practices reflect current research
• Establish tasks and timelines and develop strategies to support projects through from beginning to end
• Maintain a current and detailed understanding of all state laws, curriculum, and onboarding requirements
• Plan, design, and implement regional and network initiatives and professional learning, onboarding, and design teams in partnership with regional and network academic teams
• Contribute to grant applications and other professional writing

• Perform the responsibilities of an Academic Team member and other duties as assigned
• Meet regularly with Managing Director of Curriculum, Instruction, and Assessment – Literacy and Executive Director of Curriculum, Instruction, and Assessment for feedback, coaching, and partnership

Team Collaboration;

• Conduct DS Observation Structures and Formal/Informal Observations in partnership with campus leaders and Academic Team members to monitor curriculum implementation, instruction, and learning
• Partners with the Director of Math and Science to ensure parity in philosophy, pedagogy, systems, structures, and protocols
• Partners with special education and bilingual/ESL teams in all initiatives
• Work collaboratively with the Academic Team to continuously raise standards of student achievement, and growth for all students through assessment, targeted and specialized instruction and tiered intervention
• Collaborate with Campus Directors and Director of Instructional Coaching to identify and provide professional development and resources needed to build the capacity of instructional coaches and teachers
• Design, plan, and implement regional and network collaboration opportunities to support student growth and achievement
• Support the design and implementation of Campus Growth Plans

Requirements:

Education:

• Bachelor’s Degree, Master’s preferred

Qualifications:

• Valid Illinois Professional Educators License or Michigan Teacher Certification
• 5 years’ teaching experience
• 3 years’ school leadership experience
• Knowledgeable of the ways in which adults learn

Technology Requirements:

• Proficient with cloud based software solutions (such as GoogleSuite)
• Ability to learn digital tools and programs as needed for the position
• Travel: Ability to travel to regional campuses

Physical Demands:

• Ability to work 40+ hours per week between the hours of 8am-7pm
• Occasional lifting, carrying, pushing, and/or pulling; some stooping, kneeling, crouching, and/or crawling; and significant fine finger dexterity. Generally, the job requires 20% sitting, 50% walking, and 30% standing.

Why Join the Distinctive Schools Team:

• We are a collaborative team of professionals supporting each other to instill a love of learning in our students
• We empower students, families and staff to contribute to our mission in a meaningful way
• We make an impact in our communities by serving some of the most historically marginalized in the city
• We offer a great benefits package for full time employees (Medical; Dental; Vision; PTO; 403b match, discounted gym membership, tuition reimbursement options, referral bonus)

Distinctive Schools is an equal opportunity employer and does not discriminate against any employee or applicant for employment on the basis of race, color, religion, sex, gender, national origin, age, disability, veteran status, marital status, sexual orientation, gender identity, gender expression, or any other personal characteristic protected by applicable law.

Education Specialist at Detroit Parent Network

THE ROLE

Working closely with the TRAILS Michigan team and leadership, the Project Specialist will oversee TRAILS implementation in Detroit charter school networks. With a goal to increase utilization of evidence-based mental health practices among school and community professionals, and making effective mental health services accessible in all schools, the Project Specialist will be the main point of contact with school partners and other project stakeholders. The Project Specialist will execute project work plans and ensure the delivery of TRAILS programming in alignment with established project goals, objectives, and outcomes.

THE ORGANIZATION

TRAILS (Transforming Research into Action to Improve the Lives of Students) is a growing team of innovative thinkers committed to youth mental health. We partner with schools throughout Michigan and in a number of other settings nationwide, providing school staff with the training, materials, and implementation support they need to deliver effective mental health programming to their students. Our program was designed and developed by expert child mental health clinicians in collaboration with health and education researchers, educators, and school leaders. Our model was built specifically for the school setting, and is grounded in evidence-based cognitive behavioral and mindfulness practices. As we work to make effective mental health services available to all students, priority is given to schools that are under-resourced or that serve historically excluded populations. Our staff are dedicated to a vision of health and health care equity for all, and as TRAILS expands, we are seeking individuals who practice cultural humility, and who thrive in and contribute to an inclusive working environment.

THE RESPONSIBILITIES

Program and Project Management (50%)

• Collaborate with charter school networks to plan, implement, and evaluate TRAILS program offerings including setting project goals, identifying benchmarks, and tracking program progress. May include some in-person support in schools. 
• Collaborate across TRAILS teams (clinical, technology / web, communications) to ensure integrated project planning, implementation, evaluation, and delivery of the TRAILS training model. 
• Ensure high standards of program quality and fidelity, while balancing the need for flexibility and school adaptations. 
• Support the development of programmatic manuals and materials and assist the school district in tailoring protocols appropriate for their district. 

Build External Partnerships (25%):

• Build relationships with charter networks and explore unique partnership opportunities.
• Monitor and address program feedback from school partners and communicate this feedback within TRAILS teams to collaboratively drive continuous improvement efforts. 
• Represent TRAILS programs and offerings and articulate the mission of TRAILS with district leadership, administration, external program partners and community organizations. 
• Build and maintain relationships with funders and key stakeholders and facilitate meetings and participate in dialogue to promote recognition of TRAILS with potential partners at the community level.

Data Collection & Analysis (15%)

• Coordinate with program evaluation teams (internal and external) to ensure adequate data collection, interpretation, and reporting of findings, measuring the effectiveness of TRAILS and the implementation strategies utilized.

Team responsibilities (10%)

• Attend all staff meetings and retreats, workgroups and other relevant TRAILS meetings as necessary
• Support TRAILS team with all hands on deck events as needed and other team initiatives

THE PERSON

Our experience suggests that the following types of professional experiences lend themselves to this work:

• At least 2-5 years of experience in program implementation, project management, mental health, education, or similar field
• Knowledge and understanding of the Detroit community
• Experience working with charter schools
• Familiarity with school mental health programming and implementation
• Experience organizing activities with community partners (e.g., trainings, events, focus groups, partnerships)
• Experience with report writing

Our experience suggests that the following types of skills lend themselves well to this work:

• Demonstrated strength in developing and maintaining relationships both with internal team members and external community stakeholders such as school, government, and/or donor partners
• Experience leveraging and communicating about data 
• Strong written and verbal communication skills 
• Highly self-motivated with the ability to work independently and with limited direction
• Expertise with survey software (e.g. Qualtrics) as well as Microsoft Office, Word, Excel and PowerPoint

EDUCATION

Our experience suggests the following certifications and degree(s) lend themselves well to this work:

• Bachelor’s degree preferred or applicable experience and competencies may be considered in lieu of formal education

COMPENSATION

The range for the salary for this role is $70,000-$80,000.

TRAILS offers a generous benefits package including medical, dental, and vision as well as a 403B with a safe harbor match and short and long term disability. We offer a generous holiday and paid time off package. 

OUR COMMITMENT TO DIVERSITY, EQUITY, & INCLUSION 

Addressing inequities in access to evidence-based mental health care is intrinsic to the TRAILS mission. The intentionality behind this approach is woven into everything we do at TRAILS, resulting in a staff-wide commitment to diversity, equity and inclusion for all facets of our program. If this commitment is something to which you could positively contribute, we encourage you to apply, particularly if your voice represents a historically excluded perspective. 

TRAILS, a project of Tides Center, is an “at-will” and equal opportunity employer. Applicants and employees shall not be discriminated against because of race, religion, sex, national origin, ethnicity, age, mental or physical disability, sexual orientation, gender (including pregnancy and gender expression) identity, color, marital status, veteran status, medical condition, or any other classification protected by federal, state, or local law or ordinance.

Position Summary: 

The Development Director at the DPS Foundation works closely with the President and CEO to identify funding strategies, cultivate donors, and solicit gifts to ensure the achievement of annual development goals and objectives.

Major Duties:

1. Provide excellent service to internal and external customers
2. Provide input to senior leadership and board to establish long- and short-range development goals in conjunction with the strategic plan, mission, and DPSCD priorities
3. Assist with designing, implementing, and evaluating comprehensive development strategies and programs
4. Identify and build relationships with existing and potential donors and funders
5. Prepare grant applications and manage all aspects of the pre-and post-process
6. Assist with the evaluation of proposals submitted for funding
7. Utilize prospect management tools and other available resources to ensure effective management of development activities
8. Create and maintain systems to ensure accurate and up-to-date donor information
9. Provide leadership with respect to development communications and marketing
10. Perform other related duties as assigned

Minimum Qualifications:

• Bachelor’s degree (in related field) or commensurate experience
• Five years of development, and grant writing experience
• Excellent public speaking, written, and interpersonal communications skills
• Technical Knowledge (Microsoft Office, social media or web-based communication, and database management (Donor Perfect preferred))
• Ability to work flexible hours and attend fundraisers
• Highly organized and self-directed
• Must have personal transportation – field work required

Come join us! We’re looking for education journalism interns for our Chicago, New York City, Indianapolis, Detroit, and National bureaus and our data desk. 

Are you a motivated undergraduate or graduate student interested in telling stories about education in America? Come intern with us at Chalkbeat, where you’ll spend 10 paid weeks covering the effort to improve U.S. schools for all children, especially for students who have historically lacked access to a quality education. 

As a reporting intern, you will:

• Work a hands-on 40-hour week alongside some of the nation’s top education journalists. You’ll choose which 10 weeks you’ll work based on your college schedule.
• Reporting interns write daily stories on deadline, with editing from top-notch story editors. 
• Hone your writing and interview skills.
• Incorporate data journalism, polls, and social engagement.

As a data intern, you will:

• Build out custom graphics for reporters in D3 and Datawrapper.
• Perform reporting and analysis tasks for stories, such as geospatial merges, joining tables, and producing aggregate numbers.
• Contribute to at least one large-format enterprise storytelling project.
• Learn to think about data in an empathetic, community-first team environment.

All interns will:

• Attend weekly skills-building sessions.
• Become an integral part of a dynamic, diverse newsroom. 
• Receive a cell phone stipend, two vacation days, and financial assistance for housing and relocation if needed.

What kind of stories will I tell?

You’ll mostly work on daily news. Here are some of the stories and data visualization our 2021 interns produced. 

