The USI EXECUTIVE DIRECTOR plays a pivotal role in leading and advancing our mission of educational excellence and equity. Reporting to the Board of Directors, the Executive Director is responsible for overseeing all aspects of the network’s operations, ensuring strategic growth, financial sustainability, and academic achievement across all schools.

JOB DESCRIPTION Knowledge of instructional practices, elements of effective instruction, strategic planning, network level systems  and developing a professional community of learners. Experience in school administration, working with teachers and other leaders on instructional issues, program evaluation, integration of literacy and implementation of standards-based curriculum. 

KEY RESPONSIBILITIES:

• Leadership and Strategic Vision:
  • Provide visionary leadership to articulate and implement the network’s strategic goals and objectives.
  • Foster a culture of collaboration, innovation, and continuous improvement among staff, teachers, students, and families.
• Operational Management:
  • Oversee day-to-day operations of the network, including budgeting, financial management, and resource allocation.
  • Ensure compliance with all regulatory requirements and maintain effective relationships with authorizers and stakeholders.
• Educational Excellence:
  • Promote a culture of academic excellence and equity across all schools.
  • Support the professional development of instructional leaders and teachers to enhance teaching practices and student outcomes.
• Community Engagement and Partnerships:
  • Build and maintain strong relationships with parents, community members, and external partners.
  • Serve as the network’s spokesperson and advocate in the community, promoting the network’s mission and impact.
• Board Relations and Governance:
  • Work closely with the Board of Directors to develop strategic direction and policies.
  • Provide regular updates and reports to the Board on network performance, financial health, and key initiatives.

QUALIFICATIONS

• Minimum 5 years of school leadership, preferably in a charter school environment or a similar educational setting
• Strong understanding of finance management and education policy 
• Excellent communication and interpersonal skills, with the ability to engage and inspire stakeholders.
• Advanced degree in education, business administration, or a related field.
• Commitment to educational equity and improving outcomes for all students.

About Hope Academy
Hope Academy is a tuition-free, public charter high school that provides a safe, sober and challenging academic experience for Indy-area teens. As a Simon Youth Academy and IPS Innovation school, Hope Academy offers its students a truly unique and individualized high school experience.    

We are centrally located just minutes from downtown near the campus of the University of Indianapolis with convenient access via Indy Go’s Red Line.  

Hope Academy is one of only nine recovery high schools in the United States accredited by the Association of Recovery High Schools. Additionally, Hope Academy has partnered with the Simon Youth Foundation and IPS to bridge a gap to serve more students in the Indianapolis area. Students who receive ongoing support for substance use issues have higher graduation rates, lower absentee rates and are more likely to abstain from using substances. 

Parents and loved ones are part of the Hope Academy experience for all our students. They will play an integral role in their students’ journey of recovery and will receive the same guidance, support and encouragement from our staff, while connecting with other parents and our community. 

Position Summary
The Science teacher role is to support students as they learn science and earn credits toward high school graduation. Class sizes are never more than 15 students and typically have between 7-10 students, allowing the teacher to provide individual attention and support.  The teacher will teach 6 class periods including biology, ICP and an elective science course.  The teacher will serve as a role model, mentor, advocate, and motivator to students at Hope Academy.  

Essential Job Functions 

• Plan, carryout, evaluate and supervise instructional lessons and activities in the areas of science education for students in a recovery high school setting. 
• Assign and grade class work, homework, tests and assignments. 
• Provide appropriate feedback on student work 
• Participate in professional development activities. 
• Utilize student assessments and evaluations to inform teaching practices. 
• Use relevant technology to support and differentiate instruction. 
• Establish an invitational, supportive and engaging classroom environment, promoting high academic standards and leadership. 
• Actively encourage and promote parent and community engagement. 
• Maintain current records for all students. 
• Collaborate with all staff. 
• Communicate with students, parents, and other staff concerning student academic progress, attendance and behavior. 

• Other duties as assigned. 

Education and Experience Required 

• A Bachelors degree  
• Must hold valid Indiana State Teacher’s License in 9-12 science or must be eligible to receive emergency permit. 
• Experience working with adolescents preferred. 
• Ability to clear required background check. 

Hope Academy is a tuition-free, public charter high school that provides a safe, sober and challenging academic experience for Indy-area teens. As a Simon Youth Academy and IPS Innovation school, Hope Academy offers its students a truly unique and individualized high school experience.    

We are centrally located just minutes from downtown near the campus of the University of Indianapolis with convenient access via Indy Go’s Red Line.  

Hope Academy is one of only nine recovery high schools in the United States accredited by the Association of Recovery High Schools. Additionally, Hope Academy has partnered with the Simon Youth Foundation and IPS to bridge a gap to serve more students in the Indianapolis area. Students who receive ongoing support for substance use issues have higher graduation rates, lower absentee rates and are more likely to abstain from using substances. 

Parents and loved ones are part of the Hope Academy experience for all our students. They will play an integral role in their students’ journey of recovery and will receive the same guidance, support and encouragement from our staff, while connecting with other parents and our community. 

Position Summary
The Mathematics teacher role is to support students as they learn mathematics and earn credits toward high school graduation. Class sizes are never more than 15 students and typically have between 7-10 students, allowing the teacher to provide individual attention and support.  The teacher will teach 6 class periods including Algebra, Geometry and Algebra 2.  The teacher will serve as a role model, mentor, advocate, and motivator to students at Hope Academy.  

Essential Job Functions 

• Plan, carryout, evaluate and supervise instructional lessons and activities in the areas of science education for students in a recovery high school setting. 
• Assign and grade class work, homework, tests and assignments. 
• Provide appropriate feedback on student work 
• Participate in professional development activities. 
• Utilize student assessments and evaluations to inform teaching practices. 
• Use relevant technology to support and differentiate instruction. 
• Establish an invitational, supportive and engaging classroom environment, promoting high academic standards and leadership. 
• Actively encourage and promote parent and community engagement. 
• Maintain current records for all students. 
• Collaborate with all staff. 
• Communicate with students, parents, and other staff concerning student academic progress, attendance and behavior. 

• Other duties as assigned. 

Education and Experience Required 

• A Bachelors degree  
• Must hold valid Indiana State Teacher’s License in 9-12 science or must be eligible to receive emergency permit. 
• Experience working with adolescents preferred. 
•  Ability to clear required background check .

The USI DIRECTOR of ACADEMICS is responsible for implementing and maintaining academic programs and services in conformance with network and state objectives; providing written support and/or conveying information; serving as a resource to other school personnel, and ensuring that objectives of programs and services are achieved.

JOB DESCRIPTION Knowledge of instructional practices, elements of effective instruction, strategic planning, network level systems  and developing a professional community of learners. Experience in school administration, working with teachers and other leaders on instructional issues, program evaluation, integration of literacy and implementation of standards-based curriculum. 

ESSENTIAL FUNCTIONS

• Develops strategies for the purpose of codifying and implementing network-wide systems in alignment with the USI Instructional Vision
• Manages Principals and Assistant Principals in implementing network-wide instructional systems
• Collaborates with others for the purpose of implementing and/or maintaining services or programs, and to identify and assess academic needs
• Coaches school administrators and instructional coaches for the purpose of enhancing productivity of personnel and achieving objectives
• Evaluates programs and/or projects for the purpose of carrying out and achieving objectives within the area of responsibility. 
• Conducts instructional walkthroughs for the purposes of identifying trends and coaching instructional leaders
• Manages and oversees program components for the purpose of delivering services which conform to established guidelines and regulations. 
• Works in collaboration with Director of Student Services to ensure 
• Develops, implements and monitors network programs and policies 
• Coordinate with administrators and staff for the purpose of providing staff development to improve achievement of all students
• Assists other personnel for the purpose of supporting them in the completion of their work activities. 
• Facilitates meetings, processes, etc. for the purpose of implementing and maintaining programs and services which achieve network desired objectives. 
• Participates in meetings, workshops and seminars for the purpose of conveying and/or gathering information required to perform functions
• Researches a variety of information (e.g. current practices, instructional materials, methods, curriculum guidelines, concerns etc.) for the purpose of developing new programs and/or master plan
• Conduct audits of instructional systems in collaboration with school leadership to monitor implementation of network-wide instructional systems. 

QUALIFICATIONS

• Minimum 3 years of administrative experience required. 
• Assistant Principal experience required. Principal Experience preferred. 
• Masters in curriculum/educational leadership/public administration preferred. 
• Strong content knowledge.
• Experience providing feedback and coaching towards strong, data-supported results. 
• Organizational skills; extremely careful attention to detail and follow-through
• Effective communication skills 
• Passionate commitment to the mission of United Schools of Indianapolis

Grace College and Seminary welcomes diversity, and makes employment opportunities available to all applicants and employees without regard to race, color, pregnancy, age, ancestry, national origin, disability, citizenship status, military status, genetic information, or any other legally protected category.

Scope of Responsibilities:

Leadership for Transition to Teaching Program

• Provide leadership in the hiring and mentorship of faculty teaching in the Transition to Teaching Program
• Plan and provide oversight to summer residency including scheduling, orientation, communication, and course instruction as appropriate
• Serve as an advocate for the program in collaboration with admissions and marketing.
• Serve as a liaison between the School of Education, School of Professional and Online Education, the Indiana Department of Education, and Partner K-12 Schools
• Oversee budget
• Primary point of contact for students and program partners

Student Support, Mentorship, Instruction and Assessment in Transition to Teaching Program

• Serve as academic advisor to students in the program providing direction and support in all aspects of program success and completion (funding sources, course resources, technology)
• Collaborate with registrar and School of Education in the scheduling of classes and instructors
• Implement Unit Assessment System by collecting key assessment data, leading data-driven decision making, providing program reviews to IDOE as necessary
• Collaborate with Systems Manager in data collection and reporting

Leadership for Purdue Licensure

• Collaborate with Director of School of Arts & Sciences Partnership Programs in recruitment, onboarding of prospective candidates.
• Act as secondary academic advisor for education candidates enrolled in Grace and Purdue
• Act as liaison to marketing department for all marketing/PR/website needs
• Collaborate with registrar on course requirements
• Collaborate with System’s Manager in licensure requirements & approval
• Support candidates in post-graduation paths (Purdue licensure completion, enrollment in Purdue masters of education program, career opportunities)
• Create and oversee classroom placements with local school systems for practicum and clinical requirements through Purdue
• Act as 1st level of problem solving for Purdue practicums and clinical placements
• Collaborate with SOE faculty and staff as well as Purdue faculty regarding candidates’ professional/academic needs
• Act as liaison between classroom supervisors, Purdue faculty, and Grace College SOE dean for issues that may arise in practicum/placements
• Mentor and assist candidates in ELL program with professional conference requirements

Leadership for Partnership Projects

• Oversee Whitley County Consolidated School Partnership-Grow Your Own IDOE funded grant (we have done significant work on this partnership)
• Provide support and oversight as needed for Warsaw Residency Grant: Partnership with
• Warsaw Community Schools.
• Provide support and oversight as needed for Intense Intervention Licensure Program:
• Recruitment, Marketing, Licensing, Partnership with IDOE funded ISEAL Project
• SOE Marketing liaison
• Provide support and oversight with Ivy Tech Teacher Pipeline Partnership
• Pursue new innovative partnerships and income generating projects

Qualifications:

1. Earned doctorate in education
2. Experience in teacher education
3. Expertise and experience in K-12 teaching
4. A strong commitment to the mission and values of a Christian liberal arts institution and a desire to integrate faith with learning in all areas of life
5. Strong familiarity with CAEP and state licensing standards
6. Strong interpersonal skills and ability to effectively collaborate with stakeholders and partners

Status: Full Time; Exempt

Founded by Purdue University in partnership with community, industry, and academic leaders, Purdue Polytechnic High School prepares students to succeed in technical, STEM-related post-secondary programs and high-tech careers.

It is our mission that through STEM-Focused and real-world experiences, we empower students to create the world they envision by developing the minds of creative problem-solvers and skilled achievers.

Purdue Polytechnic High School inspires students to pursue their passion through the lens of science, technology, engineering, and mathematics (STEM), hands-on and project-based learning, industry partnerships, and a flexible, personalized learning environment.

We aspire to create a world of equity where every student has the opportunity and access to achieve their goals and to realize their power to solve problems they encounter. We are intentional about building a culture of communication, collaboration, and innovation that creates a positive and supportive environment conducive to high academic achievement and long-term success.

Responsibilities & Duties:

• Provides coaching and support for student academic growth and achievement
• Work collaboratively with colleagues and community partners in a co-taught, interdisciplinary instructional setting
• Collects and analyzes student data to support instructional decisions
• Develop meaningful and supportive relationships with students
• Maintain positive relationships with students, families, colleagues, & community partners
• Engage students in academic conversations that elicit critical thinking, creativity, collaboration, and communication
• Provide appropriate accommodations, modifications, and interventions for English Learners, students with 504 Plans, and Special Education students
• Performs other related duties as required and assigned

Multiple positions available.

Overview
The Mind Trust is an Indianapolis-based education nonprofit that works to build a system of schools that gives every student in Indianapolis, no exceptions, access to a high-quality education. The Mind Trust does this by building a supportive environment for schools through policy and community engagement, empowering talented, diverse educators to launch new schools, and providing existing schools with the support they need to hire world-class talent and achieve excellence. Since 2006, The Mind Trust has supported the launch of 45 schools, 15 education nonprofit organizations, and has helped place more than 1,750 teachers and school leaders in Indianapolis classrooms. Learn more at themindtrust.org.

About Education Entrepreneur Fellowships at The Mind Trust

The Education Entrepreneur Fellowship (EEF) funds leaders who will launch an initiative aimed at addressing specific barriers in our education system that impact students and families. Fellows receive full funding for one to two years, as well as ongoing resources and support. Previously successful ventures have impacted teacher retention, parent advocacy, and created a unified enrollment system.

The Mind Trust seeks an Education Entrepreneur Fellow to continue the summer program – Indy Summer Learning Labs – and launch a systems-change effort.