• Pooja Salhotra, NYC bureau: 
  • She got into one of NYC’s top high schools. Four years later, she wishes she hadn’t.
  • More than 10,000 NYC students are classified as ‘emotionally disturbed.’ Some are out to change that label.
• Carson TerBush, Indiana bureau:
  • Tutoring, tech support, therapy: How parents want IPS to spend millions in COVID aid
  • One Indianapolis district’s bilingual classrooms attempt to address learning gaps for Hispanic students
• Maia Spoto, Chicago bureau:
  • ‘It’s finally here’: Are colleges prepared to receive a first-year cohort shaped by COVID-19?
  • Citing student trauma from violence and pandemic, Chicago educators call for school budget redo
• Neena Hagen, Philadelphia bureau: 
  • Asbestos troubles at Masterman raise safety concerns about some other Philadelphia schools as first day looms 
  • Damaged asbestos, peeling lead paint, and mold still in some Philadelphia schools, says  teachers union
• Annie Fu, data intern:
  • Adequate ventilation can curb the spread of COVID. Here’s what we know about ventilation inside NYC schools.
  • Colorado schools are getting more money. Bigger changes could be on the way.

FAQ:

What skills do I need to have?

• Journalism is your calling. You love tracking down information, synthesizing it, and sharing it with readers.
• You’re interested in social issues, public policy, and diversity, equity, inclusion, and belonging.
• You’re eager for feedback and enjoy collaborating. 
• You’re flexible, creative, energetic, thoughtful, and tenacious. 
• You know how to report accurately, convey information clearly and concisely, and meet your deadlines.  

What education and prior experience do I need to have?

• The internship is open to current college undergraduate and grad students or students who have just graduated from either.
• We do require some high school, college, freelance, or professional journalism experience. You need to submit three clips or data work that demonstrates your skills. 
• You do not have to be a journalism major.
• A demonstrable interest in public education and DEI.

Will the internship be onsite or remote?

As of now we are planning in-person internships except for the data intern, who can be based anywhere. If COVID spikes, we will pivot to remote. We will make that decision in April, keeping safety top of mind. 

I’m not a U.S. citizen. Can I still apply?

In compliance with federal law, all persons hired will be required to verify identity and eligibility to work in the United States and must complete the required employment eligibility verification form upon hire.

Do I need to have a car? What about a laptop?

    The NYC and National interns (National is based in our NYC office) will use public transportation. For the other bureaus, having a car is helpful but not required.

    If you do not have a laptop we will provide one.

What does it pay? 

Our pay rates are based on the cost of living in each city. The hourly rates are:

• National: $20 
• NYC: $20 
• Chicago: $19
• Detroit: $15
• Indiana: $15
• Data: $15-20 dependent upon location

Interns  also receive a onetime $100 cell phone reimbursement. 

When will I know if I got it?

We will begin interviewing finalists in January 2022 and will let everyone know by February 4, 2022. 

I have more questions. Whom do I ask?

Happy to answer them! Email Emiliana Sandoval at esandoval@chalkbeat.org.

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 quality education. We are mission-driven journalists who believe that an independent local press is vital to ensuring that education improves. Currently in eight 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. We are committed to a diverse newsroom. Read our antiracism statement.

Chalkbeat is dedicated to equal employment opportunities for all applicants and employees. Chalkbeat encourages people of all races, colors, national origins, ancestries, creeds, religions, genders, ages, disabilities, veteran status, sexual orientations, and marital statuses to apply.

Position Title: Development Assistant

Salary Range: $35,000 – $45,000 + benefits

Reports to: Director of Operations

Position Description:

Give Merit is looking for a Development Assistant to join their team. This person will play an integral part in Give Merit’s fundraising and development strategy, working with relevant staff and board members. To ensure success, this person will have a clear understanding of the organization’s core values. Top candidates thrive in a fast-paced environment, are willing to learn new things, and pay close attention to details.

Roles & Responsibilities:

General

• Develop deep understanding of Give Merit mission, values, programs, and vision
• Attend one FATE workshop per week
• Coordinate special guest mentor/visitor experience at program offerings

Development Support

• CRM Maintenance
  • Remain in constant pursuit of learning the capabilities of the database and sharing how it can best serve the organization
  • Uphold accurate and up-to-date information regarding constituent profiles and giving history
    • Regularly input precise data into CRM in accordance with organizational processes
  • Gift processing
    • Become expert on donation processes and protocols
    • Maintain donation intake for organization following outlined processes
    • Ensure donors are acknowledged in a timely fashion
  • Reporting
    • Run reports as necessary for purposes including, but not limited to:
      • Data tracking
      • Outreach & Engagement
      • Events
      • Publications
    • Donor Cultivation
      • Work with staff and board to implement and execute stakeholder cultivation practices
        (i.e. Thank You Cards, Emails, & Calls)
      • Attend occasional meetings with donors and prospects
        • Prepare materials as necessary
      • Prospect and secure partners/donors for annual corporate pledges and FATE Professional Academy event
    • Grant Writing
      • Manage a segment of organizational grant proposals (Composition, Reporting, etc.)

Special Projects (support as needed)

• Fundraising events
• Alumni engagement
• Social media

Qualifications:

• Passion for serving the Detroit community, especially youth
• Effective written & verbal communication skills
• Extremely strong attention to details
• Proficiency with Microsoft Office Suite (Word, PowerPoint, Excel)
• Familiarity with Google applications (Gmail, Calendar, Google Drive)
• Experience with coordinating donors/volunteers, youth, or events (preferred)
• Experience with utilizing CRM (i.e. Bloomerang, Salesforce, etc.) Software (preferred)
• Understanding of what the grant seeking process entails (preferred)

Are you excited to inspire and equip scholars in a rigorous and nurturing classroom environment that prioritizes student learning and social-emotional development? Join our dynamic and passionate team of educators this Fall at MacDowell Prep Academy on Detroit’s West Side!

MacDowell Preparatory Academy is seeking passionate and nurturing teachers who can provide individualized and supportive instruction that allows each student to achieve academic excellence and exhibit independence and social responsibility.

Duties and responsibilities of a teacher will include but are not limited to:

Outstanding academic achievement and student character development
Create a positive, achievement-oriented, joyful, and data-driven classroom that excites and invests students.
Motivate students to reach and manifest high academic and behavioral standards.
Build learning environments of respectful, achievement-oriented, optimistic, persistent, team-oriented, and joyful learners.
Hold all students accountable for proper diligence and behavior in and out of school.
Professional learning, development, and growth
Collaborate with Deans, and other members of the school team to improve instruction, culture, and results.
Utilize and maximize MPA’s’ Pacing Plan, quarterly assessments, data-analysis systems, professional development, and instructional strategies.
Enthusiastically participate in formal and informal learning and development opportunities.

Skills and Characteristics

Mission-driven with extremely high standards for student achievement
Excellent oral and written communications skills
Problem-solving attitude with incredibly strong work ethic and humility
A joy of learning and leading
Strong instructional and classroom management skills
Professional level of personal organization and planning
Willingness to respond positively to feedback with a solutions-oriented attitude
Mastery of and enthusiasm for the subject matter.
Educational Background and Work Experience

Willingness to seek valid state certification if needed.

Position Title:  Teacher

Reports to:  This position reports to and is evaluated by the School Principal

Qualifications:

• Bachelor’s Degree
• Michigan Teacher Certification

Position Description:  The classroom teacher will be responsible for planning and implementing high quality instruction to all students.  He or she will use a variety of methodologies and curriculum resources to ensure that all students meet grade level content expectations.

Position Responsibilities:

• Deliver engaging high quality instruction to all students;
• Utilize a variety of researched-based instructional techniques, strategies, and methods;
• Implement a tiered system of instruction within the classroom to meet the needs of all students;
• Hold ongoing instructional-specific conversations focused on improving student learning;
• Collaborate to create and execute clear, logical instructional plans that produce strong results in student learning;
• Integrate technology in instruction, planning and communication;
• Coordinate instruction within and across grade levels;
• Demonstrate successful teaching techniques and classroom management skills as defined by the District’s evaluation tool;
• Create a learning environment that is conducive for learning;
• Design a physical environment that uses classroom space, walls and room arrangement to support effective learning and communication;
• Build meaningful, caring relationships with students;
• Motivate students and influence their behaviors;
• Use appropriate tone and language when redirecting students;
• Actively participate in the Teaching for Learning Cycle which requires analyzing data, completing action plans, delivering re-teach lessons and reflecting on the instructional learning cycle;
• Participate and adhere to all specialized student plans i.e. Individual Educational Plans (IEPs), 504, Behavior Plans, etc.
• Utilize the multi-tiered system of support to identify and address barriers to learning;
• Design and utilize formative assessments to modify and adjust instruction on a daily basis;
• Collect and analyze data to inform instructional decisions;
• Contribute to a professional environment that is one of mutual respect, teamwork, and accountability;
• Adheres to the District’s and School’s policies, expectations, and protocols as outlined in the District’s Policies and Procedures Manual and School’s Procedures Manual.

Required Competencies & Skills:

• Achieve results by taking risks and reflecting and acting on lessons learned;
• Maintain his/her drive for results by demonstrating persistence, directness, and the ability to monitor and plan ahead;
• Possess the aptitude to discuss subject specific content instruction and the drive to try out new ideas to improve student learning;
• Achieve outstanding student achievement results in a short amount of time;
• Strong attention to detail;
• Strong analytical, critical thinking and problem solving skills;
• Ability to build strong interpersonal relationships and work effectively in a collaborative environment;
• Possess a track record of leadership, integrity, initiative, curiosity and perseverance;
• Ability to communicate effectively (verbal and written), interpret policy and procedures, maintain emotional control under stress;
• Desire to continuously learn and increase effectiveness as a professional;
• Excellent computer skills, including Microsoft Word, Powerpoint, Excel and the Google Suite;
• Express a commitment to relentless pursuit of increasing student learning; and
• Ability to skillfully challenge the status quo.

Physical Requirements:  Light Work:  Exerting up to 50 pounds of force occasionally and/or up to 10 pounds of force as frequently as needed to move objects; Frequent standing, stooping, bending, pushing and pulling.

Terms of Employment:  Salary benefits shall be paid consistent with the District’s approved compensation plan.  Length of the work year and hours of employment shall be those established by the District.

Evaluation:  Performance of this job will be evaluated by the School Principal in accordance with provisions of the Board’s policy on evaluation of personnel.

Are you excited to inspire and equip scholars in a rigorous and nurturing classroom environment that prioritizes student learning and social-emotional development?

MacDowell Preparatory Academy is seeking a passionate and dedicated curriculum, teaching life skills and nurturing 3rd Grade Math Teacher who can provide individualized and focused emotional intelligence through a supportive instruction that allows each student to achieve academic excellence and exhibit community environment. social responsibility.

The 3rd Grade Math Teacher:

– Inspires students to learn, promoting creativity, critical thinking, and collaboration skills that students can apply outside of the classroom
– Develops goals that assist with gauging academic performance while giving students clear directives on how to improve
– Utilizes excellent verbal and nonverbal communication skills to identify in life. student needs
– Models the standards and behaviors they ask of their students, aiding in each students’ ability to cultivate desirable habits and behaviors

QUALIFICATIONS

Attributes:

– Ability to effectively communicate with students, parents, and administrators their future and own their own learning. They and clearly express complex ideas will maximize their potential and achieve
– Willingness to leverage the student support network to ensure that students’ success in every area of their lives. social, emotional, nutritional, and health needs are addressed
– Confidence speaking in front of groups and enforcing classroom rules
– Ability to create engaging lesson plans and successfully instruct students in accountable for creating an environment where theories, methods, and tasks, inspiring students to learn scholars enthusiastically learn
– Proficient active listening skills to understand and adapt to students’ various learning needs
– Strong public speaking and oral presentation skills actively supporting our children’s dreams and
– Excellent organization and time management skills
– Advanced technology skills to track student attendance and grades and present creative lessons
– Leadership skills and patience for working with students of all levels
– Thrives both independently and within a collaborative working environment students
– Maintains a high level of personal and professional integrity

Education and Experience

– Valid Michigan Teacher Certificate in appropriate grade level and/or content
– Knowledge of State Standards and Common Core Standards staff and students
– Two years of teaching experience preferred
– High level of comfort working in a growth-focused coaching environment relationships based on observations, debriefs, action planning, and progress monitoring
– High quality written and verbal communication skills
– High proficiency in Microsoft Office products including Word and Outlook
– Experience working in a multi-cultural setting preferred
– Successful completion of federal and state criminal background checks
– Ability to meet educational standards as applicable
– Ability to work well under pressure as well as effectively prioritize and execute tasks to meet deadlines consistently
– Understanding of and ability to manage confidential information
– Exemplary written and verbal communication skills

DUTIES & RESPONSIBILITIES

Classroom Culture and Student Development

– Implement MPA curriculum & instructional practices
– Relentlessly work to meet all goals related to student achievement and culture as well as Adequate Yearly Progress (AYP) goals
– Develop, administer, and/or facilitate assessments to determine student math levels
– Create instructional math plans to match student ability and learning styles
– Deliver highly effective daily lessons based on student need and rooted in research-based instructional practices
– Differentiate instruction to meet the needs of all students, guiding scholars through math activities to help them overcome obstacles
– Create a joyful, caring, and loving classroom environment for all students
– Integrate culturally responsive teaching practices into daily lessons and interactions with students, parents, and colleagues
– Consult with parents and teachers to recommend at-home strategies to improve math skills
– Communicate regularly with families regarding the academic and social-emotional growth of their child
– Implement school-wide culture expectations and norms, inside the classroom and beyond
– Incorporate 21st-century technology skills into daily classroom practice and team settings
– Participate in the planning and implementation of non-instructional activities such as social events and field trips

Organization and Collaboration

– Partner with colleagues to employ teaching/learning strategies that promote math comprehension
– Maintain current and efficient records including the preparation of reports, data visuals, and presentations
– Assist in the creation and implementation of after-school and/or math tutoring programs
– Model successful math instruction in elementary and/or middle school classrooms
– Collaborate and communicate effectively, humbly, and respectfully with all colleagues
– Other related duties as assigned by the School Leader/Principal

Position Title: Assistant Principal

F.T.E: 1.0

Location: Michigan

Reports To: School Principal

Start Date: July 2021

The Mission of Distinctive Schools, an educational practice leader committed to social justice and the elevation of access and achievement in historically marginalized communities, is to support each child in becoming an engaged and curious learner, a confident self-advocate, and a creative problem-solver by setting high expectations and nurturing a positive culture that honors diversity, collaboration, and optimism.

Position Description:

The Assistant Principal is a self-driven and motivated educational leader whose philosophy and beliefs align with Distinctive Schools’ mission, vision and values. This person has a keen instructional lens and is able to provide targeted and actionable feedback. They possess a growth mindset and build staff staff by motivating colleagues to work towards both the campus and network goals. The Assistant Principal is a fun-loving, hard-working individual who is interested in collaboration and growth.

The Assistant Principal leads school campus initiatives to ensure fidelity of the Distinctive Schools (DS) mission, vision and values alongside the DS Strategic Plan. The primary outcomes of the the Assistant Principal are to: 1) implement the DS instructional coaching model by supporting and fostering the development of individual teachers and the instructional coaches; 2)  facilitate the formal and informal observations process; 3) oversee all MTSS efforts and processes to support student learning including data, planning, and problem solving meetings; and 4) support school-wide academic and social and emotional learning to reinforce safe, joyful, and personalized learning environments.

Assistant Principal roles and responsibilities include:

Culture

• Build and foster positive and professional relationships with all staff
• Honor teacher voice and autonomy in the coaching partnership
• Foster positive climate and culture among all team members
• Model and cultivate a strengths-based mindset and language
• Celebrate teacher and staff milestones, accomplishments, and growth towards goals
• Serve as a positive role model
• Promote safe, supportive learning and professional working environments with an equity conscious mindset
• Coordinate and lead special events in partnership with the School Director, including visits and tours

Instructional Leadership

• Serve as the model for instructional and social-emotional best practices
• Serve as a member of the school’s  Instructional Leadership Team (ILT) to support alignment, including and performing other ILT duties (In Professional Learning and Leadership)
• Co-execute the Campus Growth Plan in alignment with DS Strategic Plan in partnership with the School Principal
• Develop, implement, and oversee specific projects based on the unique needs of the campus and in alignment with the campus growth plan efforts, and student centered learning initiatives in partnership with ILT
• Oversee campus implementation of DS MTSS processes, protocols, and tools with ongoing collaboration with network teams.
• Uphold and support successful implementation of core curriculum and assessments
• Meet with the Instructional Coaches at least bi-weekly to prioritize coaching caseload and determine action steps
• Provide feedback to instructional coaches and mentors to support their professional growth and development
• Meet with the Mentor Teachers at least monthly to problem-solve and determine action steps
• Provide feedback to teachers, including instructional coaches and mentors, to support their professional growth and development
• Conduct formal observations in adherence to regional expectations and protocols
• Coordinate and oversee all required testing administration in partnership with the school director/principal and Director of Data and Assessment
• Plan and present ongoing professional development and collaborative planning sessions
• Oversee the implementation and data analysis of instructional technology and online programs
• Monitor and ensure staff adherence to the norms outlined in the DS Professional Expectations and Responsibilities

Instructional Coaching

• Exemplify and support the DS instructional coaching model, including facilitation of deep coaching cycles based on teacher need and experience
• Move the performance of individual teachers through goal-setting, observation, co-teaching, modeling, and goal-specific feedback
• Model specific teaching skills or strategies for teachers through the use of video and classroom instruction
• Create coaching tools (e.g., checklists, observation protocols, conversation agendas, etc.) to support each teacher’s progress towards and achievement of the goal
• Prioritize the needs of teachers who need intensive and ongoing support (i.e. first-year teachers)
• Provide weekly (minimum) coaching for those teachers actively participating  in a deep coaching cycle, including those on a Direct Support Plan (DSP)
• Provide directive coaching as an extension of the formal observation process
• Document and model documentation of  deep coaching work

MTSS Processes  

• Review lesson plans and provide feedback based on individual coaching cycles and/or school-wide professional development goals

• Lead MTSS initiatives, processes, and structures at the campus level and contribute to network MTSS design
• Facilitate campus and grade level problem solving meetings ensuring evidence-based decision making for Tiers 1, 2, and 3 responses and interventions
• Collaborate with school team to design, develop, document and implement a continuum of effective, research-based and innovative interventions and instructional supports  as part of a multi-tiered system of supports
• Model and coach teachers in effective Tier 1, 2, and 3 instruction and implementation
• Support communication with parents on MTSS processes, intervention and student progress
• Pilot tools, resources, data collection and programs in partnership with the network Academic Team

Assessment and Data Analysis 

• Review & analyze campus academic and behavior Tier 1, 2, and 3 data (e.g, universal screeners and core program assessments, digital program data, check-in/out, etc.). Update the ILT and DS Academic Team on progress.
• Assist with coordination of the campus’ universal screening process for both academics and behavior

• Maintain records of student progress toward standards, intervention progress monitoring, and digital program data in established network systems
• Collaborate with instructional coaches and mentor teachers to model and support strong data analysis, and lesson design during weekly planning meetings. Facilitate grade or team Data & Design meetings as assigned by the Director.
• Seek out, be receptive to, and respond to feedback

Professional Learning and Leadership

• Participate in all network and campus-based professional development and meetings, including AP huddles and Academic Planning days
• Meet with Director of Instructional Coaching at least biweekly to reflect on coaching caseload and  discuss instructional coach development and support
• Serve as a member of the school’s  ILT to support alignment and to perform additional ILT duties
• Plan and facilitate weekly campus professional development and collaborative planning, including Welcome Week
• Collaborate with instructional coaches and mentor teachers to ensure strong data analysis and planning
• Oversee the Professional Growth Plan (PGP) process
• Fulfill all Assistant Principal duties as assigned

Requirements:

Education and Certification

• Bachelor’s Degree, Master’s preferred

• Valid Michigan Teaching Certification
• Valid or working towards a General Administrative/School Principal Endorsement in the state of Michigan

Qualifications 

• Ability to work outside of normal school hours as needed and/or determined by School Director
• Demonstrated ability to multi-task and meet numerous deadlines simultaneously
• Excellent organization, time management and follow-up skills; high sense of commitment; ability to work as part of a team
• Proficient in Google Suite
• Comfortable with social media administration

Why Join the Distinctive Schools Team:

• We are a collaborative team of professionals supporting each other to instill a love of learning in our students
• We empower students, families and staff to contribute to our mission in a meaningful way
• We make an impact in our communities by serving some of the most historically marginalized in the city
• We offer a great benefits package for full time employees (Medical; Dental; Vision; PTO; 403b match, discounted gym membership, tuition reimbursement options, referral bonus)

Distinctive Schools is an equal opportunity employer and does not discriminate against any employee or applicant for employment on the basis of race, color, religion, sex, gender, national origin, age, disability, veteran status, marital status, sexual orientation, gender identity, gender expression, or any other personal characteristic protected by applicable law.