Initiative Overview

In 2021, The United Way of Central Indiana (UWCI) and The Mind Trust (TMT) launched Indy Summer Learning Labs (ISLL), a summer learning initiative meant to support academic recovery related to the COVID-19 pandemic. This initiative, funded with philanthropic resources and state grants, served nearly 3,000 K-8 students across 38 school and community sites in Marion County in 2021. Indy Summer Learning Labs continued in June and July 2022 and served 5,000 students at 39 Marion County sites. Funding from the Indiana Department of Education supported the second year of the program. The initiative focuses on Indianapolis’ highest need neighborhoods and will leverage partnerships between Indianapolis Public Schools, Decatur Township, a number of charter schools, and community organizations. The next phase of the work will take a programmatic and systemic approach to leveraging out-of-school time as an opportunity for education change.

The Mind Trust seeks an Education Entrepreneur Fellow to continue the summer program – Indy Summer Learning Labs – and launch a systems-change effort. The new initiative will collaborate with out-of-school time providers, provide expertise and support to out-of-school time organizations that want to infuse academic rigor into their programs, and reinforce high-quality practices with partners.

The mission of this expanded work is to ensure that all children in Indianapolis, especially children of color and students from low-income families, have access to high-quality, academically rigorous out-of-school learning experiences that help them meet their full potential. This Fellow will work collaboratively to plan, launch, and execute the Indy Summer Learning Labs program in 2023 with the goal of significantly accelerating learning for the highest need students in Indianapolis.

In year one, the Fellow will set the strategic direction for the expanded system-level opportunity and lead a sustainable operational model to fulfill the mission, which requires building partnerships across Marion County schools, community organizations, and critical ecosystem stakeholders.

Position Responsibilities

• Vision Setting, Planning, and Execution: The Fellow will build out and execute planning work streams for the future of the Indy Summer Learning Labs (2023 and beyond). The Fellow will oversee project management and work to delegate roles and responsibilities to ensure on track completion of work streams to execute the summer program. Project management will be critical for building out the expanded initiative.
• Strategy and Problem Solving: The initiative launch will require synthesizing multiple sources of both qualitative and quantitative data to understand the key opportunities, strengths, and barriers in the Marion County ecosystem. The Fellow will convert these themes into an actionable plan for the systemic work with an accurate scope, prioritization, timeline, budget, and tactics. Strategy execution will be ever-evolving with nimble problem solving required. The Fellow will deepen academic impact by developing opportunities for rigor to be infused within existing programs and uplifting high-quality practices driven by research.
• Partner Cultivation, Management, and Communication: Given that this is a community-wide, all-hands-on-deck initiative, the Fellow will cultivate relationships with a large number of community partners to play key roles in the effort. The Fellow will be the face of the program and will build relationships with sites and stakeholders. The Fellow will also be available for troubleshooting and problem solving, offering differentiated support to sites as needed for implementing Indy Summer Learning Labs. The system change work will require partner cultivation across stakeholders including schools, school districts, community organizations, colleges and universities, education nonprofits, funders, families, and elected officials.
• Hiring and Leadership: The Fellow will oversee and implement a process for recruiting and hiring more than 100 effective teachers for Indy Summer Learning Labs as well as staff for the initiative launch. The Fellow will support the creation of criteria and accountability frameworks to ensure staff members are able to complete the program with a high degree of effectiveness. The Fellow will set the direction of the organization which requires strong team leadership, delegation, and staff management.
• Convening and Capacity Building: The Fellow will plan, and execute high-quality capacity building to meet the identified needs of the ecosystem and to infuse academic rigor. Methods include, but are not limited to, convenings, communities of practice, training, coaching, and advising. By providing technical assistance to program leaders, the Fellow will collectively figure out how to incorporate best practices and embed high-quality experiences for a holistic education. By connecting stakeholders, our education landscape field will be more connected and less siloed. Execution of the responsibilities will be supported by The Mind Trust and Building Impact.

Qualifications

• Deep commitment to educational equity, community partnerships, and transformational change
• 5+ years of experience in education-related work
• 3+ years of project management or leadership experience in the education, nonprofit, or social entrepreneur sector
• Experience within the out-of-school time space is a plus
• Ability to operate with autonomy and function in a high-energy, dynamic environment
• Ability to operate with a strong sense of personal ownership, urgency, and accuracy in a fast-paced, deadline-driven environment
• Willingness to do whatever it takes to ensure successful program execution, including everything from small administrative tasks to larger, strategic execution
• Record of outstanding results both as an individual contributor and as someone who works through other people and organizations
• Significant experience working collaboratively with a wide variety of partners and stakeholders from district leaders to parents to community organizations
• Excellent written and verbal communications skills
• A spirit of flexibility, an openness to feedback, and a commitment to continuous learning
• Critical thinking and good judgment in prioritizing problems to resolve and opportunities to pursue

OUR WHY

Teach Plus is a national nonprofit whose mission is to empower excellent, experienced, and diverse teachers to take leadership over key policy and practice issues that advance equity, opportunity, and student access. The Teach Plus team exists to breathe life into the Student Opportunity Mandate: All students should have the opportunity to achieve their potential in an education system defined by its commitment to equity, its responsiveness to individual needs, and its ability to prepare students for postsecondary success. At the heart of our work is advocacy for collective impact, beginning with classroom teachers.

WHAT WE DO

At Teach Plus, we believe in equity-driven teacher leadership. When we invest in developing our most talented teachers into teacher leaders who are well-informed, persuasive, and prepared to lead, they have deep leverage in advancing equity for students, especially for students of color, low-income students, and those from underserved communities. To close the opportunity gap and to ensure equitable access to a world-class education for all students in the schools and communities we serve, we ignite systems change at multiple levels through our Policy Fellowship and Instructional Leadership programs designed to inspire and equip teachers. We are committed to lead change in our Equity Focus Areas.

Teach Plus’ Teacher-Led Practice Initiatives are innovative programs that engage, develop, and support teacher leaders to generate, implement and manage change in district and school practices and policies that impact teaching and learning, school culture and climate, and teaching practice. As a result of funds received from the Indianapolis Urban League via the Indianapolis African American Life Initiative, Teach Plus Indiana will be launching the Indianapolis Equity Change Agent Network in December 2022. This 2-year project will focus on connecting and empowering 22 teacher leaders (2 from each of the 11 school districts) from across Indianapolis to reenvision their classrooms and schools as culturally responsive and academically rigorous environments for their students.

WHAT YOU’LL DO

The Indianapolis Education Leadership Coach will develop, coach, and support teacher leaders (Change Agents) from across the city as they partner with their principals to lead change in their individual schools. Working in partnership with the Indiana Executive Director and with support from the National Program Team, the Coach will support Change Agents as they identify opportunities for equity-based change in their schools, make a case for change with their school leaders and colleagues, create and implement plans for creating change, and monitor the results. The Education Teacher Leadership Coach is a critical leadership opportunity for a skilled coach who is looking to support school change driven by teacher leaders.

Specifically, the Education Leadership Coach will be responsible for two pieces of work:

1. Teacher Leader Support and Development

• Provide one-on-one support to a cohort of Change Agent teacher leaders as they:
  • Plan and implement their individual change projects to advance the determined project goals;
  • Plan for and deliver relevant school meetings as they implement their change projects;
  • Build their capacity as leaders to advance their professional growth and leadership attribute-aligned growth goals.
• Create and foster the development of a Professional Learning Community and affinity space for teacher leaders, as they lead individual change efforts focused on equity in their buildings, to be able to reflect collectively, identify challenges, elevate the views and experiences of teachers of color in Indianapolis and share best practices across their schools and districts.
• Provide support to teacher leaders as they engage in feedback loops with their principals and students, providing insight into their own instruction and practice, suggesting best practices for school or district-wide expansion
• Monitor progress of change projects and change agents’ professional growth and adjust programming to best meet their needs.
• Build capacity to support teacher leadership, and share best practices, which include:
  • Plan for and deliver professional development sessions (cohort meetings and convenings) for Change Agents across the Network.
  • Meet with the Evaluation Team to review data and discuss priorities.
  • Identify opportunities for collaboration and best practice sharing with other regional and national coaches and regional directors.
• Foster Purpose-Driven Instructional Leadership
  • Ensure that the work of the teacher leaders involved in the Indianapolis Equity Change Agent Network is based on evidence and collaboratively achieves desired impact on teacher practice and student learning.
  • Ensure that the primary work of each Change Agent’s team is focused on improving teacher practice and, therefore, learning for all students through the use of change management and continuous improvement.
  • Observe and strategically contribute to periodic Teacher Leader-led team meetings and professional development.

2. Program Management Support

• Manage the initial phases of this initiative and monitor progress over the course of the 2-year program.
• Maintain accurate and timely data and enter the appropriate information into the Salesforce database for ongoing accountability reports.
• Works with the Indiana Executive Director and the National Program Team to develop systems that allow teacher leadership to be implemented more efficiently and effectively and to communicate critical support, outcomes, metrics, and resource needs.

WHAT YOU’LL NEED TO BE SUCCESSFUL

• 6+ years in the education field, with preference given to candidates who have both a teaching background and experience coaching teachers and school leaders in diverse school environments
• Expertise in academic instruction, social-emotional learning, and/or culturally responsive pedagogy is preferred
• A relentless focus on data, including analysis and using it to inform instruction and make continuous improvement decisions, and the ability to conduct difficult conversations around systemic barriers and disparate outcomes.
• Experience in leadership development and facilitation of inquiry with teachers and/or school leaders; specifically around racial equity work, including areas such as culturally responsive leadership, intersectionality, and identity
• Commitment to and previous experience with educational equity and a belief in the power of teachers to bring about positive change for all students
• Experience creating and building professional development materials and training
• Strong organizational and communications skills required; experience managing complex projects or initiatives preferred

LOCATION

This role is a full-time position. While this position is remote, candidates must be within reasonable driving distance from Indianapolis. This position is remote with the expectation of regular school-based coaching sessions, school visits, and monthly cohort meetings. While Teach Plus Indiana operates remotely, we do hold a coworking membership at Refinery46, to which you would have access.

WHAT WE OFFER

The starting salary for this position is $70,000. Teach Plus offers a benefits package including medical, dental, and vision insurance, a 3% matching 401k plan, disability and life insurance, and Flexible Spending Accounts for medical and childcare expenses. Teach Plus offers generous time off benefits, including 15 vacation days, 3 personal days, 5 sick days, 11 holidays, and winter break. Additionally, Teach Plus offers paid parental leave and a 4-week paid sabbatical for every five years of service.

Teach Plus is an equal opportunity employer and encourages applications from diverse candidates. Teach Plus does not discriminate in any aspect of employment based on race, color, ancestry or national origin, religion, sex, sexual orientation, gender identity, gender expression, marital status, disability, veteran status, genetic information, or age.

Benefits Eligibility

NO

Core Competencies

Excellent written communication skills including proper use of grammar, spelling, writing structure, proofreading and editing.

Excellent interpersonal skills including listening, verbal capacity, team orientation and an ability to influence and build work relationships in a diverse workforce and across multiple employee groups.

Adept in public relations and customer service skills.

Possess initiative, curiosity, problem-solving capacity, organization and planning skills.

Possess a learning orientation to changing technology that impacts communication and media processes.

Manage and prioritize multiple tasks and deadlines with attention to detail and follow-through.

Proficient use of personal computers and standard software including word processing, spreadsheets, email, and internet browsers.

Ability to read, interpret, and adhere to University policies and procedures.

Education

An earned degree in education and current teaching licensure/certification in education is required.

Experience

Experience as a K-12 teacher is required, minimum of 2 years.

Experience coordinating educationally focused programs preferred.

Experience teaching STEM subjects preferred.

FLSA Status

Non-Exempt

Kelly Education is hiring Substitute Teachers for Indianapolis, Indiana!

Remember that teacher who made an impact in your life? Now it’s your turn to make a difference in the lives of students! Substitute teaching is an excellent opportunity to be a mentor and help students in our community become the best versions of themselves and feel good about the work that you do at the same time.

Responsibilities:

• Assume duties of the classroom teacher in accordance with school district, lesson plans, school rules, and Kelly policies. Leading instruction in the classroom by conducting the teacher’s existing lesson plans. Offering support to students with classroom topics/courses. Assigning reasonable tasks and homework.
• Empower students to learn and encourage classroom participation and build positive relationships with their peers and school staff.
• For long-term assignments, it may be required to develop lessons plans, as well as build, coordinate, and grade tests and assignments.

Minimum Requirements:

• High School Diploma/GED

Pay Rate: 

• $100.00/per day

As a Kelly Education Substitute Teacher, you will have access to outstanding perks, including:

• Free online classroom management training to help you become a capable, confident classroom leader. Free ongoing professional development to keep your skills sharp. Paid orientation on procedures and policies of the district; so you understand the culture and requirements of the school district
• Weekly pay and Direct Deposit. Earn steady income through a variety of short- and long-term positions.
• Kelly-sponsored Affordable Care Act healthcare coverage, for eligible employees. Group insurance options* Offered and administered by EnrollVB. These plans are not sponsored by Kelly.
• Build a work schedule that works for you. We are very flexible; you can make your own schedule. Enjoy work-life balance. Ability to select your preferred school locations. We cover 9 Indianapolis school districts, and 13 charter schools. Positively impact the education of students in your own community.
• Referral Bonus Program: earn a $100 Referral Bonus for every person you refer that completes 5 days of work.

If you are passionate about helping others and looking to advance your career, apply now. Call or text to set up an interview time. 317-988-8158 (call)/ 317-608-5014 (text) Or schedule using one of the links below.

https://calendly.com/ales132-1kellyeducation/15min (schedule phone interview)

https://calendly.com/ales132-1kellyeducation/in-person (schedule in person interview)

Our dedication to you:

Kelly® Education is committed to our substitute employees working in safe environments. Kelly Education operates under the collective guidance of the Centers for Disease Control and Prevention (CDC), state officials, and school district administration, and we ensure our employees are adequately protected by school district policies and procedures.

Do you enjoy being part of a supportive and mission-based community focused on enhancing generational impact? Are you seeking a meaningful career in education but yearn for a less rigid teaching environment? Would you enjoy teaching an adult student population as opposed to minors?

At the Clarksville Goodwill Excel Center, school days are 8:30 AM to 4:30 PM. Mondays through Thursdays are instructional and Fridays are flexible/preparatory days each week.