The principal provides leadership and management of the school. This position requires an organized professional to manage the school, including skills that ensure thoroughness and accuracy as well as have the capacity to build systematic processes for a changing organization. This position reports to the Chief Learning Officer supervises the faculty and staff of the school and works closely with the students and families.

Duties and responsibilities of the principal will include:

School Leadership

Create an aspirational and data-driven culture, staff, and school community.
Cultivate positive relationships with administrators, teachers, students, families, and the community.
Supervise the senior administrative team, including the Dean of Instruction and Dean of Students.
Assemble and manage a highly functioning, problem-solving, results-oriented, positively supportive team.
Communicate with parents, students, faculty, and staff through formal and informal mailings, meetings, and assemblies.
Ensure the fiscal year concludes with a positive fund balance.

Student Achievement

Lead and manage the school’s instructional program.
align teaching and learning techniques to the goals of the MICHIP plan
Ensure that students show dramatic growth each year and meet the ambitious goals set by the MPA Board of Directors
Analyze data with administrative staff and faculty to maximize student learning.

Teacher Development and Evaluation

Work with Chief Learning Officer to implement professional development during the summer and throughout the year to maximize student learning outcomes.
Evaluate teachers through observations and effective feedback with follow-through.

Position Title: Data & Operations Coordinator

Hours: Full-time with schedule flexibility; includes occasional evening or weekend hours

Location: Detroit, Michigan; remote work until September 2021 due to COVID precautions

Salary Range: $40,000-$45,000 depending on experience, with benefits and 401(k)

Reports to: Executive Director, 313Reads

About 313Reads

313Reads is a Detroit coalition committed to working side by side in collective impact with citywide, statewide, and national partners toward early literacy access, equity, and justice to support grade level reading.

• We operate from the understanding that Detroit children, families, community members, and community organizations are brilliant and can do anything when we have access to high quality opportunities, resources, and support.

The unacceptable literacy inequities that impact our children are the product of our current systems. Part of our approach is recognizing the roles we play in these systems and using our positionality to change them to better support our incredible communities and young people. Our collective impact network is committed to addressing systemic inequities through the levers of: Evidence-Based Early Language and Literacy Practices; Summer and Out-of-School Time Learning; Early Childhood Enrollment and Attendance; Whole Child Health; Data for Impact and Equity; and Literacy Policy Advocacy.

Learn more about us at www.313reads.org.

Mission

Our mission is to mobilize alongside our community to address systemic barriers and ensure literacy equity so that all children in Detroit are reading at grade level by third grade.

Our Core Values

• Equity and justice
• Creating spaces that foster open dialogue among partners
• Democratic and transparent decision making
• Amplifying the work of our partners

Job Description

High quality data to inform collective impact is central to the work of 313Reads. The Data and Operations Manager is responsible for developing and leading strategy to mobilize and coordinate shared early literacy assessments, data, and data sharing systems across coalition partners. The Manager will coordinate the work of the Global Evaluation Team, which includes university evaluators and cross-sector partners at the systems level. Relationships are at the foundation of collective impact work and this role requires successfully building and sustaining relationships with coalition partners in Detroit and at state and national levels. The Data and Operations Manager also leads internal operations for the 313Reads backbone, including coordinating with the coalition’s fiduciary on budget, finance, and human resources. The Manager collaborates with the 313Reads backbone team on grant writing and reporting, annual reports, and other communications for stakeholders.

Core Responsibilities

• Data:

• Develop and lead strategy for mobilization and implementation of shared literacy assessments across partners, including: recruit test administrators; work with co-backbone team to hire and onboard test administrators; secure, distribute, and collect testing materials; maintain assessment data platform; provide related technical support to program partners
• Build strong, collaborative relationships with community, community-serving organizations, network partners, funders, and stakeholders
• Coordinate Global Evaluation Team meetings, deliverables, and communications across stakeholders, including university evaluation teams
• Lead backbone team in recruiting community members as administrators for shared literacy assessments
• Coordinate professional learning for network partners with focus on early literacy assessment, data literacy, and use of data for continuous improvement
• Contribute to collaborative team writing and reporting for grants, evaluations, reports, etc.
• Manage interns/VISTAs/etc. supporting work as needed

• Operations:

• Collaborate with fiduciary to review 313Reads’ operational and grant budgets and related operational tracking and reporting
• Solicit bids from vendors and consultants as needed for projects and trainings; coordinate contracts for project-based temporary employees, consultants, and vendors, in collaboration with fiduciary
• Coordinate team calendars and scheduling with external stakeholders as needed
• Order materials and refreshments for meetings, Learning Communities, and workshops
• Takes detailed minutes during Steering Committee and Table meetings for which the Data and Operations Manager does not serve as facilitator

Required Competencies, Related Skills, and Qualifications

The successful candidate must believe in and enact the core values of 313Reads, and be driven by the coalition’s mission and vision.

• Shares the organization’s strong commitment to supporting diversity, equity, inclusion, and justice through community assets-based lenses
• Bachelor’s degree or higher
• Extensive program/project management skills
• Experience gathering and managing data to support formal evaluation and continuous improvement
• Experience self-directing to successfully coordinate multiple projects across stakeholders to meet timelines for high-quality deliverables
• Strong written and verbal communication skills; comfort with collaborative writing and writing to tight deadlines
• Strong digital literacy skills, including creating and coordinating spreadsheets as tools for data collection and collaboration among multiple stakeholders
• Comfortable speaking in front of small groups and facilitating professional dialogue
• Resourcefulness, creativity, and strong problem-solving skills
• Shares the organization’s strong commitment to professional self-reflection and growth mindset
• Comfortable working flexibly in a highly collaborative team environment

Preferred Qualifications

• Knowledge of landscape of out-of-school and community-based education programming in Detroit
• Knowledge and experience with standardized assessment and/or evaluation preferred, but not required
• Experience leading a team in use of digital project management platform
• Experience collaborating on grant writing
• Experience working with an advisory board
• Experience supporting strategy for collective impact

Working Conditions

• This position is an opportunity to collaborate with different personalities and individuals of diverse racial, ethnic, linguistic, religious, socio-economic, and cultural backgrounds through assets and equity lenses.
• Requires extensive multitasking and simultaneously managing multiple projects with different deadlines
• Requires extensive use of Google Drive, digital video conferencing, and cloud-based project management applications
• Sitting or standing for long periods of time at computer
• Local travel required; reliable transportation needed
• May require occasional evening and weekend work
• Requires public speaking and facilitating group meetings with internal and external stakeholders, including via video conferencing
• Requires access to reliable high-speed Internet and cell phone for remote work.

This job description describes the general nature and level of work for this position. It should not be construed as an exhaustive list of all required duties, responsibilities and skills. Reasonable accommodations may be made for individuals with disabilities in performing the essential functions of the job.

Position: Program Associate, Cleveland

Reports to: Executive Director, Cleveland

Location: Cleveland / Northern Ohio (Currently Remote)

Status: Full Time, Exempt

Start Date: Immediate

The Program Associate will be responsible for delivering Facing History and Ourselves’ program services for school/district agreements in Northeast Ohio and the surrounding region, as well as general support for schools, school leaders, and educators.

The Program Associate will support and coach trained teachers of the program, co-facilitate professional development workshops and seminars, document relationships and communications with educators and key constituencies in our organizational database, recruit new teachers, schools, and districts to explore and implement Facing History and Ourselves, and manage events or projects on a case-by-case basis. Some travel may be required to assist with regional or national initiatives.

Who we are: The Northeast Ohio office is a small team with a large reach. We are passionate educators and care deeply about our community. Innovative and entrepreneurial, we constantly look for better ways to serve our teachers, our schools, and their students. We work closely together and depend on clear communication, commitment to each other as a team, and a positive energy.

Who you are: You share our passion for education, youth, and the community, with an attention to equity and inclusion. You bring your experience and unique perspective to make us stronger together. You thrive in a team environment, bringing both strong collaboration skills and independent initiative. You have a constant curiosity, and an appreciation for all of Facing History’s core case studies.  You are confident facilitating workshops and conversations that explore identity, racism, antisemitism and other challenging topics in diverse settings. You demonstrate the ability to build community face-to-face and online, and seek to be part of a team which is making a positive impact in the Northeast Ohio region.

Essential Skills/Qualities

• BA/BS; MA preferred
• Entrepreneurial and collegial style; ability to work independently and collaboratively in a team environment
• Demonstrates effective communication and facilitation skills
• Secondary classroom (grades 7-12) teaching experience required.
• Experience with culturally responsive teaching, equity and justice initiatives required.
• In-depth knowledge of European and United States history required, preferred experience teaching the Holocaust and other examples of collective violence, the Civil Rights Movement and the history of race in America.
• Experience with literacy, writing/English/language arts/humanities, Common Core standards, and the Ohio State Standards preferred.
• Familiarity with Social Emotional Learning, whole school reform, school culture, and civic education.
• Growth mindset in approaching new challenges and reflecting on past efforts; a desire to deepen knowledge in Facing History content areas and strategies.
• Coaching experience is a plus.
• Fluency in online digital media literacy skills and comfort with integrating web-based and social media technologies for support of a global network of teachers and students.
• Fluency in Google suite and some familiarity with the use of databases is preferred.
• Spanish fluency is a plus.
• Ability to organize and execute tasks in a non-profit context.
• Interest in, and ability to articulate the mission of Facing History.
• Occasional evening and weekend work is required.
• Some travel required (when safe to do so)

Facing History provides an excellent and competitive compensation and benefits package
including medical, dental, vision, life & long-term disability insurance, a 403(b) program,
generous paid time off, an employee assistance plan & a travel assistance plan, pre-tax
Transit-pass program, flexible spending health care and dependent care accounts, 4
voluntary Aflac plans, and a friendly work environment.

Facing History proudly values diversity, equity and inclusion. To read our full DEI statement please follow this link from our careers page. We are an Equal Employment Opportunity Employer.

The Assistant School Principal supports and leads school campus initiatives to ensure fidelity of the Distinctive Schools (DS) mission, vision and values alongside the DS Strategic Plan. The Assistant School Principal is responsible for implementing the DS instructional coaching model through formal observations and supporting instructional coaches at the campus level. The Assistant School Principal also supports school-wide social and emotional learning to reinforce safe and academic focused learning environments.

• Co-execute the Strategic Plan alongside School Principal
• Support and implement DS instructional coaching model including the DS Teaching Framework and  PGP
• Plan and present ongoing professional development and collaborative planning sessions
• Plan and support all personalized learning initiatives
• Oversee implementation, evaluate data, and build capacity in instructional technology and online programs
• Oversee and support the campus-level MTSS process
• Conduct observations in service of our formal evaluation process
• Promote safe, supportive learning and professional working environments
• Co-coordinate and help lead special events at the school with the School Principal, including visits and tours
• Oversee compliance and accountability of staff members alongside School Principal
• Fulfill all Assistant School Principal duties as needed and determined by School Principal

About Varsity Tutors

We are revolutionizing the way the world learns. 

Our mission is simple: to help people learn! Varsity Tutors is a fast-growing education technology company that is revolutionizing how people learn with new and innovative technology. Our award-winning online and mobile learning platforms connect students and professionals from all around the world with experts to achieve any goal.

As a part of this vision, we are looking to contract educators and connect them with students online in small groups and 1:1 opportunities.  

About the Opportunity 

Varsity Tutors is looking for professionals in special education and reading/math remediation to teach classes and tutor online. By partnering with Varsity Tutors as an independent contractor, teaching students online becomes easier, which we believe improves outcomes. Some benefits of the platform include:

• face-to-face video through the live online platform anywhere & anytime (on PC, Mac or mobile device Phone, iPad, Android).
• interactive and collaborative learning tools, including session recordings, whiteboard/sketchpad, the ability to draw with a mouse or touch screen, etc.
• a team that takes care of finding students and discussing payments for you! (You’ll never have to ask a client about billing!)

What’s in it for you? 

• the opportunity to tutor 1:1 and/or teach 100% online
• the ability to design your own courses & curriculum
• the freedom to use your own teaching styles and methods
• the freedom to set your own schedule (no mandatory hours or opportunities!)
• competitive rates that start at $15-$50/hour (depending on certifications, specific program expertise, and teaching format)
• a dedicated technical support team for tutors and clients

What are we looking for? 

• Certified educators
• Experience working with students on IEPs or 504s
• Interest in flexible schedules and remote work
• Availability during the school year and summer
• The desire to help students learn

Qualifications: 

• Experience or Certification in 1 (or more) of the following programs: 
  • Special Education
  • Reading Specialist 
  • Orton Gillingham
  • Wilson Method
  • Susan Barton
  • Wired For Reading
  • Other similar programs 

*Candidates working towards their certification in those areas listed above or similar programs are also encouraged to apply. 

Program Manager

Reports to: Director, Government Relations and Public Policy

The Council of Michigan Foundations is seeking a two-year, full-time grant-funded Program Manager for the Southeast Michigan Early Childhood Funders Collaborative (SEM-ECFC). This position will work remotely.

The Southeast Michigan Early Childhood Funders Collaborative (ECFC) is a network for grantmakers that come together to: (1) learn the latest research; (2) strategically coordinate and align philanthropic, public and private funding and resources; and (3) facilitate equity-focused approaches and timely responses to opportunities and needs so that we ensure quality early childhood development and education in Southeast Michigan, including Wayne, Oakland, Macomb and Washtenaw counties, as well as the city of Detroit and support stronger outcomes for their children and families.

The Southeast Michigan Early Childhood Funders Collaborative has existed as an informal networking group since 2007. Funders involved with ECFC currently include the: Ballmer Group, Community Foundation for Southeast Michigan, Max M. and Marjorie S. Fisher Foundation, W.K. Kellogg Foundation, Kresge Foundation, McGregor Fund, PNC Foundation, Skillman Foundation and the Ralph C. Wilson, Jr. Foundation. As a whole, the foundations involved in the collaborative invested more than $60 million in early childhood in metro Detroit between 2012-2015 and also created the Head Start Innovation Fund, which is now an $11 million effort specifically designed for Head Start agencies in the area.

Position Summary

The ideal candidate will be a strategic leader with knowledge of both the philanthropy and early childhood fields, with strong interpersonal and communications skills and the ability to support and facilitate a strong and sustainable funder network.

Job responsibilities include leading and managing key aspects of the collaborative’s work, including: planning and organization development; field building and collaboration with partners; development and implementation of a learning community; communication and education on early childhood priorities; and fundraising and fiscal management.

Essential Job Functions

• Planning and organization development. The Program Manager will lead formalization of the collaborative structure and processes and help members achieve their expanded vision. The Program Manager will also be responsible for working with early childhood funders to identify a set of outcomes and associated metrics for the funders collaborative and will use those metrics to measure progress for the collaborative.
• Field building and collaboration. This position will be responsible for building a network of early childhood funders that invest both in Detroit and across the four main Southeast Michigan counties, and who are dedicated to aligning and leveraging philanthropic, public and private resources to promote federal, state and local policies and practices, as well as systemic, equity-focused approaches that support young children, their families and the early childhood community. As part of this effort, the Program Manager will engage in periodic, directed conversations with early childhood nonprofit leaders, intermediary organizations, and grantee partners. Research of, and building connections to, other funding collaboratives from around the country will also be required periodically.

  Specifically, the Program Manager will work closely with the Hope Starts Here Implementation Director and the City of Detroit Director of Youth and Children Services to coordinate systems-level collaborative efforts. Through this work, the Program Manager will represent the interests and priorities of the collaborative as a whole in city, state and federal public funding and policy conversations to ensure alignment between philanthropic priorities and public policy. Policy priorities may include, but are not limited to, increased public funding for early childhood, alignment of public and philanthropic funding programs and the adaptation of federal, state, or local government funding models to support early childhood.

  The Program Manager will participate as a Hope Starts Here imperative lead responsible for supporting a coordinated approach to public, private, and philanthropic funding to serve children and families. In this role, the Program Manager will:

  • Share with collaborative members the policy and funding priorities emerging from engagement efforts led by the City of Detroit, Hope Starts Here and other partners in order to facilitate data-informed grantmaking strategies.
  • Work with the Hope Starts Here policy team to identify ways to leverage public and philanthropic funding and share insights with collaborative members to inform collective grantmaking strategies.
  • Participate in monthly meetings with other Hope Starts Here imperative leads, the development of an annual work plan connecting its work with the collaborative and that of the Hope Starts Here collaborative.
  • Share progress updates with the Hope Starts Here Stewardship Board.
• Development and implementation of a vibrant learning community. The SE Michigan Early Childhood Funders Collaborative offers a learning community providing meetings, webinars, conference calls and other events to engage members, partner funders and field experts in deep discussions of issues critical to early childhood. In addition to overseeing the development and implementation of learning community activities, this position will facilitate networking opportunities to provide peer support, share resources and lessons learned, and create opportunities for funders to participate in collaborative and cross-field grantmaking. The Program Manager will also seek to leverage investments and key opportunities for the community, elevate joint data and evaluation strategies to better assess the impact of collective investments and utilize technology tools that can be used for shared learning.
• Communication and education. The Program Manager will facilitate periodic learning sessions for a broader audience about key early childhood topics to bring other leaders/community members into the discussion and strategy building. This position will also provide joint communication and storytelling activities aimed at highlighting work being accomplished through key grantees/collaborative funding and promoting the impact of the collaborative as an incentive for other funders to participate.
• Financial management. This position will work with the collaborative’s fiscal sponsor, the Council of Michigan Foundations, to raise funds annually for this role from ECFC’s members. This position will also oversee financial tracking and management in support of the ECFC’s work
• Supervisory Responsibilities. Working from their home office, the Collaborative Manager will lead the process to identify and select any consultants who may be contracted to support the work of the collaborative (i.e. communications firm, evaluation firm) and will serve as the primary liaison between consultants and the collaborative.

Special Requirements

• This is a virtual position; a home office is required.
• Occasional overnight travel is required. This is a full-time position, with flexibility around working hours

Qualifications

• A. degree with a minimum of five years of experience in early childhood and/or related fields, or equivalent experience. Master’s degree preferred.
• Passion for early childhood issues and knowledge of and experience in early childhood and/or related fields.
• Demonstrated leadership in the field of philanthropy.
• Exceptional project management and leadership skills.
• Creative, innovative, and high-energy. Ability to work independently and multi-task in a fast-paced work situation.
• Demonstrated ability to design and implement learning community activities.
• The ability to interact with a wide range of constituents, ranging from policymakers to practitioners, community members and funders.
• Demonstrated commitment to Detroit and across Southeast Michigan, and examples of place-based, community-rooted leadership.
• Excellent organizational skills and ability to meet deadlines.
• Strong written and verbal communication skills.
• Excellent interpersonal skills, including the ability to problem solve and resolve conflicts quickly and effectively.
• Good research and analytical skills.

Who we are:

The Council of Michigan Foundations is a community of philanthropists committed to improving outcomes for Michigan and beyond. We are the nation’s foremost philanthropy serving organization, highly respected for our leadership role in advancing the sector’s public policy engagement. We maintain a reputation for excellence because our staff and the organizations we partner with are invested in growing the impact of Michigan philanthropy. We do this by investing in the state’s charitable organizations, convening business government and nonprofit leaders, collaborating on critical issues, seeking innovative solutions, sharing knowledge, and advocating. Collectively, CMF members comprise nearly 85 percent of the state’s organized philanthropic assets. CMF trustees and members have developed endowment funds to support the organization’s advocacy efforts.

Read more about us at: www.michiganfoundations.org

Follow us at: @michfoundations

Interested candidates should e-mail a cover letter, resume and salary requirements to Tammie TenBroeke at jobs@michiganfoundations.org. Items must be received no later than September 25, 2020.