Job Summary:

Science Instructors hold primary responsibility for the implementation and development of The Excel Center curriculum and the success of its students. We seek teachers who are committed to continuously improving curriculum and instruction through collaboration as part of a team. The Instructor will facilitate learning for students attending Excel Center, meeting students “where they are”. He/she employs a student-centered approach effectively tailoring the instructional strategies to the individual students’ needs approaching instruction with grit, creativity, and innovation. Strategies may include but are not limited to direct instruction, one-on-one instruction, seminars, self-paced lessons, and online learning environments. Instructors employ high impact instructional practices and motivational techniques. The position will work with the instructional team in meeting the educational objectives and adhering to the Indiana State Standards.

Responsibilities:

• Implement curricula and activities to meet academic standards; Build lessons around student needs including online learning tools and content.
• Design and implement assessments that measure progress towards academic standards; Be accountable for students mastery of Indiana Academic State Standards.
• Track and analyze classroom data; Use attendance and assessment data to refine curriculum and inform instructional practices to achieve learning goals.
• Focus constantly on student learning; Think critically and strategically to respond to specific student learning needs across ability levels.
• Participate in collaborative curriculum development, grade-level activities, and school-wide functions aimed at improving student retention, productivity, school culture, and new student orientation
• Communicate student progress effectively with students, colleagues; Collaborate with staff to ensure student success.
• Work with coaches and leadership staff to support students’ progress towards graduation and post secondary planning.
• Attend all team and professional development meetings.
• All other duties assigned.

Qualifications/Job Requirements:

• Bachelor’s degree in subject specialty required with a minimum of 2 years teaching experience post licensing, preferred.
• Current Indiana Teaching Certification in subject specialty, dual licensure preferred; mastery of and enthusiasm for academic subjects.
• Experience working with high school age students in urban, non-traditional, and/or in adult education setting highly preferred
• Has working knowledge of computer programs to perform clerical tasks: Google Applications (specifically Gmail), Excel, Word and Internet Explorer.
• Must be able to successfully pass a background check.

Benefits:

Full-time employees may participate in a comprehensive benefits program that includes:

• Continuing education and leadership development as well as tuition reimbursement
• Comprehensive health plan
• Paid time off (PTO) and paid holidays
• Life, dental and vision insurance
• Short- and long-term disability plans
• Nationally recognized preventive health and wellness program
• Section 125 pre-tax health spending account, dependent care spending account and premiums
• Retirement plan with generous match or contribution into Teachers’ Retirement Fund for eligible employees
• Eligible for Public Service Loan Forgiveness (PSLF) federal program

Goodwill Education Initiatives

Goodwill strongly believes it is essential to raise education attainment levels in Indiana. Not only are the lifetime earnings of high school graduates significantly higher than those of dropouts, children of high school graduates are 50% less likely to drop out of high school than the children of dropouts are. Goodwill provides opportunities for adults (The Excel Center) and youth (Indianapolis Metropolitan High School).

The Excel Center Model:

The Excel Center® is operated by Goodwill Education Initiatives, Inc., a not-for-profit organization formed by Goodwill of Central & Southern Indiana.

Recognizing that nearly a half million working-age Hoosiers lack a high school diploma, Goodwill opened The Excel Center for adults in 2010. The Excel Center is a tuition-free public high school for adults offering an Indiana Core 40 high school diploma.

The Excel Center currently serves more than 4,000 students annually.

Do you enjoy being part of a supportive and mission-based community? Are you looking to help lead a unique flexible school model in alignment with organizational, charter, regulatory, community, financial, and accountability goals of the school? Are you looking to help make a generational impact on families through curriculum?

At the Indianapolis Decatur Goodwill Excel Center, school days are 8:30 AM to 4:30 PM. Mondays through Thursdays are instructional and Fridays are flexible/preparatory days each week.

Job Summary:

Instructors hold primary responsibility for the implementation and development of The Excel Center curriculum and the success of its students. We seek teachers who are committed to continuously improving curriculum and instruction through collaboration as part of a team. The Instructor will facilitate learning for students attending Excel Center, meeting students “where they are”. He/she employs a student-centered approach effectively tailoring the instructional strategies to the individual students’ needs approaching instruction with grit, creativity, and innovation. Strategies may include but are not limited to direct instruction, one-on-one instruction, seminars, self-paced lessons, and online learning environments. Instructors employ high impact instructional practices and motivational techniques. The position will work with the instructional team in meeting the educational objectives and adhering to the Indiana State Standards.

Responsibilities:

• Implement curricula and activities to meet academic standards; Build lessons around student needs including online learning tools and content.
• Design and implement assessments that measure progress towards academic standards; Be accountable for students mastery of Indiana Academic State Standards.
• Track and analyze classroom data; Use attendance and assessment data to refine curriculum and inform instructional practices to achieve learning goals.
• Focus constantly on student learning; Think critically and strategically to respond to specific student learning needs across ability levels.
• Participate in collaborative curriculum development, grade-level activities, and school-wide functions aimed at improving student retention, productivity, school culture, and new student orientation
• Communicate student progress effectively with students, colleagues; Collaborate with staff to ensure student success.
• Work with coaches and leadership staff to support students’ progress towards graduation and post secondary planning.
• Attend all team and professional development meetings.
• All other duties assigned.

Qualifications/Job Requirements:

• Bachelor’s degree in subject specialty required with a minimum of 2 years teaching experience post licensing, preferred.
• Current Indiana Teaching Certification in subject specialty, dual licensure preferred; mastery of and enthusiasm for academic subjects.
• Experience working with high school age students in urban, non-traditional, and/or in adult education setting highly preferred
• Has working knowledge of computer programs to perform clerical tasks: Google Applications (specifically Gmail), Excel, Word and Internet Explorer.
• Bi-lingual in English and Spanish, highly preferred.
• Must be able to successfully pass a background check.

Benefits:

Full-time employees may participate in a comprehensive benefits program that includes:

• Continuing education and leadership development as well as tuition reimbursement
• Comprehensive health plan
• Paid time off (PTO) and paid holidays
• Life, dental and vision insurance
• Short- and long-term disability plans
• Nationally recognized preventive health and wellness program
• Section 125 pre-tax health spending account, dependent care spending account and premiums
• Retirement plan with generous match or contribution into Teachers’ Retirement Fund for eligible employees
• Eligible for the Public Service Loan Forgiveness (PSLF) program

Goodwill Education Initiatives:

Goodwill strongly believes it is essential to raise education attainment levels in Indiana. Not only are the lifetime earnings of high school graduates significantly higher than those of dropouts, children of high school graduates are 50% less likely to drop out of high school than the children of dropouts are. Goodwill provides opportunities for adults (The Excel Center) and youth (Indianapolis Metropolitan High School).

The Excel Center Model:

The Excel Center® is operated by Goodwill Education Initiatives, Inc., a not-for-profit organization formed by Goodwill of Central & Southern Indiana.

Recognizing that nearly a half million working-age Hoosiers lack a high school diploma, Goodwill opened The Excel Center for adults in 2010. The Excel Center is a tuition-free public high school for adults offering an Indiana Core 40 high school diploma.

The Excel Center currently serves more than 4,000 students annually.

Goodwill of Central and Southern Indiana is an EEO Employer/Vet/Disabled

Position: Senior Manager 

Location: Flexible, Indiana preferred 

Preferred application deadline: June 30, 2022 

Position Summary

Reporting directly to one of our Partners, and working closely with other members of the Empower team, you will work to identify and support opportunities to design and launch innovative solutions that can better meet the needs of students.

As a Senior Manager, you will lead the development and execution of Empower’s emerging work and strategy in Indiana. Building on existing momentum, you will play a key role in growing empowered schools and empowering school systems to better meet the needs of students across the state. More specifically, your work will include (1) leading school and district design and partnership development to advance our early college and career pathways innovation strategy and (2) supporting our growth in Indiana and potentially other select geographies. 

If public health conditions make travel possible then applicants must be willing to travel up to 30% of the time (primarily within Indiana) to support the growth of our partnerships and on-the-ground support in communities across the state. As part of this role, you will receive coaching, mentorship, and guidance from experienced leaders inside and outside of our organization.

Who We Are

Empower Schools works with communities across the country to design, launch, and support innovative and sustainable solutions to local education needs. While the specific work varies in response to local context, all of our projects are grounded in our deep commitment to improving school and life outcomes for predominantly Black, Hispanic, and low-income students. Our approach centers around the following focus areas: 

• Establishing Partnerships: We execute foundational and operational necessities for the launch of new and innovative approaches to education—from complex, multi-stream project management to crafting governance agreements/contracts, to navigating state and local policy pathways.
• Supporting Leaders: We bring deep expertise and strong support skills to help school, system, and community leaders design and launch new education initiatives. We help build capacity in system leaders to implement and sustain the work.
• Convening Practitioners: We host convenings and organize learning cohorts for school, nonprofit, and system leaders pursuing empowered school strategies.
• Spreading the Word: We identify and narrate bright spot successes and best practices in empowered public school models and innovative, sustaining governance structures. 

Empower’s work is informed by our experience as the design and launch partner of several public school improvement and innovation efforts across the country including the South Bend Empowerment Zone (IN), Springfield Empowerment Zone Partnership (MA), the Luminary Learning Network in Denver, and the Rural Schools Innovation Zone in South Texas.   Recently, we have built responsive and high-performing teams supporting work in states including Indiana, Texas, Colorado, and California. To date, we have supported the design and launch of fourteen empowering partnerships across five states, serving more than 28,000 students attending 60 schools. We are supported by an ecosystem of partners and stakeholders in each community, often organized at a state-level in partnership with state agencies. Developing both site and state-specific strategies and relationships is key to our work.  

Empower is working to deepen our impact in Indiana. We are currently supporting the South Bend Empowerment Zone and collaborating with additional communities to explore transformation zones in their districts. In addition, Empower has recently been selected to serve as the technical assistance provider to two districts help transform their high schools and develop durable partnerships between local districts, industry, and higher education partners to expand and strengthen college and career pathways that strategically integrate rigorous and sequenced coursework, meaningful career connected learning, and intentional mentorship and counseling. 

Who You Are

• You are committed to centering racial and socioeconomic equity in your work. You understand the impact of systemic and implicit racism and challenge yourself and others to support transformational outcomes for students across race and class. 
• You are a fast learner with a thirst for knowledge and are excited by developing creative solutions to challenges encountered at the school and system levels.
• You are familiar with the challenges facing K-12 urban education and have applied your analytical and creative problem-solving skills to address them in previous roles.
• You are able to take ideas and solutions from brainstorms to fruition, while engaging and incorporating the perspectives of others.
• You enjoy working individually and as part of a team and are able to quickly and effectively build strong relationships and influence others with your ideas.
• Your strong project management skills allow you to develop and implement complex
• projects involving multiple stakeholders and tight deadlines to high standards.
• You make time to reflect on your work in order to continually improve your effectiveness, you know how to self-advocate in order to get the support that you need, and you can keep it all in perspective with a sense of humor.  
• In short, you are a rock star generalist with a broad skill-set, who can support a wide range of projects.

How You’ll Help

You will support an array of important initiatives and relationships, playing a key role in enabling schools in the state to make the best decisions for students in communities across Indiana. Your work will vary based on the needs over time and will include the following:

• Support partnership development and execution of state and district partnerships

• • • Develop and cultivate relationships with potential state and district partners in Indiana and across the country in collaboration with teammates, 

• Build productive and professional working relationships quickly with various stakeholders

• Develop project proposals, project plans, and partnership documents

• Support cultivation of potential philanthropic supporters for local partnerships

• Research district context and community dynamics to support the development of new initiatives

• Support execution and project management of design and launch partnerships

• • • Create custom community-focused presentation and communication materials for various stakeholders (e.g., district partners, school-based staff, community members, state policy champions, etc.)
    • Lead the creation of clear and compelling written deliverables to enable Zone and partnership approval and facilitate strategic planning (e.g., application documents for district or state authorization, concept papers, needs assessment data analysis, strategic plans)
    • Serve as project manager for specific project workstreams; successfully manage and track workflows and activities of staff, consultants, and partners as required for successful execution
    • Work with teammates to support the design and implementation of programmatic strategy in new Zones and partnerships, including supporting partnership leadership teams, supporting recruitment of partnership staff, cultivating school improvement partners, and communicating progress

• Additional support as needed

• • Provide leverage and capacity on additional growth projects outside of Indiana as needed 

Qualifications

• At least 4-8 years of work experience
  • Educational expertise required 
  • Consulting and strategic planning work preferred 
• Demonstrated interest in and strong alignment with the goals of Empower Schools
• Strong, demonstrated commitment to anti-racism, diversity, equity & inclusion
• Track record of taking initiative to successfully manage complex projects and initiatives involving multiple components
• Dynamic and effective prioritization skills, enabling  strong, ontime completion of multiple projects with shifting timelines
• Must be articulate, tactful, and able to successfully manage stakeholder relations with partners, external organizations, policy makers, and education leaders
• Possess an entrepreneurial mindset (i.e., flexible, resourceful, and creative) and deep motivation to drive toward high-quality outcomes with a consistently positive attitude
• Excellent written and oral communications skills, including the ability to translate ideas into clear, compelling documents (e.g., in PowerPoint and Word formats)
• BA/BS or advanced degree preferred

Salary and Benefits

The salary for a Senior Manager starts at $80,000 per year. Empower Schools offers a comprehensive benefits package, including health and dental insurance, retirement benefits, life and disability insurance, and flexible spending accounts.

The School for Community Learning Teacher

As a teacher committed to being a contributor to a collaborative culture, a SCL teacher is:

• Excited about and committed to collaborating with colleagues in order to create the ideal learning environment for each child. 
• Passionate about teaching and learning, and demonstrates that passion with colleagues, students, and families.
• A proven and effective team member who values the ideas of others and brings their own ideas to the table for the greater good.

As a teacher committed to continuous personal and professional growth, a SCL teacher is: 

• Committed to scholarly, ongoing professional development in the areas of education, teaching and learning, learning theory, sustainable education, and equity. 
• Aware of current research of progressive best practices and can provide examples of implementation in their work with students and teachers. 
• Open to innovations in the area of teaching, learning and technology with the ability to adjust to changes and implement them in the classroom and the school.

As a teacher who embodies a strong work ethic, a SCL teacher is:

• Committed to working hard and has the professional will to put forth effort toward the attainment of individual and group goals. 
• Able to effectively prioritize tasks in order to achieve short and long term, individual and group goals. 
• Able, motivated, and passionate about leading projects by effectively managing multiple tasks.

As a teacher who is committed to creativity and innovation, a SCL teacher is: 

• Comfortable with ambiguity and change with the ability to be flexible in the face of adversity and challenge. 
• Someone who sees possibilities first and obstacles as a welcome challenge.
• Willing to take risks in the name of creativity and innovation in order to provide the optimal learning experience for children and families.
• Grounded in an informed belief in progressive, non-traditional teaching and schools with the ability to clearly articulate that belief and implement practices that model that belief.
• A problem solver with the proven ability to adapt in an innovative environment that embraces creativity and change.

As a teacher committed to social justice and equity, a SCL teacher is:

• Can implement and use culturally relevant and responsive pedagogy.
• Personally and professionally committed to the concepts of social justice and equity. 
• Committed to the sustainability of an inclusive, anti-racist, equitable learning environment for all students. 
• Committed to honoring and teaching the whole child. 
• Committed to working with colleagues, board members, students, families, and community members across difference with a faculty that reflects the local community. 
• Fully committed to SCL’s belief to “end the predictive value of race, class, gender, and special needs on success in school”. 

Our lead teacher position is for a combined grade classroom ( 3rd/4th). We are a progressive school by philosophy and practice. This is an ever-changing and growing teacher practice. An SCL teacher must be interested and open to the progressive school model, even if they have not taught in these schools in the past.

Our lower school (K-5) uses Readers and Writers Workshop, Investigations Math, and Responsive Classrooms as the base of our academic curriculum. We work with Education for Sustainability; the out of doors and surrounding community are second classrooms.

Our goal is to be responsive to student inquiry and project-based in much of our work.

School Description

Thomas Gregg Neighborhood School was unanimously approved by the Indianapolis Public Schools Board of School Commissioners and opened in July of 2017 to students in grades Pre-K-6. Located on the city’s Near Eastside, Thomas Gregg Neighborhood School works alongside community partners to provide a personalized experience for approximately 550 students and families.

Vision

Thomas Gregg Neighborhood School strives to prepare students to positively contribute to the quality of life of their community.

Mission

Thomas Gregg Neighborhood School prepares students through a whole child approach that encompasses two-generational supports, social/emotional development and personalized learning.

Position Summary

Thomas Gregg Neighborhood School is seeking teachers who will be able to work together to support students by promoting mastery of grade level content, addressing individual learning, passions and developmental needs and preparing students to become productive members of society. Candidates will be responsible for facilitating the school’s education model of Personalized Learning via the following components.

• Support a student driven learning path that incorporates student choice as well as student needs. Allow for differentiation of pace, path, place and modality based on learning needs, goals and preferences.
• Ensure that students follow a structured learning pathway that allows them to master skills at their own pace. Utilize data to track mastery, provide actionable feedback and plan supports/interventions.
• Support flexible, anytime, everywhere student learning through mastering the use of online programming that can be accessed by students at school and at home.
• Obtain an open-minded attitude surrounding the teacher role, as they will participate as members of vertically aligned, multi-grade teams. Responsibilities include supporting the individual classroom as well as the shared responsibility of supporting all students in multi-grade team through flexible student groupings.
• Work with colleagues to plan and implement project based, authentic learning experiences for students where they can authentically engage with and apply academic standards.

Professional Responsibilities

• Demonstrate practices that reflect solid knowledge of content
• Seek to gain knowledge of students’ backgrounds, cultures, skills, interests, special needs, proficiencies, etc. and apply this knowledge in instruction
• Set high-level learning goals that reflect curriculum standards
• Seek and utilize appropriate resources to enhance student learning and professional practice
• Design coherent instruction and align assessments
• Cultivate an environment of respect and rapport in the classroom and foster a culture of learning via responsive classroom practices
• Manage classroom procedures by putting routines in place that maximize instructional time
• Monitor and manage student behavior in a way that maximizes instructional time
• Communicate clear instructional outcomes, directions and explanations of concepts to students
• Use questioning and discussion techniques to deepen student understanding
• Engage students in high-level learning using various techniques
• Keep a pulse of student understanding using formative assessment and reacting with flexibility and responsiveness
• Reflect on teaching in a thoughtful manner and seek opportunities for feedback and professional development
• Maintain effective instructional and non-instructional records
• Communicate and engage with families frequently
• Participate and contribute to the professional community
• Display a high level of professionalism with students and colleagues
• Additional responsibilities as assigned

Qualifications

Required

• Mastery of and enthusiasm for grade level content
• Valid Indiana Teacher’s License in Elementary Education K-6
• Bachelor’s Degree
• Valid Background Check

Preferred

• Master’s Degree
• Experience working in urban education
• Special Education or Spanish Endorsement
• Bilingual Spanish

Position Title:   Middle School Turnaround Principal (Edison Middle School; Jefferson Traditional School)

Salary Range: $80,000-$120,000 based on experience and performance   

Contract Length:    Contractual Year 

Immediate Supervisor:    Director of School Learning- Turnaround         

Application Deadline: The preferred application deadline to apply for this position is April 20, 2022. After this date, we do not guarantee review of submissions.  

Basic Function: The principal’s core responsibility is the improvement of student learning toward the vision of Quality Learning for Every Student Every Day actualized when every student meets grade level expectations. This work is done by an individual who is a visionary, disciplined, and courageous in their instructional leadership efforts.  Toward this end, 70% or more of his/her time is to be devoted to curriculum, instruction, professional learning, and the systems necessary to support these. Serves as the instructional, organizational, and cultural leader of the school.  Supervises all certified and non-certified personnel serving in the school.

Essential Duties & Responsibilities:  Demonstrated proficiency at the following, with consistent focus on the achievement of high standards by all students:

• Developing and nurturing a school climate focused on and supporting significant learning by all
• Engaging community stakeholders and partners in the educational opportunities of the building 
• Prioritizing family and community member engagement in service of improving student learning outcomes
• Developing systems around the use of Restorative Justice, PBIS, and a MTSS to address the needs of all learners including adults
• Formulating long range goals and using  a systems approach to planning, implementing, and evaluating programs and services
• Accurately assessing the effectiveness of teachers on the dimensions of;
  • understanding and organizing subject matter for student learning
  • planning instruction and designing learning experiences for all students
  • creating and maintaining an effective environment for student learning
  • engaging and supporting all students in learning,
• Assessing student learning, and developing as a professional educator to address the needs of all students;
• Developing and using a formative and summative assessment system at the building level that guides and informs instruction and student learning supports
• Developing, facilitating, and assessing professional learning programs and activities guided by the Standards for Professional and other best practice.
• Providing effective leadership and facilitation in administrative and leadership teams;
• Organizing personnel, materials, and facilities in efficient support of student learning;
• Working effectively with diverse people and groups;
• Cultivating a safe school environment that is conducive to teaching and learning
• Developing a collegial environment that supports student leadership, collaboration, and growth
• Establishing and maintaining a school culture of high academic and behavioral expectations
• Evaluating the progress of all school-based staff in accordance with state law and policy

Turnaround Abilities: Demonstrated ability to lead turnaround efforts in a collaborative environment including both external and internal partners.  Ability to put systems in place to ensure accelerated achievement of students, while ensuring sustainability of achievement and growth. 

• Setting a vision for the school’s academic program and inspiring buy-in from staff and students
• Hiring, training, managing, supervising, and coaching school-based staff with a focus on providing actionable, concrete feedback
• Monitoring, supporting, and developing staff instructional learning experiences through targeted, results-oriented professional development experiences
• Collaborating with teacher leadership teams develop and approve operational plans that set policies for the school
• Developing, managing, and implementing a budget that supports the Zone’s vision, mission, and goals
• Consistently monitoring progress towards goals and pursue continuous improvement
• Delegating leadership and decision–making effectively throughout the school
• Communicating and engaging with the broader school community in an effective, timely, and compelling manner
• Collaborating with external educational partners to develop clear improvement and turnaround strategies 
• Ability to think from a systemic perspective
• Engaging strategies to overcome obstacles such as implementation gap, collective bargaining, etc. 
• Leading and making decisions based on data and evidence/research based practices
• Creative thinking ability and the ability to effectively manage others towards outcomes and ambitious goals despite significant obstacles.
• Relentlessly focused on results and committed to the continual improvement of the building and greater community of the school 

Qualifications:  A Master’s degree.  A valid state supervisory certificate.  Five years successful teaching experience or equivalent.  Three years successful experience as a building administrator  in an urban and diverse community.  Extensive experience in school turnaround, improvement, and/or continuous improvement initiatives. History of effectively coaching both new and experienced teachers towards improving their ability to deliver outstanding instruction.

Physical Demands:

Primary functions require sufficient physical ability and mobility to work in an office; dexterity of hands and fingers to operate a computer keyboard and other technologies and office equipment, sitting, standing and walking for extended periods of time; kneeling; bending at the waist; lifting; pushing; pulling and carrying equipment, supplies and materials weighing up to 25 pounds; repetitive hand movement and fine coordination to use a computer keyboard; emotional stability to work effectively under pressure and to keep all aspects of the job under control; hearing and speaking to exchange information in person or on the telephone; seeing to read; prepare and assure the accuracy of documents.

It is the policy of SOUTH BEND COMMUNITY SCHOOL CORPORATION to forbid acts of discrimination on the basis of race, color, religion, sex, marital status, limited English proficiency, national origin, age or disability in its educational programs or employment policies as required by the Indiana Civil Rights Act, Titles VI and VII of the Civil Rights Act of 1964, the Equal Pay act of 1973, Title IX (1972 Education Amendments), Section 504 of the Rehabilitation Act of 1973, and Title I and Title II of the Americans with Disabilities Act of 1991.  (Educational Policy #1200)

Information about designated compliance coordinators and grievance processes may be obtained by contacting the receptionist at the Administration Building, 215 S. Dr. Martin Luther King Jr. Blvd., South Bend, IN 46601 at 574-393-6000.

Position Title:    Director of Exceptional Learners       

Salary Range:   $85,000-$110,000   

Contract Length:  Administrative 12 month Contract   

Immediate Supervisor:     Assistant Superintendent of Academics  

Application Deadline: The preferred application deadline to apply for this position is April 8, 2022. After this date, we do not guarantee review of submissions.       

Basic Function: Responsible for leading and providing oversight to departments that provide services to students in the areas related to special education and related services. Researches and identifies best practices, programs, and organizational structures that provide the most useful assistance in closing achievement gaps for South Bend students in urban school systems. Provides direct supervision to the staff that oversees Special Education.  Ensures that SBCSC complies with students’ civil right protections with regards to disproportionality and the 1981 US Department of Education Consent Decree. 

Essential Duties & Responsibilities:

1. Researches and identifies best practices, programs, and organizational structures that provide the most useful assistance in closing achievement gaps for Special Education and twice-exceptional students in urban school systems. 
2. Manages curriculum support and specialized services in coordination with the Assistant Superintendent of Academics and other departments to accurately provide tools to ensure equitable access to curriculum and instruction for all student demographic groups. 
3. Manages and develops budgets, in collaboration with the Assistant Superintendent of Academics revenue and expenditure, for all components of Special Education including Medicaid reimbursements. 
4. Establishes and maintains policies, protocol, and structure to ensure quality instructional, intervention and compliance services to campuses to assist them with providing services to special education students. 
5. Develops procedures to manage and implement policies established by federal and state law, State Board of Education, and local board policy as it relates to the listed specialized programs. 
6. Collaborates with the Directors of School Learning to develop protocols for routine monitoring of services and interventions, both academic and socioemotional, to students receiving the listed exceptional learner services, grants or program initiatives. 
7. Develops a training and professional learning plan to ensure that all district stakeholders are adequately trained to implement services and support to students who require them. 
8. Stays abreast of the district’s curriculum, instructional practices, and current and learning platforms and tools for students receiving exceptional learner services and general education learners receiving targeted interventions. 
9. Develops strategic partnerships with SBCSC departments, educational support organizations, and community agencies to ensure quality programming for high ability, dyslexia, and MTSS Implementation. 
10. Ensures that all processes for collecting and submitting the data needed for Medicaid- reimbursement earned by the district are followed. 
11. Informs, advises, and collaborates with the Office of Equity and Office of Curriculum of the equitable application of the South Bend Shared Rights and Responsibilities to students served by the Exceptional Learners Department. 
12. Ensure that all instructional and compliance issues regarding the least restrictive environment, homebound services, individual education plans, and student discipline are addressed and monitored. 
13. Promotes and encourages professional development activities for staff including: Annual Special Education Back-to-School meetings; Back-to-School University 

14. Plans, organizes, and directs all approved special education programs: 

• Provides a comprehensive plan for special education services for students age through age 22 

• Determines future plans are in line with state and national trends 
• Promotes the integration of special and general education 
• Works with the corporation attorney regarding due process hearings, appeals, and related litigation 

• Prepares reports and presentations to the SBCSC Board of School Trustees and other stakeholders 

• Other duties as assigned to support and promote the special education department, students, staff and parents 

15. Responds to administration requests for information and performs other job-related duties as assigned. 

Qualifications:  Master’s degree in school administration, Special Education, or Curriculum studied. Minimum of five years of successful principal/supervisory experience preferred. Indiana administrative, Special education director, High Ability certificate or eligible.  Experience in an urban, public school district is preferred.   Experience in grant writing and application activities is also preferred. 

Physical Demands:

Primary functions require sufficient physical ability and mobility to work in an office; dexterity of hands and fingers to operate a computer keyboard and other technologies and office equipment, sitting, standing and walking for extended periods of time; kneeling; bending at the waist; lifting; pushing; pulling and carrying equipment, supplies and materials weighing up to 25 pounds; repetitive hand movement and fine coordination to use a computer keyboard; emotional stability to work effectively under pressure and to keep all aspects of the job under control; hearing and speaking to exchange information in person or on the telephone; seeing to read; prepare and assure the accuracy of documents.

It is the policy of SOUTH BEND COMMUNITY SCHOOL CORPORATION to forbid acts of discrimination on the basis of race, color, religion, sex, marital status, limited English proficiency, national origin, age or disability in its educational programs or employment policies as required by the Indiana Civil Rights Act, Titles VI and VII of the Civil Rights Act of 1964, the Equal Pay act of 1973, Title IX (1972 Education Amendments), Section 504 of the Rehabilitation Act of 1973, and Title I and Title II of the Americans with Disabilities Act of 1991.  (Educational Policy #1200)

Information about designated compliance coordinators and grievance processes may be obtained by contacting the receptionist at the Administration Building, 215 S. Dr. Martin Luther King Jr. Blvd., South Bend, IN 46601 at 574-393-6000.