The Council of Michigan Foundations is an Equal Opportunity Employer.

All correspondence will remain confidential.

INSTRUCTIONAL COACH, DETROIT

ABOUT US

At CollegeSpring we equip schools and teachers with the tools to help students confidently prepare for the SAT and ACT. These tests are a critical part of college admissions, and every student deserves a chance to prepare. Yet test prep courses and private tutoring are often costly or hard to access. Our programs reduce this inequity by bringing high quality test preparation into schools. We build Test Confidence™ by training, supporting, and providing ongoing coaching to teachers at our partner schools to deliver the CollegeSpring curriculum to their students. Since 2008, CollegeSpring has helped provide school-day test prep to over 30,000 students in the San Francisco Bay Area, Southern California, and New York. We are preparing to launch services in Detroit, MI in the Fall of 2020 pending funding. 

POSITION SUMMARY

This position reports to the Head of Partner Success. The Instructional Coach supports a portfolio of partner schools by training and coaching teachers and managing partner relationships to deliver a high-quality CollegeSpring program. The Instructional Coach believes that impact on students is possible through supporting dedicated and capable teachers. Instructional Coaches work collaboratively with members of the Partner Success Team and the Programs and Impact team. This is not a supervisory position to teachers. 

Please note that CollegeSpring has entered a competitive RFP process with Detroit Public Schools (RFP #20-0188: PSAT/SAT CURRICULUM AND PROFESSIONAL DEVELOPMENT). We anticipate we will be notified of the result of this process during the Summer of 2020. We are inviting applications for the Instructional Coach role, and will hire contingent on funding. 

Please note that this position is remote. CollegeSpring does not have an office in Detroit, MI. Regular travel to schools is an expectation of the job (in accordance with guidance from the Centers for Disease Control and Detroit Public Schools). In addition to travel to schools, the Instructional Coach will work remotely. 

RESPONSIBILITIES

Teacher Coaching and Support

• Build strong relationships with teachers through program partnership, coaching, and support, ensuring that teachers understand CollegeSpring mission and goals.
• Coach teachers to deliver the CollegeSpring program, engage students, and develop their knowledge of Test Confidence ™.
• Adjust pacing of lessons as defined by program standards.
• Regularly communicate and meet with teachers to understand successes and challenges of CollegeSpring program instruction and delivery.
• Assist teachers with resources, materials, tools, and information to strengthen CollegeSpring instruction and planning. 
• Complete non-evaluative teacher level observations and provide feedback.
• Adjust support and meeting cadence to meet program needs and ensure high-quality delivery of programs by teachers.
• Monitor, analyze, and interpret student, teacher, and school level data, when available, to look for trends and create action plans across portfolios to ensure that data is being used to drive instruction.
• Work with teachers in setting and monitoring class and student level goals, focused on observations and data.
• Create action plans based on observation and data to support individualized teacher practice.

Partnership Management and Relationship Building

• Foster and maintain strong partner relationships across a portfolio of partner sites that lead to strong program quality, student outcomes, and partner satisfaction.
• Create an implementation plan per program and calendar and lead conversations with each partner to map out programming and support to facilitate high quality programming.
  • Serve as the main point of contact for each partner’s relevant stakeholders – administrators, site coordinators, and teachers.
  • Communicate regularly with school partners to share score reports, progress updates and share challenges and opportunities with program implementation. 
  • Host mid-year and end of year meetings to review data and successes and challenges of partnership.
  • Collaborate with Partner Success Manager to share partner-level information that will support program operations.
  • Support data collection – enrollment, survey collection, official SAT data, as defined by Programs & Impact.
  • Track and monitor program milestones.
  • Gather relevant student data as needed from partner sites, including rosters.

Training and Ongoing Development

• Deliver high-quality training to CollegeSpring teachers virtually and in-person.
• Train site coordinators and provide proctor training, resources, and check-ins to ensure strong diagnostic testing implementation.
• Coach teachers across your portfolio, specifically focusing on needs across your portfolio of sites.
• Deliver additional training and mini-training sessions as part of organizational wide training plans.
• Share additional CollegeSpring resources and materials based on teacher and student needs.

Cross-Functional Collaboration 

• In partnership with Programs & Impact team, support program evaluation and on-going data monitoring and reviews to strengthen the CollegeSpring program.
• Share regional data trends and learnings with the national Programs & Impact team to inform future support of program implementation and teacher coaching. 
• Work across the Partner Success team to ensure partners and organization meet goals.
• Partner with other Instructional Coaching staff and Programs & Impact team to share and develop best practices, review data, and make organization-wide adjustments in order to ensure continuous programmatic improvement.
• Collaborate with Partnerships for sales handoff for relevant partners.

The Ideal candidate will demonstrate the following:

• Mission and values-driven: You hold a passionate commitment to and a sense of urgency for the support of teachers, along with a belief that all students can achieve at high levels. You are motivated by working in an environment where we live out our core values daily.
• Communication: You are adept and creative in all forms of communication and able to apply the right communication mode and style to the situation. You have strong awareness and command of non-verbal communication and self-presentation and have strong listening skills.
• Problem Solving: You are open to different and new ways of tackling challenges and have a willingness to modify one’s preferred way of doing things. You are calm under pressure and are able to think analytically and logically through stressful situations. You are adept at including stakeholders in the problem-solving process. You have flexibility and openness to failure and a willingness to try multiple solutions. You have the ability to bring critical thinking and informed assessment to all aspects of work.  
• Relationships: You are able to anticipate the needs of people and proactively act. You have an ability to respond to stakeholders in an empathetic and compassionate way that values the relationship. You build strong internal relationships and have the ability to empathize and see others’ perspectives.
• Data Analysis: You have the ability to interpret numbers, reports, data and trends and use that to inform decisions, program improvements and communication. You have the ability to find trends in data and translate those trends into strategic recommendations. 
• Collaboration: You have strong respect for different thoughts and opinions when approaching a project. You have the ability to fill in the gaps and highlight areas that others may have missed. You have the ability to communicate with different people and teams and manage communication from others – all while committed to a shared outcome. 
• Project Management: You take initiative to move forward on projects; proactively and seek guidance rather than waiting for direction. You have the ability to tackle large complex projects by breaking them down into project plans and managing diverse groups of internal and external stakeholders to achieve timely success. You have the ability to manage up. 

Experience and Qualifications:

• At least 3 years of high school teaching experience.
• At least 2 years coaching or training adults.  
• Experience with education technology and online learning a plus
• Demonstrated experience in delivering high-quality training for teachers and/or adult learners, and giving feedback to others.
• Proven ability in using student-level data to guide instructional decisions.
• Experience working with Detroit schools required.
• Experience and demonstrated success in coaching others to meet goals.
• Experience collaborating with multiple school wide stakeholders (principals, teachers, counselors) towards ensuring student level impact and success.
• Demonstrated evidence of professional growth, including leadership and participation in a wide range of significant professional development activities.
• Bachelor’s degree required; MA or teaching credential preferred.
• Experience in the test prep or college access space a plus.
• Salesforce and Google suite use a plus.
• Must have access to reliable transportation.

OTHER THINGS TO KNOW

This position is based in Detroit, MI.

This position is contingent on funding.

This is a remote position.

This position requires frequent travel to school sites across Detroit once it is deemed safe for schools to return to in-person instruction. Otherwise, support will be delivered virtually.

There may be occasional evening and weekend work.

Physical requirements are those of a typical office environment.

This position must be comfortable in a fast-paced environment and requires adaptability and flexibility.

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

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

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

Who are you?

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

Required background and skills:

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

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

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

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

About Chalkbeat:

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

We’re looking for interns to report on education in Chicago, Denver, Detroit, Indianapolis, New York City, and Memphis. 

Chalkbeat, the growing nonprofit news organization telling the story of education in America, is seeking motivated undergraduate or graduate students to serve as summer reporting interns. Our reporting teams cover schools in seven cities — Chicago, Denver, Detroit, Indianapolis, Memphis, Newark, and New York City — and our national bureau covers issues affecting schools across the country.

The 10-week paid internship from June to August 2020 offers students the opportunity to work alongside some of the nation’s top education journalists at a dynamic, rapidly growing organization. At this critical moment for an active, independent press, join us as we produce journalism that matters.

Interns will work 40-hour weeks and undertake daily education news assignments, work on enterprise stories, and participate in our reporting teams in every way. 

Learn more about what it’s like to be an intern at Chalkbeat here.

Who are you?

You’re energized by our mission and excited to help us build a news organization that reimagines daily newsgathering while upholding traditional journalistic values. You have a passion for public policy and social issues journalism, plus strong reporting and writing skills, and you’re eager for feedback to become even better. You’re an entrepreneurial, creative, energetic, and tenacious reporter. 

Candidates should have:

• Clips that demonstrate strong reporting and writing skills.
• Meaningful high school, college, or professional journalism experience.
• A passion for and curiosity about education.

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 quality education. We are mission-driven journalists who believe that an independent local press is vital to ensuring that education improves. Currently in seven locations and growing, we seek to provide deep local coverage of education policy and practice that informs decisions and actions, leading to better schools. Read more about our mission and values.