Elevate Indianapolis Job Description: High School Lead Teacher

Concentration: Elevate courses Lead Teaching, afterschool and year around mentoring within a newly established Elevate mentoring pipeline

Position Status: Salaried exempt.

Reports to: In-School Program Manager

Job Overview

The Lead Teacher with Elevate Indianapolis will serve our organization’s mission to build long-term, life-changing relationships with Indianapolis urban youth, equipping them to thrive and contribute to their community.

Elevate Indianapolis, a holistic education program, is interested in adding a licensed teacher to its staff of Teacher-Mentors.  Qualified candidates should have experience working with middle or high school youth in an urban school setting and possess a secondary licensed in any discipline, with preference given for the following:  Guidance Counseling, Family & Consumer Sciences, Occupational Education, Psychology, Communications, and Social Studies.  Extra consideration will be given to candidates who are fluent or conversant in Spanish and/or who have experience working successfully with ELL students.

This High School Lead Teacher will serve as the lead for a new Elevate mentoring pipeline being established in the eastside. This position will mentor high school students through the year through our afterschool mentoring model, investing in a balance of teaching students during the school day and mentoring students both during and after the school day.

Elevate’s Organizational Values

• VISION– We plan for and commit to a better future.
• COURAGE– We take risk to do good.
• INTEGRITY– We live out our values consistently.
• RESPONSIBILITY -We fulfill our commitments faithfully.
• POSITIVE WORK ETHIC– We work with all of our heart.
• RESPECT– We honor ourselves, others, and the world around us.
• CARING– We meet others in their place of need.

General Teacher-Mentor Responsibilities:

• Teaching — Teach and manage Elevate classes professionally in accordance with Elevate Indianapolis standards and training, utilizing the Elevate USA curriculum.
• Administration — Keep records and reports as necessary with accuracy, consistently turned in on time, and containing minimal errors.

• Attendance — Participate in, be attentive to, be present for and on time to meetings, classes, and activities.

• Bonding — Establish, build and sustain mentoring relationships with students to produce positive holistic life-change in urban Regular family and house visits into the community visiting students and families and sharing resources with other Elevate team members.

• Modeling — Serve as positive role model and leader for Elevate Indianapolis students to demonstrate outstanding ethics, organizational values, character qualities, and
• Representation — Represent Elevate Indianapolis in a professional manner in classrooms, site visits, community collaborations, and community Facilitate healthy working relationships by being attentive, caring, respectful, and proactive in professional interactions with all school staff.

• Professional Development — Participate in and be attentive with learning opportunities as assigned or pursued.
• Fiscal Management — Ensure that allocated funds for teaching and mentoring are used properly and for the allocated purposes according to policy.

• Programming — Develop and implement programming that promotes the overall mission of Elevate Indianapolis according to the Elevate USA model.

• Dashboard — Maintain accurate weekly Thriving Youth Dashboard Salesforce app, aligned with SMART goal objectives as identified by Operations Manager and President. Maintains and reports on metrics for school, classes, and pipeline as required.

• Flexibility — Fulfill other responsibilities as assigned with respectful, team

• Community Collaboration — Embrace our holistic mission as executed through vetted out proven partnerships with community organizations.

• Training — Fulfill training requirements the first 6 months which may be extensive depending on applicant’s background and educational attainment, including but not limited to: college level on-the-job training in teaching/classroom management/lesson preparation, Salesforce training, van driving, child abuse recognition, CPR & First Aid Certification, Youth Mental Health First Aid training, in-school systems such as PowerSchool and Schoology, among others. Some of this training may require reading material or completing an assignment outside the typical workday.

Essential Job Qualifications

• Education — Four-year college education or two-year post-secondary degree and teaching experience preferred, but not required.
• Experience — Minimum four years’ experience in urban youth mentoring; high school student mentoring preferred; preference of licensed teacher as previously listed.
• Commitment — Willingness to provide teach and mentor students during and after the school day, approximately, with availability to support student relationships for year-round position (including summer programs); NOTE: This is a 12-month position.  Work hours will generally be 8:30-5:30 Monday-Friday with occasional commitments outside that time frame.
• Driver’s License — Valid Driver’s License and Proof of Insurance.
• Travel/Overnight Experiences–  Willingness to attend professional development and student programming that might be overnight and out of state as required.

Required Competencies, Abilities & Skills

• Ability to connect with urban youth; urban youth experience preferred.
• Mastery of communication skills including written, verbal, and presentation.
• Willingness to be coached and eagerness to learn new information.
• Personal relationship skills allowing employee to manage and work with wide variety of people, professionals, and students.
• Passion and commitment to help positively change culture and graduation rates.
• Ability to work and contribute to team environment.
• Ability to manage variety of projects and goals along with personal and team responsibilities.
• Software skills including: Microsoft Word, Powerpoint, Excel, Outlook, Slack, Salesforce, Powerschool, Schoology and other education platforms.
• Ability to drive and transport students/staff using 14-passenger buses and seven- passenger mini-vans.
• Completes annual 90 Day review and 360 review performance process.
• Other duties as assigned.

Benefits

• Pioneering opportunity to provide hope for urban youth through dynamic relationships, highly effective in-class experience, after-school/summer programs, and planning for the future.
• Competitive salary based on experience ranging from $45-$60,000.
• 100% employer-paid health/dental/vision/life insurance for employee (opportunity for employee to pay premium for spouse/family coverage)
• Retirement matches up to 3%.

Paid Time Off accrued according to staff issue handbook, 10 paid holidays and selected compensation/personal/bereavement days off

Events and Promotions Specialist
Reports To: Executive Director
Job Summary
Coordinates all aspects of conference and meeting arrangements and promotions,
along with managing member-focused, events-related, and social media
communications to ISBA members
Duties and Responsibilities
• Management of meetings/conferences:
o Collection of registration through online processing
o Distribution of materials
o Contacting speakers
o Maintain and update event information on website, including agendas.
o Market and promote ISBA events to members
• Responsible for making arrangements for ISBA seminars, workshops and
events
o Develop calendar of events
o Source locations and vendors (catering, A/V, etc.)
• Arrangements include:
o Ensure that meeting rooms, menus, AV equipment, and all other
necessary arrangements are made.
o Work with public relations personnel to prepare for the meetings
o Coordinate conference and meeting activities, and attend, if required
o Coordinate and conduct registration process at meeting site
• Curate and distribute communications to members regarding meetings,
seminars, conferences, webinars, calls-to-action, etc.
• Utilize email software to communicate with service members, affiliated
organizations and other miscellaneous groups
• Update social media pages with important member-focused content
• Effective Governance Awards Program
o Maintain points entry
o Gather points and determine award winners
o Procure and distribute awards to winners
o Publicize lists of award winners across multiple platforms (spring
regional meeting materials, fall conference program, ISBA website,
etc.)
• Develop a quarterly calendar of events for ISBA Journal
• Solicit and coordinate sponsorships for, but not limited to, Fall Conference
and Indiana Boxed Luncheon at NSBA, sending letters of appreciation
following the events.
• Collect and report CLE forms to the Indiana CLE Commissioner
• Provide PGP forms for the required meetings
• Report all contracts to the Executive Director to be approved and signed
• Selecting and ordering artwork for Fall Conference materials such as the
courtesy bags, pens, and other assorted promotional material
• Serve as backup for distribution room functions
• Follow up with speakers via email and phone
• Send survey post event and collect data in a timely matter
• Perform such other duties as may be assigned by the Executive Director or
that are related to the work described herein
Education Background
Associates degree and 2-3 years of event planning experience required. Bachelor
degree and/or certified meeting planner credentials preferred.

Job Summary

The GEAR UP Regional Director will be responsible for coordination of all logistical aspects of the project for one school corporation partner. The assigned school is Gary West Side Leadership Academy. The Regional Director is scheduled to work in their school 2-3 days per week and will communicate with partners, work on site at their school, as well as deliver instruction to whole-class and small groups of students. The person in this position will exercise significant independent judgement and maintain positive, constructive relations when interacting with interested parties. Additional responsibilities include: supporting after-school programming, decision making related to the administration of the project in consultation with the Director, collecting participation data for around 600 students, tracking action items related to areas of oversight and needs of the Director and Associate Directors on the project, and other duties as necessary. This is a part-time position.

Benefits Eligibility

NO

Core Competencies

Excellent written communication skills including proper use of grammar, spelling, writing structure, proofreading and editing.

Excellent interpersonal skills including listening, verbal capacity, team orientation and an ability to influence and build work relationships in a diverse workforce and across multiple employee groups.

Adept in public relations and customer service skills.

Possess initiative, curiosity, problem-solving capacity, organization and planning skills.

Possess a learning orientation to changing technology that impacts communication and media processes.

Manage and prioritize multiple tasks and deadlines with attention to detail and follow-through.

Proficient use of personal computers and standard software including word processing, spreadsheets, email, and internet browsers.

Ability to read, interpret, and adhere to University policies and procedures.

Education

An earned degree in education and current teaching licensure/certification in education is required.

Experience

Experience as a K-12 teacher of required, minimum of 2 years.

Experience coordinating educationally focused programs preferred.

Experience teaching STEM subjects preferred.

FLSA Status

Non-Exempt

How you’ll make an impact as an AmeriCorps Member serving at Playworks

You will improve the school climate at a local elementary school by ensuring that every kid gets to play every day. You will engage kids and educators every school day, making a positive impact on the playground, in the classroom and in the school community. We will train you and support you on this journey so that you can:

• Create opportunities for safe and inclusive play, on the playground and throughout the school, by being an effective facilitator and a caring, consistent adult to ensure that every kid has the opportunity to play every day.
• Implement a youth leadership program by providing student leadership opportunities at recess and implementing curriculum for a cohort of students before or after school.
• Lead individual classes to build youth leadership skills, promote cooperation, and introduce new games that kids can play on the playground, including the rules and boundaries.
• Enlist and coach students in interscholastic/developmental sports leagues that might include basketball, volleyball, or soccer.
• Work with the school to create opportunities to engage families and the wider school community.
• Recruit and coordinate volunteers who will assist with your programming  to strengthen school climate.
• Develop a strong school culture by influencing, motivating, and building rapport with faculty, administrators, parents, and volunteers.
• Participate in national days of service and some weekend service projects in the greater community.

Playworks Indiana AmeriCorps Members receive a stipend of approximately $27,000 for 10 months of service, medical benefits at no cost, an education award of over $6,000 at the completion of their service and many more benefits.

K12, a Stride Company, believes in Education for ANY ONE. We provide families an online option for a high-quality, personalized education experience. Students can thrive, find their passion, and learn in an environment that encourages discovery at their own pace. In support of this, we are committed to creating and maintaining a culture of inclusion and diversity where our employees are passionate about serving students and families, treat one another and customers with respect, challenge each other to innovate and always strive to do better.

Passionate Educators are needed at the Stride K12. We want you to be a part of our talented team!

The mission  is to provide an exemplary individualized and engaging educational experience for students by incorporating school and community/family partnerships coupled with a rigorous curriculum along with a data-driven and student-centered instructional model. Student success will be measured by valid and reliable assessment data, parent and student satisfaction, and continued institutional growth within the academic community. Join us!

Special Education Teacher is a state certified teacher responsible for delivering specific course content in an online environment. The Special Education Teacher must provide instruction, support, and guidance, manage the learning process, and focus on students’ individual needs as defined by each student’s Individualized Education Program.  The Special Education Teacher works actively with students and parents to advance each student’s learning and is also responsible for the compliance documents required in serving students with special needs.

This is a full-time position. Ability to work independently, typically 40+ hours per week is required. Ability to maintain a professional home office without distraction during workday, typically 9-5 (or 8-4) or as defined by the school. 

Essential Functions:  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential duties.

• Ensure all special education and related services are provided as determined by the IEP team by:
  • Communicating with parents and applicable related service staff to ensure that students with special needs are receiving the appropriate therapies
  • Developing compliant IEP’s, progress reports and other state specific required special education documentation
  • Facilitating and leading collaborative special education meetings such as annual IEP meetings
  • Using provided resources to ensure accommodations and modifications for students with disabilities such as assistive technology, supplemental curriculum, and accessible text
• Make modifications and accommodations to Stride K12 lessons and assessments as specified by the IEP
• Ensure inclusion and success of student in the general education classroom
• Collect data and work samples to monitor student progress towards Individual Education Program (IEP) goals and objectives
• Document all contact with parents and interventions with students
• Analyze student data to prescribe remediation and enrichment as needed
• Provide rich and engaging synchronous and asynchronous learning experiences for students
• Commitment to personalizing learning for all students
• Demonstrate a belief in all students’ ability to succeed and meet high expectations
• Maintain grade book ensuring student academic integrity, makes student placement and promotion decisions, and alerts administrators to concerns about student performance and progress
• Prepare students for high stakes standardized tests
• Understand that a primary responsibility is to establish and maintain positive rapport with families and regularly communicates with and responds to students and learning coaches/parents in a timely manner
• Support learning coaches/parents with student curricular and instructional issues, as well as basic troubleshooting in a virtual classroom environment that is in line with academy policies and procedures
• Travel as required (on average once per month and/or approximately 10% of the time) for face-to-face professional development, student testing, and as required by school

Minimum Required Qualifications: 

• Bachelor’s degree AND
• Active State Special Education teaching license AND
• Ability to clear required background check

Endorsement: Special Education

Residency Requirement: Must live in State which desired to teach

OTHER REQUIRED QUALIFICATIONS: 

• Ability to work collaboratively with other teachers to interpret and produce numeric, tabular, and graphic representations of student data, and use it to drive instructional decisions
• Receptive to receiving coaching on a regular basis with administrators
• Ability to embrace change and adapt to ensure excellent student outcomes
• Proficient in Microsoft Excel, Outlook, Word; PowerPoint
• Ability to rapidly learn and adapt to new technologies and teaching platforms
• Strong written/verbal communication skills

Desired Qualifications:  

• Experience working with the proposed age group
• Experience supporting adults and children in the use of technology
• Experience teaching online (virtual) and/or in a brick-and-mortar environment
• Experience with online learning platform

Work Environment:  The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• This is a home-based position.