Our Why: The Detroit Regional Chamber leads the most comprehensive talent and education portfolio of program and policy work in the state. With the goal to increase postsecondary degree attainment in Southeast Michigan to 60% by 2030, the Chamber’s work will grow the talent pool for employers. The impact of the Chamber’s effort is also aimed at increasing per capita income and cutting the region’s racial equity gap in half.
Detroit Drives Degrees is a collective impact initiative within the Chamber’s education and talent strategy that works to remove barriers for individuals to pursue a postsecondary credential or degree whether a high-quality certificate, Associate or Bachelors’ degree.
What We Do: Detroit Drives Degrees convenes cross-sector leaders from K-12, higher education, government, philanthropy and the non-profit sector to create alignment, share data and drive systems-level change to improve student outcomes. Detroit Drives Degrees supports college access and success for traditional-age students and helps reengage the 690,000 adults in Southeast Michigan who have “some college, no degree” by providing pathways for these individuals to finish their credentials.
What Drives You: Doing this work requires diverse leadership by team members who share a commitment to both our mission and to supporting the process of long-term systems change. You should be passionate about education and about working with business and other sectors to catalyze change.
What We Need:

(This Role) Director, Adult College Completion, Detroit Drives Degrees – salary range $60,000 – $80,000

(Similar Role) Fellow, College Access and Success – nine-month assignment, 20-hrs per week, hourly rate $15.00 – $20.00

(Similar Role) Director, Programs and Employer Partnerships, Detroit Drives Degrees – salary range $65,000 – $85,000

Detroit Drives Degrees is seeking a talented, equity-driven individual to serve as the Director, Adult College Completion, Detroit Drives Degrees. The work of the Director, Adult College Completion will encompass two distinct bodies of work: 1) working with higher education, nonprofit and business partners to develop systemic infrastructure to reengage and support completion of adult learners; and 2) serving as a “navigator” in providing one-on-one advising assistance to adults wanting to enroll in college.
An ideal candidate for the Director, Adult College Completion position would embody or possess the following:
Bachelor’s or Masters’ degree in counseling, higher education, social work or other related fields and extensive experience in higher education, developing community and business partnerships, project management, and direct service work.
Entrepreneurial self-starter, who is passionate about the mission of this work and has strong programmatic execution skills.
Demonstrated ability to think strategically and to work in a collaborative manner to build and grow partnerships with diverse stakeholders.
Proven capability to manage multiple projects at once in a dynamic, fast-paced environment, while at the same time demonstrating careful attention to detail.
Excellent oral and written communication skills, including ability to plan and lead meetings, to facilitate workshops and to develop written content for newsletters and social media.
Cultural sensitivity, a high-level of energy and a positive attitude in providing one-on-one navigational support and advising to prospective adult reconnecting students.
An understanding of the issues surrounding adult college students, appreciation for the needs of higher education, employers and adults in the workforce, and knowledge of the educational landscape in Southeast Michigan, including admissions, academic advising, financial aid and wrap-around services, is preferred.
Quantitative and administrative capacity to oversee reconnecting student database in coordination with IT department, including running data reports and analyzing metrics to drive performance. Experience with Salesforce CRM is preferred.
Ability to travel within Southeast MI.

Director, Adult College Completion, Detroit Drives Degrees Responsibilities:
Provide one-on-one navigational support in guiding adult returning students through their options, offering encouragement, providing assistance with eliminating barriers to postsecondary education and helping them develop a plan to re-enroll in and complete their degree. Establish and implement strategy for providing the highest impact to the greatest number of students and meeting established benchmarks. Offer advising, assistance, follow-up and referrals, and, as program expands, manage additional navigators and neutral advising contractors doing this same work. Work hours will include some late evenings and occasional weekends, to accommodate the schedules of adult learners.
Develop and maintain relationships with corporations, community-based nonprofits and government entities to conduct outreach to adult students and to provide support for them to finish their credentials. Work with these partners to organize community events focused going back to school and facilitate workshops for employees at large companies, aimed at adult returning students, to provide wrap-around services, to publicize a joint marketing campaign (within predetermined program budget) and to seek other innovative ways to partner. In work related to outreach to Chamber members, investors and stakeholders, coordinate efforts with Chamber’s Engagement Team. Utilize Chamber CRM to track communications. Conduct research on best practices across country on adult reengagement and co-implement with partner stakeholders.
Oversee collaborative network of advisors from the region’s higher education institutions, who assist in providing “neutral advising.” Help maintain the Salesforce student database in coordination with the IT department and with appropriate training on how to handle private student information. Facilitate smooth handoffs upon enrollment and provide continued wrap-around services and student supports.
Collaborate with the Chamber’s marketing team on the development and execution of an integrated marketing strategy (inclusive of digital and print assets) to target potential adult reconnecting students. Set vision and goals for the strategy, input on creative concepts, and execute outreach and project management as needed. Help draft content for newsletter, social media and, video testimonials.
Oversee Salesforce student database in coordination with the IT department and with the appropriate training on how to handle private student information, ensuring that all client interactions and correspondence is documented. Run timely reports on services rendered for both internal and external stakeholders. Other duties as assigned

Compensation will be commensurate with experience and will range from $60,000- $80,000. Includes a robust benefits package, including generous paid time off, paid holidays, health, dental, vision, life and LTD insurance, flexible spending accounts and a retirement savings plan.

This position is grant funded for two years and will be maintained thereafter only as long as additional funds are raised by an external source.

Required application materials: To apply, please submit a cover letter, writing sample and resume as an attachment to your application via the Chamber online portal.
The Detroit Regional Chamber is an equal opportunity employer.

A major portion of the special education teacher’s time should be spent in the regular education classroom.

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following and are specific areas of support in the regular classroom:

• Provide direct services to special education students that are supportive of the general education teacher.
• Provide consultation and assistance to general education teachers for planning, making adaptations and accommodations for special education students.
• Team teach with general education teachers who have special education students that require direct special education teacher instruction in the following instructional areas:  language arts, mathematics, science and social studies.
• Assist general education teacher in providing supervision to volunteers and teacher aides who assist teachers in making curriculum modifications, adapting assignments and providing individualized support to special education students.
• Assist teachers and the school social worker in developing and implementing behavior intervention plans for students on his/her caseload.
• Consult with general education teachers in assigning grades and developing evaluative measures for students on his/her caseload.

      Other duties may be assigned.

The following are essential duties and responsibilities which require time outside the classroom:

• Participate in child study teams and assist with the evaluation of educational needs and intervention strategies for students suspected of being handicapped.
• Schedule and conduct IEPT meetings.
• Identify student deficits and strengths and write individual students goals, objectives, transition plans and education plans (IEP).
• Work as a member of the Multi-disciplinary Evaluation Team (MET) for students referred for special education services.
• Assist teachers with curriculum and classroom activity adaptations and modifications.
• Serve as liaison to parents of special education students and encourage their participation in the program of services.

      Other duties may be assigned.

QUALIFICATIONS

• Bachelor’s degree; teacher certification with special education endorsement(s) – OR – master’s degree and other qualifications to enable application for temporary or full approval as special education teacher.
• Experience:  none required; successful special education teaching experience preferred.
• Skilled in interviewing, individual and group treatment techniques.  
• Ability to formulate eligibility recommendations for special education students. 
• Demonstrated initiative and understanding in working with students, parents/guardians, teachers and staff.  
• Ability to communicate effectively both orally and written communications.  
• Ability to make decisions in accordance with board policies and established procedures.

U Prep teachers are responsible for implementing curriculum, maintaining a positive classroom culture, using assessments to drive instructional practice, using district resources in an efficient and responsible manner, contributing to the educational and social development of all students, and participating in the professional development of the learning community.

U Prep Perks:

• Small class sizes
• $4,000 longevity salary increase after three years for all teachers
• Attendance and Core Value Bonuses
• 50% – 80% tuition paid for masters through GVSU
• 401k 6% dollar for dollar match after first year of employment

About U Prep Schools:  

If you are dedicated to a pursuit of excellence both in yourself and our students; if you are self-motivated; if you are an innovator and if you want to play a key role in changing young lives –we are looking for U. Our mission: to give students the courage to pursue a future full of possibilities. Our students come to our network of schools looking for a rewarding and fulfilling education. Comprised of three public charter school districts; University Preparatory Academy,  University Prep Science and Math and Henry Ford Academies; we educate over 3,300 students in the burgeoning city of Detroit. Help us to prepare our students for success in life and be a part of U.

Desired Competencies:

• Knowledge of curriculum, instruction, and assessment

• Mission-driven, connecting the overall teaching strategy to the goals of U Prep Schools

• Ability to nurture and sustain high-quality teaching

• Experience in building positive relationships with colleagues, students, and parents

• Ability to make decisions in a strategic way balancing building strong relationships and maintaining high academic rigor

• Courage to make decisions in support of academic and cultural goals while maintaining a steady pulse of team and school goals

• Meticulous organization and use of time

• Excellent written and oral communication skills

Education/Experience:

• Bachelors’ degree or higher

• Must have and maintain valid Michigan teaching certificate or a bachelors degree in the content area

• Must meet highly qualified criteria in content area taught, which includes certificate endorsement in the appropriate area(s)

• Desire to teach in an urban environment

Duties and Responsibilities:

The primary duties and areas of responsibility include, but are not limited to the following:

Professional Development

• Actively contributes to a professional community that focuses on instruction and high student achievement

• Seeks opportunities to develop their skills and knowledge

• Implements recommendations and best practices acquired through professional development, continuing education, observation, coaching, and evaluation

• Utilizes effective instructional practices responding to the needs of each student in the learning community

Curriculum/Learning Model

• Utilizes data to implement learning model and modify instructional practices and daily lesson plans as needed

• Works closely with principal to create and lead an effective Data Team within the school

• Coordinates curriculum within the team and school

• Integrates all aspects of the learning model into classroom procedures, instruction

School Culture

• Ensures a safe, supportive, and productive environment for students

• Sets and maintains high academic expectations for students

• Implements effective student discipline, conflict resolution, and helpful student support services

• Promotes teamwork within the learning community

• Demonstrates cultural competencies in being part of a multi-cultural institution

• Incorporates core values into all work, projects, and interactions with members of the school community

Community/Parental Outreach

• Actively engages parents in the learning process and school functions

• Communicates on a regular basis with families through newsletters, announcements, and updates

• Seeks and builds relationships with professional organizations

• Resolves parent issues respectfully and effectively

Compliance

• Drafts, updates, and submits lesson plans and data analysis action plans on a consistent basis

• Takes accurate attendance in a timely manner

• Maintains professional credentials and submits updates to the Human Resources Department prior to expiration dates

• Responds to requests from the School Operations Team for any required actions or documents to maintain accurate and complete records and meet reporting deadlines

Building Management

• Implements classroom procedures that promote a safe, clean, orderly, and productive classroom environment

WE’RE HIRING!

Our Michigan campuses are seeking innovative, collaborative, next-generation educators. We’re hosting a hiring event on Monday, June 24th click HERE to RSVP.  No need to complete the online application in order to attend this event, simply fill out the RSVP.

Attracting and retaining top talent is our top priority. Research clearly shows that the most important factor to student growth is talented teachers. To retain our top talent, Distinctive Schools provides leadership and growth opportunities. Our culture is positive, supportive, and solution-oriented. We empower our teachers to do what they do best – teach and lead!

Why join the Distinctive Schools Team:

• Culture is at the heart of everything we do
• We foster a love of learning from the very first day of school
• We create next generation learning environments for students in the 21st century
• We empower students, families and staff to contribute to our mission in a meaningful way
• We love to laugh and have a good time
• We offer a great benefits package (Medical; Dental; Vision; PTO; 403b)?

Position Title: Elementary Teacher or Middle School Teacher (Option to teach in grade levels K – 5th Grade or Middle School Core Subjects)

F.T.E: 1.0

Location: Detroit, MI; Harper Woods, MI; or Redford, MI

Reports To: School Principal

Start Date: August 2019

Why Join the Distinctive Schools Team:

• We foster a love of learning from the very first day of school
• We create next generation learning environments for students in the 21st century
• We empower students, families and staff to contribute to our mission in a meaningful way
• We love to laugh and have a good time
• We offer a great benefits package (Medical; Dental; Vision; PTO; 403b)

Position Description:

As a Distinctive School Teacher you will inspire young minds and share a commitment to ensuring that every child achieves their full potential. This person will…

• design lessons that focus on engaging children in 21st century learning experiences
• provide opportunities that challenge students to think critically
• work closely with team members and parents to  to see how to best to meet students needs
• monitor student progress to ensure all students are demonstrating high rates of growth

Requirements:

• Bachelor’s Degree
• Must be highly qualified for elementary teaching in the state of Michigan or enrolled in an Alternative Certification Program by August 2019
• Prefer minimum 1 year of experience teaching in urban setting

Distinctive Schools is an equal opportunity employer and does not discriminate against any employee or applicant for employment on the basis of race, color, religion, sex, gender, national origin, age, disability, veteran status, marital status, sexual orientation, gender identity, gender expression, or any other personal characteristic protected by applicable law.

Chalkbeat, the growing nonprofit news organization telling the story of education in America, seeks a Managing Editor for Style and Standards to lead our editing team, oversee editorial operations, and boost our newsroom leadership.

The Managing Editor for Style and Standards will help elevate our overall story quality and improve our collective skills so that our journalism is the best it can possibly be. This person will supervise a team of four story editors, oversee style and voice guides, and manage onboarding and training programs for reporters and editors. The role will blend day-to-day guidance on story editing with strategic thinking on how the newsroom functions.

This position will report to the executive editor and sit on the network management team that helps guide organization-wide strategy and planning.    

Who are you?

You know that good writing starts with good reporting, and that editing starts before any words hit the page. You recognize the value of context. You believe that style standards matter, and so does voice, both organizationally and individually. You’re committed to providing learning opportunities no matter how experienced the employee (all of us can always improve!), and you understand the importance of a new reporter’s first few months. You geek out on process (perhaps you even enjoy a good spreadsheet). You want to make a difference, and you see how impact-driven local journalism can do that. You’re not a pageview chaser — you believe in listening to audiences and forging lasting relationships. Whether or not you have experience covering education, you find the topic fascinating.

What background and skills do you have?

• 10+ years of work experience, with 5+ years of working in a digital environment
• Experience editing breaking news, daily, and/or enterprise stories
• Proven track record of team management with positive culture
• Experience managing copy and other workflows, with examples of improvements you’ve made
• Experience with onboarding and training programs, even informal ones, with examples of ones you’ve overseen
• Ability to work autonomously while sharing pertinent information up, down, and across
• Excellent news judgment

We know that many strong candidates will not have all the skills we list. That’s OK. What else do you bring to the table? Please tell us!

What will you be responsible for?

• Supervising a team of four story editors, likely with more to come in the next year as Chalkbeat continues its growth trajectory, to create compelling, impactful journalism
• Managing and updating our style and voice guides
• Examining and optimizing our newsroom workflows and systems so that they better support our journalism
• Working with our Operations team to revise our current onboarding programs for reporters and editors
• Working with other team leads in Chalkbeat’s “networked model” to help guide newsroom decisions
• Representing local needs to network leadership, and organizational priorities to story editors and local teams
• Working with the Executive Editor and other leaders on organizational growth planning, with an eye toward future expansion
• Collaborating with the Director of Product on CMS improvements  

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

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

About Chalkbeat:

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

We are looking for extraordinary leaders and learners to join our team who:

• Teach to give students a strong foundation of academic excellence,
• Foster the social-emotional and character development of young learners,
• Build a love of learning in all students,
• Engage families as partners in our students’ education,
• Commit to constant learning, reflection, and improvement of their own practice,
• Bring their passions, personalities, humor, and joy to school every day,
• Thrive in a start-up environment, and
• Are committed to equity and the belief that all children in Detroit can reach their full potential.

A Lead Teacher at Detroit Achievement Academy (DAA) and Detroit Prep (DP) is responsible for the educational and social-emotional outcomes for each student in his or her crew. Lead Teachers embrace their work with students, families, colleagues, and school leaders toward achieving our collective mission and goals. A Lead Teacher is responsible for teaching all core academic disciplines including language arts, social studies, science and mathematics. Lead Teachers report to the Principal/Head of School.

Competitive salary based on experience and track record of success with students.

Chalkbeat, the nonprofit news organization telling the story of education in America, seeks a digital marketing manager to help Chalkbeat grow into one of the largest nonprofit news sites in the country.

Chalkbeat’s digital marketing manager will drive key outcomes for both our revenue and editorial teams — increasing digital revenue, growing email subscribers, and piloting new audience growth initiatives. This is a highly interdisciplinary role, working in tandem with almost every team at Chalkbeat, from editorial, revenue, tech, analytics, etc. This position will report to the Head of Growth.

Who are you?

You are mission-driven, and you understand that the success of Chalkbeat means combining excellent journalism with a strong business model. You’re a self-starter who can both see the big picture and jump in to help execute important work. You’re comfortable wearing many hats and are highly collaborative, able to earn trust and drive outcomes along the way.

What background and skills do you have?

• 3+ years of work experience related to marketing or audience growth
• An entrepreneurial spirit, with stories to tell
• Proven track record of email-based conversion (either donations or e-commerce sales), and experience utilizing the capabilities of an email service provider
• Comfort with segmentation and data
• Strong writing and editing skills
• Organized, detail-oriented, and able to take initiative without heavy oversight

We know that many strong candidates will not have all the skills we list. That’s OK. What else do you bring to the table? Please tell us!

What will you be responsible for?

• Membership: Driving growth in reader revenue, specifically the evolution and expansion of our brand new membership program.
• Email marketing: Creating a sustainable and scalable email experience across teams, especially as our reach continues to expand into new locales and topics within the education space.
• New initiatives and market research: Identifying, evaluating, and piloting promising initiatives that support Chalkbeat’s growth, from re-investing in existing products to incubating new high-potential opportunities.

Ideally, you’d be based in one of the cities where Chalkbeat already has a presence: Chicago, Denver, Detroit, Indianapolis, Memphis, New York City, or Washington, D.C. However, working remotely is a possibility for the right candidate.

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

About Chalkbeat

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

Chalkbeat, the growing nonprofit news organization telling the story of education in America, seeks an engagement editor to grow our audience and deepen our relationship with readers.

Chalkbeat’s next engagement editor will help our network of local bureaus and national team better understand the news needs of our core audiences, elevate voices that are often ignored by mainstream media, build stronger relationships with communities that need critical information about schools, and expand our reach to inform as many people as possible about key developments in public education. This position will report to the Executive Editor.    

Who are you?

You are committed to local journalism and understand that means putting the audience first.  You want to make a difference, and you see how impact-driven journalism can do that.  You’re not a pageview chaser — you believe in listening to communities and fostering lasting relationships. You’re a self-starter who can both see the big picture and jump in to help execute important work. You’re comfortable wearing many hats and moving in between the education policy world and journalism industry circles. You have experience in building and engaging audiences on social media, and growing newsletter subscribers. You think in headlines, tweets, and subject lines. You can strategize about in-person events, and you care deeply about the user experience online.

What background and skills do you have?

• 7+ years of work experience, with 5+ years of working on the digital side of media, journalism, or communications
• Experience reporting and writing news and/or feature stories
• Proven track record of growing a brand’s audience and boosting loyalty through email lists and social media
• Strong writing and editing skills
• Detail-oriented and able to work autonomously
• Proficiency with third-party email service providers
• Experience developing strategy informed by analytics
• Excellent news judgment

We know that many strong candidates will not have all the skills we list. That’s OK. What else do you bring to the table? Please tell us!

What will you be responsible for?

• Develop social media strategy for the entire Chalkbeat network (seven local bureaus + national desk)
• Own newsletter strategy and help grow subscriber base
• Manage national and local news partners
• Support local bureaus with strategies for in-person events and engagement-driven reporting that brings in voices from the communities we serve
• Leverage analytics to develop best practices for growth and engagement
• Collaborate with Product, Analytics, and Revenue teams to identify and execute on optimization and growth opportunities

We’re building this team out, so you’ll also be hiring and overseeing another engagement team member, who will be responsible for supporting social and email strategy and execution.

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

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

About Chalkbeat:

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

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.

Chalkbeat, the nonprofit education news organization, is seeking motivated undergraduate or graduate students to serve as summer reporting interns.

The 10-week paid internship from June-August 2018 will offer student journalists the opportunity to work alongside some of the nation’s top education journalists in a dynamic, rapidly growing organization. At a critical moment for an active independent press, join us as we build an organization working to sustain journalism that matters.

Interns will work 40-hour weeks and will have the opportunity to undertake daily education news assignments, to work on enterprise stories, and to participate in the life of our reporting teams in every way.

Who are you?

You’re energized by our mission and excited to help us build a news organization that re-imagines daily newsgathering while embracing traditional journalistic values. You have a passion for public policy and social issues journalism, strong reporting and writing skills, and comfort working in digital media. You’re an entrepreneurial, creative, energetic, and tenacious reporter.

What background and skills do you have?

• Clips that demonstrate strong reporting and writing skills
• Significant high school, college or professional journalism experience
• A high level of comfort with the exciting opportunities and challenges inherent in working in a high-energy start-up environment
• Passion for and curiosity about education is a must; knowledge of education issues such as standards, school choice, and segregation is a strong plus, but not required.
• Access to a car is desirable but not required.

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 six 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.

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.