The above job is not intended to be an all-inclusive list of duties and standards of the position. Incumbents will follow any other instructions, and perform any other related duties, as assigned by their supervisor.  All employment is “at-will” as governed by the law of the state where the employee works.  It is further understood that the “at-will” nature of employment is one aspect of employment that cannot be changed except in writing and signed by an authorized officer.

Stride, Inc. is a Federal Contractor, an Equal Opportunity/Affirmative Action Employer and a Drug-Free Workplace. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, age, disability, protected Veteran status age, or genetics, or any other characteristic protected by law.

Looking for Special Education Remote Teachers in Arizona and Indiana

JOB SUMMARY:

Plan, carryout, evaluate and supervise instructional lessons and activities in the areas of Math Education for assigned students at a recovery high school.

REQUIREMENTS:

EDUCATION:   Bachelor’s Degree required
LICENSE:   Must hold valid Indiana State Teacher’s License in 9 – 12 Math

MAJOR RESPONSIBILITIES:

• Participate in all professional development activities
• Teach Math (Algebra I, Algebra II, and Geometry) based on Indiana’s standards
• Provide and exciting and motivating classroom experience via diverse and integrative instructional methods
• Utilize student assessments and evaluations to inform teaching practices
• Use rubric-based authentic assessment methods to evaluate student progress and adapt individual programs to meet student needs.
• Establish an invitational educational environment, engaging all students and promoting high academic standards and leadership skills
• Actively encourage parent and community involvement.
• Maintain current and complete records, calendars and projects.
• Attend and participate in required in-service activities and assist in planning and conducting such activities.
• Strong communication and interpersonal skills
• Willingness to work collaboratively
• Demonstrate high ability to meet all staff obligations
• Work cooperatively with other personnel to improve instructional programs and the overall operation of the school
• Communicate electronically with students, parents, and other staff members concerning student academic progress, attendance, and behavior
• Participate in all meetings called by supervisor(s), consistent with the current employer/employee agreement
• Perform other adjunct duties as assigned by supervisor

The Role

Your role stands at the center of the fight to change the odds for underserved students. As a key member of Stand’s coaching team at a moment of tremendous need and opportunity, you will work in partnership with school-based leaders to develop and operate effective 9th Grade Success Teams to review data on 9th Grade performance and design and monitor the effective implementation of supports that help mitigate failure and increase achievement. You are responsible for the creation and implementation of proven success systems, structures, and practices at the Center for High School Success’s partner schools in Indiana. As someone motivated by results and impact, you get the opportunity to work with colleagues who not only care deeply about justice and equity, but who are bold and strategic and take responsibility for achieving substantial progress toward greater justice and equity every year, everywhere we work.

The Organization

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

The Center for High School Success is a program of Stand for Children that was established to increase the number of high school students who are on track to graduate by the end of 9^th grade. Research from the University of Chicago found that students who finished 9^th grade on track were 4 times more likely to graduate high school. We used this research and developed practices, tools, and coaching to support high schools across the country in implementing successful 9th Grade Success Programs.

Responsibilities:

• Work collaboratively with high schools in Indiana to develop processes, structures, and tools for maximizing 9^th Grade On Track Rates;
• Build partnerships with identified school principals and 9^th Grade Teams to improve 9th Grade On Track rates through analyzing attendance, course performance, and behavior data;
• Coach 9th Grade Success Team Leads to build their capacity to successfully perform their role in leading change; effectively facilitating meetings, data analysis, and problem solving; and creating conditions that support overall student success;
• Maintain on-going communication with school leaders and select school staff, record and document contacts and progress;
• Support school-based 9th Grade Success Team Leads with establishing team roles, norms, and protocols that organize the team for success and allow for routinization of best practices;
• Use the CHSS research and change theories to guide school-based coaching and the development and implementation of systems for monitoring and addressing student progress and supports;
• Support schools with implementing tools and systems for documenting process and outcome measures, including but not limited to notes, objectives, and outcomes of 9th Grade Success meetings;
• Support schools with developing a tiered system of supports and interventions for students at-risk of missing their 9th Grade On Track benchmarks;
• Ensure that team meetings are set up with clear connections to team goals and objectives; ensure meeting agendas have clear accountability structures identifying responsible parties and timelines – for what, to whom, and by when;
• Establish regular meeting schedules with partner school principals;
• In collaboration with partner principals, establish 9th Grade Success Team goals and benchmarks, and determine the specific data, data sources, and inquiry/intervention cycles that will be employed to support progress monitoring and evaluation;
• Participate in regularly scheduled 9th Grade Success Coach trainings and supervision with CHSS team and national director;
• Provide regular and as-needed reports on implementation and progress towards 9th Grade Success goals and benchmarks;
• Conduct ongoing needs assessment to help identify structural or resource gaps, and to inform resource allocation and or funding strategy;
• Identify and co-facilitate cross-functional collaboration with other school teams whose work intersects;
• Co-facilitate professional learning around 9th Grade Success for partner schools and more broadly as part of CHSS’ professional development offerings;
• Support partner schools with organizing 9th Grade Success events in recognition of students’, teachers’, and families’ efforts towards improving student outcomes; and
• Organize quarterly network collaboratives of partner schools for learning, practice sharing, and engagement.

Required Qualifications:

• Master’s Degree in Education or related field; or minimum of 8 years’ experience in school improvement, preferably at the high school level and preferably as a principal;
• A relentless commitment to public education, social justice, and equitable outcomes for all students;
• Principal or assistant principal experience, preferably at the high school level;
• Experience coaching, evaluating, and supervising teams;
• A commitment to self-reflection, examination of identity and role in systems of oppression and to challenging inequities;
• Proven ability to build relationships with and communicate effectively with people at different levels of an organizational hierarchy;
• Proven ability to manage for results;
• Proven ability to analyze and synthesize data to help define challenges, set goals, measure progress and solve problems;
• Innovative and entrepreneurial with a record of generating innovative ideas to solve sticky challenges;
• Strong facilitation skills and demonstrated knowledge of adult learning principles;
• Eagerness to participate in ongoing professional development and team and self-evaluation;
• Outstanding written and verbal communication skills;
• Excellent organizational and project management skills and ability to effectively prioritize multiple tasks and meet deadline;
• Ability to respond with flexibility to demands and requirements and adjust to ambiguous circumstances and change;
• Access to transportation; travel to schools within district;
• Ability to be in multiple locations in the course of a given day, the ability to transport items, and the ability to set up and take down meeting equipment (chairs, tables, projectors, screens, etc.); may require the ability to climb stairs.

Stand for Children consists of two separate entities. Stand for Children, Inc., a grassroots membership organization is exempt under section 501(c)(4) of the Internal Revenue Code, and Stand for Children Leadership Center, a leadership development organization is exempt under section 501(c)(3)

Stand for Children and Stand for Children Leadership Center provide equal employment opportunity (EEO) to all persons regardless of age, color, national origin, citizenship status, physical or mental disability, race, religion, creed, gender, sex, sexual orientation, gender identity and/or expression or marital status. We are committed to a diverse and culturally inclusive workplace in which our differences broaden our awareness, enrich our daily experiences and contribute to our collective strength. We predominantly partner with low-income communities of color. Therefore, though race and other legally protected characteristics are never used to make final hiring decisions, we focus on recruiting staff members who share the backgrounds of the communities we serve.

About Us:
GEO Foundation has been making access to quality schools a reality for children since 1998. GEO incubates quality charter schools and then supports their growth and success. GEO-sponsored public charter schools are high academic growth schools and feature a unique K-14 model–full day kindergarten all the way through two years of college. We believe all children should have access to a quality education that includes college. We embrace all quality educational options that enable parents to help their children learn and schools to succeed. Through aggressive community outreach and the introduction of options that empower families, GEO strives to make educational choice a reality for all families.

ABOUT THE POSITION:

Our Chief Human Resource Officer provides a unique combination of strategic talent development and hands-on human resource management to successfully develop and execute a comprehensive human resource strategy that encompasses diversity, equity, inclusion, performance-driven results, and high-employee satisfaction.  Our ideal candidate has a heart for students and families, a head for talent-development, and the ability to thrive in a fast-paced environment.

• Salary commensurate with experience
• Relocation assistance provided

REPORTS TO/TERM:

Vice President

Full Time

ESSENTIAL POSITION FUNCTIONS:

• Providing training, examining, and developing equitable policies, and identifying hiring practices that enhance the culture for faculty and staff.
• Develop a comprehensive framework focused on diversity, equity, and inclusion, and in introducing emerging practices to move the network forward to ensure a working environment for all constituencies.
• Develop and implement innovative and competitive approaches to recruiting, onboarding, training, retaining, and promoting high-potential talent.
• Develop comprehensive onboarding program designed to inspire long-term staff retention and satisfaction.
• Oversee all benefits administration, including evaluation and implementation of all related healthcare, retirement, and other benefit plans. Monitor and ensure compliance and accuracy from enrollment to separation with all aspects, including tax, audit, and other state and federal requirements.
• Oversee and respond to all other HR-related areas, including, but not limited to: employee discipline/hiring/separation issues, OSHA, Worker’s Compensation issues, EEOC claims, etc.
• Supervise and mentor HR staff with a positive and growth-focused mindset.
• Work collaboratively with accounting and academic teams to support organizational goals.
• Monitor and ensure the organization’s compliance with federal, state, and local employment laws and regulations, and recommended best practices; reviews and modifies policies and practices to maintain compliance.
• Maintain knowledge of trends, best practices, regulatory changes, and new technologies in human resources, talent management, and employment law; applies this knowledge to communicate changes in policy, practice, and resources to co-management.
• Other HR-related duties as assigned in support of the organization.

REQUIRED QUALIFICATIONS:

• Master’s Degree in Business Administration, Human Resources, Communication or equivalent
• Minimum 5 years’ experience in executive HR role in multi-state and/or multi-division organization
• Strong ethics and ability to maintain a high level of confidentiality
• Experience with highly automated payroll and/or HRIS data systems
• Ability to work independently, prioritize workload, utilize a wide degree of creativity and latitude to accomplish goals, understand business implications of decisions, and complete projects with minimum supervision.
• Ability to mentor and train other team and department staff members with a positive, growth-focused mindset.
• Ability to adapt, think quickly, flexibly, and offer solutions in an extraordinarily fast-growing organization.
• Mission and customer service-based mindset.

Position: Director

Location: Indiana (Flexible) 

Preferred application deadline: June 3, 2021

Position Summary

Reporting to one of Empower’s Partners, you will be responsible for leading project teams, working closely with state and district leaders to drive sustainable innovation within districts, and support the design, launch, and success of empowered district school systems and Empowerment Zones across Indiana. 

Empower has been working in Indiana since 2019. We partnered with the South Bend Community School Corporation and the Indiana State Board of Education to help design and launch the South Bend Empowerment Zone, which is an innovative district partnership charged with transforming five of South Bend Community School Corporation’s schools. In the Spring of 2021, Empower was selected by the Indiana Department of Education to help lead a consortium of Local Education Agencies through a strategic planning process to help maximize the impact of federal COVID relief funding. In this role, you will help to build off of our initial work and support districts to strategically invest these funds to reimagine and rebuild an education system that is less-rigid and more collaborative, student-centered, and capable of meeting students’ individual needs – now and in the future.

If public health conditions make travel possible then applicants must be willing to travel up to 30% of the time (primarily within Indiana) to support the growth of our partnerships and on-the-ground support in communities across the state. As part of this role, you will receive coaching, mentorship, and guidance from experienced leaders inside and outside of our organization.

Who We Are

Empower Schools works with local communities across the country to help design, launch, and support empowered district school partnerships and Zones. We believe that schools and communities thrive when educators are empowered and held accountable for making key decisions that are best for students.

Our approach centers around the following focus areas:

• Establishing Partnerships​: We execute foundational and operational necessities for the launch of new networks—from complex, multi-stream project management to crafting governance agreements/contracts, to navigating state and local policy pathways.
• Supporting Leaders​: We bring deep expertise and strong support skills to help school, system, and community leaders design and launch networks of empowered district schools. We help build capacity in network and district leaders to implement and sustain the work.
• Convening Practitioners​: We host convenings and organize learning cohorts for school, network and district leaders pursuing empowered school strategies.
• Spreading the Word​: We identify and narrate bright spot successes and best practices in empowered public school models and innovative, sustaining governance structures.

Empower’s work is informed by our experience as the design and launch partner of several public school improvement and innovation efforts across the country including, most recently, Colorado and Texas where we have built on the ground teams to drive state-specific work. To date, we have supported the design and launch of fourteen empowering partnerships across five states, serving more than 28,000 students attending 60 schools.

Our core work is most often focused on partnering with districts and developing context-specific partnerships between district schools and nonprofits. We are supported by an ecosystem of partners and stakeholders in each community, often organized at a state-level in partnership with state agencies.  Developing both site and state-specific strategies and relationships is key to our work.

Who You Are

• You are committed to centering racial and socioeconomic equity in your work. You understand the impact of systemic and implicit racism and challenge yourself and others to support transformational outcomes for students across race and class. 
• Big ideas and even bigger challenges excite you. You are committed to using your leadership skills and creative thinking to develop local solutions to address systemic challenges and create better educational opportunities for students and families.
• You are able to quickly and effectively build strong relationships and influence others with your ideas. You are a fast learner and are excited by developing creative solutions with multiple stakeholders to ensure the education system is serving all students well.
• You have experience working in K-12 public education and have applied your project management and coalition-building skills in various ways in the field.
• You are able to take ideas and solutions from brainstorm to successful completion, while engaging and incorporating the perspectives of others along the way. Your strong project management skills allow you to develop processes and systems to manage complex projects involving multiple stakeholders and tight deadlines to high standards.
• You enjoy working individually and as part of a team and are able to quickly and effectively build strong relationships, make connections across distinct projects, and influence others with your ideas.  
• You make time to reflect on your work in order to continually improve your effectiveness, you know how to self-advocate in order to get the support that you need, and you can keep it all in perspective with a sense of humor.  

How You’ll Help

As a Director, you will manage an array of important initiatives and relationships, playing a key role in enabling schools to make the best decisions for students in communities across Indiana and nationally. Your work will vary based on the needs over time and will include the following:

• Lead project teams that drive student outcomes and systems change
  • Lead Empower staff and consultants over multi-month or even multi-year engagements to set and execute district strategic plans (including through the COVID Relief Strategic Planning Consortium) and/or design context-appropriate partnerships in collaboration with community partners
  • Navigate complex political and organizational dynamics to align diverse stakeholders and build buy-in for the partnership vision

• Relationship and Project Management
  • Manage a variety of strategic planning and launch projects to advance empowered district schools communities and school systems:
    • Identify and connect with district, higher education, and community partners to understand their vision and identify opportunities to support 
    • Develop and manage a plan to successful completion while building buy-in and support from key stakeholders along the way
    • Ensure that the day-to-day work is aligned with the overall goals of the project, and adjust as needed
    • Proactively identify areas of relative weakness or knowledge gaps and update teammates on project progress and relevant overlaps across workstreams
  • Develop proposals and other supporting materials to explain Empower’s approach to funders and other stakeholders.

• Position Empower Schools to effectively engage in the state and local education ecosystem
  • Build and deepen Empower’s relationships with aligned education organizations and coalitions across target geographies 
  • Cultivate allies and champions for Empower’s theory of change and the work of our district and Zone partners 
  • Engage with existing and potential new philanthropic partners to secure financial support for Empower and the partners we support
  • Contribute to the development and execution of organizational communications, including events and messaging

• Build the capacity and impact of the Empower Schools team
  • Contribute to Empower’s long-term strategy
  • Coach and develop junior staff members to increase their skills and impact
  • Build positive team culture
  • Support recruitment and onboarding of new staff
  • Live out our values, especially our commitment to diversity, equity, and inclusion 

• Additional support as needed
  • Provide leverage and capacity on additional growth projects outside of Indiana as need 

Qualifications

• At least 5 years of work experience
  • Educational expertise required 
  • Consulting and strategic planning work preferred 
  • Strong relationships and experience in the Indiana K12 education space preferred
• Demonstrated interest in and strong alignment with the goals of Empower Schools
• Strong, demonstrated commitment to anti-racism, diversity, equity & inclusion
• Track record of successfully managing ambiguous and complex projects and initiatives involving multiple components
• Demonstrated ability to build successful relationships with teammates, partners, external organizations, and education leaders
• Dynamic and effective prioritization skills, enabling  strong, ontime completion of multiple projects with shifting timelines
• Ability to navigate an often partisan and politically challenging environment and work collaboratively with stakeholders holding differing viewpoints to align interests and build consensus 
• Experience building partnerships and expanding organizational impact to new types of support and/or geographies 
• Excellent written and oral communications skills, including the ability to translate ideas into clear, compelling documents (e.g., in PowerPoint and Word formats)
• BA/BS or advanced degree preferred

Salary and Benefits

The salary for Directors starts at $110,000 per year. Empower Schools offers a comprehensive benefits package, including health and dental insurance, retirement benefits, life and disability insurance, and flexible spending accounts.

Position Title: Assistant Superintendent of Operations

Salary Range: Regionally Competitive

Contract Length: July 1-June 30

Immediate Supervisor: Superintendent

Essential Duties & Responsibilities:

Bring an Equity focused lens to Human Resources and Transportation. Align operational effectiveness and efficiency with District strategic priorities which lead to student learning outcomes for ALL students.

Human Resources:

1. Oversees all functions of Human Resources, including talent recruitment, HRIS functions, salary schedule, job description and maintenance for the district.
2. Maintain open lines of communications with leaders of all employee groups. Monitor the discussion and negotiation efforts of all collective bargaining units recognized by the Board of School Trustees.
3. Coordinate the processing of all employee grievances and process grievances from certified and non-certified employees pursuant to board policy.
4. Establish effective procedures and criteria for the recruitment, interviewing, selection, and recommendation of substitute teachers, with the cooperation and assistance of staff.
5. Oversee policy and regulations in the hiring, suspension, and/or termination of employees. 6. Assess and lead the professional development of all human resource personnel.
6. Conduct ongoing research to increase the effectiveness of Human Resources, make recommendations, and track best practice changes.
7. Direct principals and other administrators on staffing needs and coordinate with DSL’s and Finance.
8. Responsible for overseeing the design and implementation of health, wellness, welfare, and retirement plans; ensure consistency of processes through collaboration with Human Resource associates: ensure plans are effective in terms of attracting and retaining top-tier diverse talent.
9. Take responsibility for the friendly, efficient and effective operation of the Human Resources Department within approved budget appropriations as adopted by the Board of School Trustees.
10. Be knowledgeable of all federal, state, and local laws which affect district personnel.
11. Direct lead, analyze and make recommendations for a yearly Talent Engagement Survey and all exit surveys.
12. Attend regular meetings of the Board of School Trustees and reports, at the direction of the superintendent, on those items requested.
13. Perform other duties as assigned by the Superintendent.

Transportation:

1. Direct all daily transportation services, systems, communications, and personnel.
2. Direct safe and efficient operations of buses, drivers, paraprofessionals, and riders.
3. Communicate and collaborate effectively with external and internal entities, including departmental personnel, parents, school administrators, media, and all district leadership.
4. Oversee Transportation Director, Assistant Director, and Direct Routing, Training, and Safety Supervisors, and Mechanic Leadership. Develop and support a strong professional leadership environment between all supervisors, with scheduled performance reviews and evaluation of job expectations and deliverables.
5. Work collaboratively with administrative and instructional staff to assess operational and program needs and effectiveness.
6. Compliance with all district policy and procedures, and manage the operation within the budgetary plan for the district.

Education and Experience:

Prefer experience in personnel management, preferable in a school system and at least five (5) years of total successful school-based certified experience. Bachelor’s degree at minimum. A comparable amount of training and experience may be substituted for the minimum qualifications. SHRM-SCP, SPHR, be efficiency minded.

Preferred Qualification: Advanced professional degree preferred. A valid Indiana Administrator’s License and valid teaching license and/or classroom teaching experience are preferred.

Physical Requirements:

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

While performing the duties of this job, the employee is regularly required to speak and hear. The employee is required to have dexterity of hands and fingers. The employee is required to sit or stand for extended periods of time. They may be occasionally required to bend at the waist, kneel, or crouch. Specific vision abilities required by this job include close vision and ability to adjust focus. While performing the duties of this job, the incumbent is seated or walking at will and must be able to push, pull, lift, and carry up to 25 pounds.

Works in standard office and school building environments. Must be able to work regularly scheduled hours. Must be able to handle stress.

Chalkbeat, the growing nonprofit news organization covering the story of public education in America, is seeking a reporter to join our Indiana bureau.

This reporter will cover education at the state level, translating how high-level decisions affect educators, families, and communities. You’ll cover breaking news and enterprise stories about state government, including the governor, legislature, and state board of education. You’ll visit schools to see how decisions about what and how to teach play out in the classroom. Your reporting will examine how the state holds schools, students, and teachers accountable, and explain how Indiana’s education policies and politics fit into national contexts. You will shed light on the state’s educational inequities in both K-12 as well as higher education, focusing on socioeconomic, racial, and other divides. You’ll also communicate and build relationships with readers and key players in the local community through our weekday newsletters, social media, and events.

Who are you?

You are committed to local journalism and respect the transformative power of a good story. You’re a self-starter who is hungry to break news, eager to understand and inform vital public policy debates, and enthusiastic about creating new models for sustainable journalism. You’re a strong beat reporter who can develop reliable sources and beat the competition. You’ve got the ability to write a range of stories, from breaking news to enterprise and long-term investigative projects. Most importantly, you can serve as a guide for our readers — school personnel, education insiders, parents, students, and curious citizens — in explaining how education in Indiana works. And you’re not afraid to call its leaders to task when warranted.

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

• At least 3-5 years of experience covering education, government, or public policy
• Experience with building sources and generating story ideas
• The ability to write clearly, cleanly, and on deadline for quick-take, daily, and longer-form stories
• Familiarity and experience with social media
• Comfort or experience working with data, research, and reports
• Interest in or experience with reader engagement, including finding creative ways to connect with a diverse set of readers and use those efforts to inform our reporting
• Ability to report in a language other than English is a plus

The position will be based in Indianapolis and report to our Indiana bureau chief. We are currently working remotely, with plans to return to office space in Indianapolis when it is appropriate.

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 a 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.

MISSION

Global Preparatory Academy (GPA) is a mission driven school, dedicated to developing compassionate global leaders through a bilingual/bi-literate education program that focuses on hands-on and cultural learning opportunities.

SUMMARY

GPA uses both English and Spanish to instruct students in all core content areas. As a dual language school, we connect students from diverse linguistic backgrounds and educate them together in a highly rigorous, engaging and nurturing environment. Students will develop high levels of bilingualism and bi-literacy. Through two-way immersion (TWI) in English and Spanish, students will affirm the values of their own cultures while acquiring an understanding and appreciation of other cultures. We are committed to providing relevant instruction, pushing our students to be critical thinkers and change makers in an ever-changing world.

POSITION SUMMARY

The Math Instructional Coach is a critical lever in improving student achievement. The role of the math coach is to build teacher capacity and their understanding of instructional practices as related to Indiana State Standards, Common Core and Data Driven Instruction.

A math coach is a learner who models continuous improvement, lifelong learning, and goes above and beyond to ensure student success. All instructional coaches work collaboratively as a team. Instructional coaches will promote reflection, provide guidance and structure where needed, and focus on strengths, collaboration and common issues of concern. They are responsible for ensuring high-quality instruction in classrooms through modeling, co-planning, co-teaching and providing feedback to teachers. The math coach will demonstrate and model a passion for urban education reform and leadership. This is a supervisory position and includes evaluations of colleagues.

ROLES AND RESPONSIBILITIES

• Ensure K-8 alignment for curriculum implementation, interim assessments and teacher practice.
• Support the instructional development of all teachers in understanding the State Standards and Mathematical Process standards, as well as data analysis to inform instruction.
• Build strong relationships with teachers, administrators, and other coaches.
• Provide direction and coordination for how the curriculum is taught consistently and recognized best instructional practices.
• Provide technical support to collaborative teams within buildings.
• Support teachers and administrators in using data to improve instruction on all levels.
• Assist teachers with planning and pacing of lessons, the development of differentiated lessons, and the selection of best practices to meet the needs of their students     Support teachers by helping with the ―strategic how of teaching — share multiple instructional strategies/processes with teachers during planning times.
• Informally observe lessons and provide feedback for a teacher’s professional growth and students’ success.
• Develop staff members’ knowledge, skills, attitudes, and behaviors through a variety of professional development targeted topics and designs.
• Develop coaching plans for teachers to ensure student improvement.
• Contribute to the development systems and structures to improve teacher practice.
• Provide job-embedded informal professional learning beyond coaching.

SPECIAL QUALIFICATIONS

• Certified in any specific teaching area (teaching license required)
• Minimum 5 years’ experience teaching, with a record of successfully impacting student achievement and working successfully with students who have the greatest needs.
• Proven ability to work cooperatively and effectively with colleagues, including the ability to create and nurture a professional community of adult learners.
• Demonstrated leadership qualities and strong interpersonal skills, including giving and receiving constructive feedback.
• Proven ability in using student-level data to guide instructional decisions.
• Results driven leadership beyond the classroom.
• Strong pedagogical knowledge and content expertise.
• Demonstrated expertise in oral and written communication.
• Strong interpersonal skills.
• Models continual improvement, demonstrates lifelong learning, and applies new learning to help all students achieve.
• Demonstrated evidence of professional growth, including leadership and participation in a wide range of significant professional development activities.

INTENDED OUTCOMES AND SUCCESS MEASURES

• Improve student proficiency and teacher performance in targeted areas as identified
• Increase in Professional Learning opportunities and participation of staff

Overview of Teach Plus

Teach Plus is dedicated to the mission of empowering excellent, experienced, and diverse teachers to take leadership over key policy and practice issues that advance equity, opportunity, and student success. Since 2009, Teach Plus has developed thousands of teacher leaders across the country to exercise their leadership in shaping education policy and improving teaching and learning, to create an education system driven by access and excellence for all.  

Position Description 

In April 2021, Teach Plus will launch the Indianapolis Public Schools (IPS) Innovation Teacher Collaborative, which will provide a leadership opportunity with targeted support, to IPS Innovation teacher leaders as they implement changes within their buildings, with a focus on leveraging the guiding principles of change management, leadership of adult learning, and school model innovation. 

The Teacher Leadership Coach will support these teacher leaders in this work. This is a part-time (.50 FTE) position. This opportunity is ideal for a skilled coach who is looking to lead and support K-12 teacher leaders from across IPS Innovation schools  in collaborative and sustained teacher-led professional development around teacher leadership and equity.  

From the IPS website: IPS Innovation Network Schools operate with the authority to make decisions about all aspects of their school-both academic and operational. They are held accountable by the school district for achieving high academic goals and strong student achievement. The purpose of Innovation Network Schools is to allow our district, and schools within our district, greater flexibility to make decisions based on the specific needs of a school’s student body.

In addition to leading change in their individual school buildings, the IPS Innovation Teacher Collaborative will also work to identify barriers to progress and inform Innovation Network policies over the course of the year. The Teacher Leadership Coach will work closely with the Teach Plus Indiana Executive Director to support the teacher leaders in these endeavors. 

Teach Plus has identified five attributes that effective teacher leaders use to improve student outcomes across their schools, to which the Teacher Leadership Coach supports teacher leaders in developing in the following areas:

• Skillful Facilitators of Adult Learning
• Evidence-Based Decision Makers
• Purpose-driven Instructional Leaders
• School-wide Change Agents
• Equity Advocates

Specifically, the Teacher Leadership Coach is responsible for:

Ongoing Teacher Leader Support

• Foster Purpose-Driven Instructional Leadership
  • Ensure that the work of the teacher leaders involved in the Innovation Teacher Collaborative is based in evidence and collaboratively achieves desired impact on teacher practice and student learning.
  • Ensure that the primary work of each team is focused on improving teacher practice and, therefore, learning for all students through use of change management and continuous improvement.
  • Observe and strategically contribute in periodic Teacher Leader-led team meetings and professional development.  
• Coach and Develop Teacher Leaders. Plan and facilitate teacher leader cohort meetings. Meet monthly with each Teacher Leader to support the continuous growth towards their project goals, plan for upcoming meetings, debrief previous meetings, and engage in leadership coaching and feedback. Plan for and deliver portions of professional development sessions.
• Support School Leadership: Meet regularly with the principal and teacher leader to ensure program fidelity and success.
• Support Regional Strategy: Works with the Indiana Executive Director, Teach Plus national staff and the National Instructional Leadership Team to develop systems that allow teacher leadership to be implemented more efficiently and effectively.
• Collaborate with the National Instructional Leadership Team to communicate critical support, outcomes, metrics and resource needs. 

Coach Professional Learning

Teach Plus invests heavily in the development of the coaching team, supporting travel to ensure that coaches learn from and with each other in the following ways:

• Comprehensive Leadership Orientation.
• Consistent feedback and support through one-on-one meetings with the National Director of Program Design and Innovation.
• Regular virtual Teach Plus Coach PLCs with other Teacher Leadership Coaches across the country focusing on common coaching problems of practice.

III. Qualifications

To be successful in this role, ideal candidates should have: 

• 6+ years in the education field, with preference given to candidates who have both a teaching background and experience coaching teachers and school leaders in an urban environment
• Preference given to leaders who have led instructionally transformational work in the urban context
• Instructional coaching experience preferred
• Experience with and understanding of IPS Innovation School landscape preferred 
• A relentless focus on data, including analysis and using it to inform instruction and make continuous improvement decisions
• Experience in leadership development and facilitation of inquiry with teachers and/or school leaders
• Commitment to and previous experience with educational equity and a belief in the power of teachers to bring about positive change for all students
• Ability to adapt and comfort in navigating ambiguity 

Commitment to Diversity

In order to better-serve the teachers and students at the core of our mission, Teach Plus is committed to maximizing the diversity of our organization. We are an equal opportunity employer and encourage individuals of all ethnic and racial backgrounds and gender identities to apply to our positions.

Start Date and Term

This is a grant-funded position with a tentative start date of April 5th, 2021 through June 30th, 2022. Teacher Leadership Coach positions are renewed on an annual basis effective July 1, 2022, based on performance, funding of continued work with partners, and needs of the organization.  

Hours and Remote/School-based Position

This position is 20 hours per week, schedule of which will be determined based on appropriately covering school-based team meetings, one-on-one coaching, cohort meetings, and coach collaborative time. Given the COVID-19 pandemic and re-opening decisions all coaching will be virtual until otherwise determined to be safe. This is traditionally a school-based coaching position and coaches will be required to report to schools, as needed, when their assigned schools re-open. 

VII. Compensation and Benefits

Salary is competitive and commensurate with experience. Part-time employees are eligible to participate in the retirement savings plan and receive paid time off which includes 8 vacation days, 1.5 personal days, sick days, 11 holidays, and winter break.

Basic Function: 

Plan, organize, direct, and support all aspects of District performance management with an emphasis on professional learning, and oversee all aspects of the district’s Teacher and School Leader Incentive grant (TSL). Plan, organize, and direct TSL compensation functions for the District. Oversee and participate in the preparation of job descriptions and salary schedules pertinent to the TSL grant; supervise and evaluate the performance of assigned personnel. Construct and oversee a comprehensive District-wide human capital management system connecting compensation with adult learning and student achievement.

Leadership 

1. Responsible for the development and implementation of the Professional Learning System.
2. Hire and manage Teacher and School Leader grant personnel, and manage all aspects of grant administration and oversight.
3. Establish, maintain and update frameworks and models to ensure results-oriented professional learning practices.
4. Responsible for working with leadership concerning techniques and strategies for integrating professional learning designs.
5. Responsible for developing, leading and facilitating Standards-driven professional learning.
6. Ensure all stakeholders engage in continuous learning through the support of differentiated professional learning.
7. Ensure policies and procedures align with the Standards for Professional Learning.
8. Provide the educational leadership by overseeing the development and implementation of a coordinated, aligned and focused professional learning program for district-wide employees.

Communication and Support 

1. Coach and support learners in the development of an Educator Effectiveness System.
2. Ensure district leaders understand the roles, responsibilities, and essential behaviors required to focus direction, secure accountability and deepen the learning for organizational change to occur and be impactful for adults and students.
3. Engage leaders in constructive feedback regarding their progress toward building capacity in educator effectiveness.
4. Responsible for engaging staff in professional learning to develop expertise in specific areas of responsibility.
5. Responsible for building leadership pipelines.
6. Create learning designs and facilitate support for leadership pathways to sustain effective leadership at both the administrative and teacher level.
7. Support and facilitate continuous learning leading to high levels of practice and implementation.
8. Communicate clear learning designs grounded in the principles of adult learning and a theory of change.

Budget and finance 

1. Develop and prepare the annual preliminary budget for professional learning.
2. Analyze and review budgetary and financial data.
3. Control and authorize expenditures in accordance with established limitations.
4. Administer and manage all aspects of the Teacher and School Leader (TSL) grant and disbursement of related funds in accordance with established requirements and specifications.

Knowledge, Skills, and Abilities 

1. Knowledge of Professional Learning policies and procedures
2. Knowledge of Talent Management System
3. Knowledge of Professional Learning Proposal System App
4. Knowledge of Induction and Mentoring App
5. Knowledge of SBCSC policies and procedures
6. Skilled in effective listening and communication
7. Skills as a leader and team builder
8. Skills in organization, time management, task prioritization and record keeping
9. Skills in resource development
10. Skills in verbal and written communications
11. Skilled in working effectively, cooperatively, and respectfully with staff, parents, and community members
12. Ability to manage multiple projects and timeliness successfully
13. Ability to work effectively through the committee process to accomplish goals
14. Ability to communicate effectively with varied audiences using multiple mediums
15. Ability to manage competing demands and determine top priorities
16. Ability to work well under pressure and use sound judgment, including appropriate handling of confidential matters

Essential Functions: 

1. Provide direct support to all levels of the district through effective professional learning. 2. Manage all aspects of Back To School University for both teachers, administrators, and non-certified staff.
2. Manage all aspects of virtual professional learning including badges and micro-credentials.
3. Ability to use Standards for Success.
4. Experience implementing and measuring the impact of professional learning in a District setting.
5. Experience with Career Ladders/Lattices.
6. Experience providing direct support and managing of support to teachers rated Needs Improvement and Ineffective. 
7. Experience with National Board Certification process.
8. Experience managing, enrolling, billing cohorts in university third-party systems.
9. Experience using a Calibration and Certification Engine District-Wide.
10. Participate in the development and implementation of employee compensation programs, projects, services, strategies, goals and objectives; establish related timelines and priorities,
11. Coordinate communications, information, and personnel to assure smooth and efficient activities and meets the compensation needs of the district; resolve compensation issues and conflicts in a proper and timely manner.
12. Supervise and evaluate the performance of assigned personnel; interview and select employees and recommend transfers, reassignment, termination, and disciplinary actions.
13. Manage the Compensation Administration System for SBCSC employees; coordinate and conduct classification, job level evaluation and salary studies; compile and analyze related data and information; prepare and revise job descriptions as necessary, and provide salary recommendations as necessary.
14. Coordinate auditing, record-keeping and reporting functions to assure proper application, calculation and reporting of compensation data.
15. Perform related duties as assigned by the Administrator to meet the particular needs of the building/unit.
16. Ability to complete high-end analytics using SPSS, Stata, and R.
17. Ability to write clearly and concisely.

Qualifications: 

Any combination equivalent to: master’s degree in education, public administration, business administration, human resources or related field and four years increasingly responsible experience involving employee performance management, professional learning and compensation systems. Must have strong planning, management, supervisory, analytical, computer, organizational, and oral and written communication skills. Must possess a valid Indiana driver’s license.

Preferred Qualifications: ABD, Ph.D. or Ed.D.

The Administrative Assistant performs all Association financial and accounting duties.  This would include maintaining financial records for audit purposes, making all bank deposits, preparing accounts receivable billings, and responding to all communications related to assigned duties.   Qualifications include the following: demonstrated skills in computer literacy; demonstrated skills with QuickBooks, Microsoft Word & Microsoft Excel; Indiana school accounting preferred; and a record of integrity and high moral character.

ISBA Administrative Assistant
Reports To: Executive Director

Job Summary
This position coordinates membership correspondence, including email and website communication, and legal briefs as assigned by Executive Director, General Counsel, Staff Attorneys and Director of Board Services and provides administrative support to the Board of Directors and the committees of the ISBA.
Duties and Responsibilities
• Complete the assignments of assigned staff members.
• Proofread work performed before and after the final copy is typed.
• Print out addresses for mailings as requested by assigned staff members.
• Maintain files for assigned staff members.
• Send out email communications to membership.
• Update education law books.
• Responsible for packet preparation for meetings, seminars, etc., including the layout and design of booklets, pamphlets, brochures, posters, and other resources.
• Coordinate collation of materials for large projects.
• Compile Board of Director meeting materials.
• Create and publish annual printed and digital directory
• Print in-house ISBA materials
• Responsible for the prompt maintenance and servicing of any equipment directly related to assigned duties.
• Answer telephone and inquiries for assigned staff members.
• Maintain Journal advertiser contracts and act as liaison with publication consultant for artwork.
• Responsible for maintaining an inventory of materials and supplies and the ordering or purchasing of the same.
• Responsible for maintaining supply and ordering of stationary letterhead, envelopes and paper.
• Assist in registration process at ISBA meetings, if requested.
• Maintain records for ISBA fall conference exhibitors and sponsors.
• Maintain the following pages or sections of the ISBA website: services, partnerships, about us, administrative vacancies, associate and service members, forms and resources, presentations, publications for purchase, Journal archives, and website sponsors’ pages on website.
• Maintain Service and Associate Memberships
• Maintain database records by helping membership with profile updates and keeping membership accurately published in digital directory.
• Maintain records of ISBA Board of Directors vacancies and application of interests.
• Maintain records of ISBA Committees and assist in search of committee members.
• Assists Director of Board Services in completion of annual management survey.
• Prepare minutes at Board Meetings.
• Distribute mail and inventory checks.
• Other duties as assigned.
Minimum Requirements
AS degree and related office experience.

Position Overview

The Executive Director (ED) of Finance develops and oversees the annual budget for the South Bend Empowerment Zone (SBEZ) and directs the zone’s financial strategy to maximize available funds and align spending to zone priorities. The Executive Director of Finance serves as a strategic advisor to the SBEZ Chief on effective resource allocation, manages key zone financial activities, and liaises closely with the South Bend Community School Corporation (SBCSC) on budget and finance matters carried out by the corporation on behalf of SBEZ.

Responsibilities

The core responsibilities of the Executive Director of Finance include, but are not limited to:

• Lead the annual budget development process and manage spending for the $25M zone budget across five school sites and central zone spending.
• Develop a sustainable multi-year financial plan for SBEZ, including modeling forward-looking projections of revenues and expenses to support budget scenario planning.
• Annually examine the SBEZ budget allocation process and components to ensure effective resource use and alignment with Zone mission and vision.
• As part of the budget development process, work in collaboration with SBCSC to align on critical budgetary inputs including enrollment projections for each school, salary and benefits increases, and other revenue and expense drivers.
• Provide information and develop compensation proposals for collective bargaining processes, as needed.
• Coordinate with SBCSC on annual updates to the pricing and service agreements for corporation-provided required and optional services.
• Create budget guidance documents, reports, and communications, and guide budget rollout to stakeholders and schools in collaboration with the Zone Chief and other SBEZ team members.
• Present the annual budget and key updates at SBEZ Board of Directors meetings and lead SBEZ Board finance subcommittee meetings.
• Create tools to support zone and school staff in managing budgets and financial matters, including tracking vacancies and hiring in the spring and monitoring year-to-date spending throughout the fiscal year.
• Ensure the annual SBEZ budget – including revenue, expense, staffing, and position control information – is accurately translated by corporation staff into SBCSC’s financial and HR information systems.
• Steward the procurement process, in collaboration with SBCSC staff, for key zone contracted services to support SBEZ schools and central team.
• Effectively manage zone spending across various funding sources and grant cycles, including amendments, to ensure all resources are maximized and fully spent down by their expiration dates.
• Liaise closely with SBCSC finance staff, the SBEZ accountant, and the SBEZ Chief in budget monitoring and management.
• Work with SBEZ’s accountant to maintain strong policies, procedures, reporting and controls for SBEZ as a nonprofit, including supporting the annual audit.
• In collaboration with vendors, ensure payroll and employee benefits are effectively administered, and manage SBEZ’s non-profit bank account(s).

Skills, Knowledge, Qualifications, and Experience

• Demonstrated ability and skills in financial/analytical matters.
• Capacity to lead organizational planning with respect to strategic resource allocation
• Knowledge of principles and practices of educational finance, including school budget management, financial planning, and risk management.
• Excellent oral and written communication skills, including the ability to communicate complex ideas to audiences with varying levels of financial knowledge and expertise.
• Strong ability to drive continuous improvement in systems, including the ability to assess current systems, understand areas for improvement, seek input from diverse stakeholders, generate potential solutions, and drive rigorous implementation.
• Excellent analytical skills and the ability to generate insights and implications from quantitative data.
• A passion for working with urban schools, and a strong commitment to improving educational opportunities for all students.
• Bachelor’s degree required (advanced degree preferred).
• Experience in a public school district/corporation setting preferred.
• Proficiency with financial accounting software and Microsoft Office products (Excel, Word, PowerPoint).

Compensation & Benefits

SBEZ offers a competitive salary and benefits package commensurate with qualifications and experience.

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.

Position Summary 

You will work at the Zone-level to provide operational, administrative, and project management support to ensure strong execution of Zone strategy, including leading a variety of special projects.  You will serve as a critical connector between staff, families, community members, and partners in service to ensuring that all students are set up for success.  

Reports to:  Zone Chief, South Bend Empowerment Zone

Start Date:  Immediately

Location:  South Bend, IN

Compensation:  $60,000-$75,000/annually, depending on prior experience/skill

Who We Are: 

In the spring of 2019, The Indiana State Board of Education (SBOE) approved the creation of the South Bend Empowerment Zone due to persistent and chronic low levels of student achievement and growth. The South Bend Empowerment Zone is comprised of Wilson, Warren, Harrison, and Coquillard Elementary schools, and Navarre Middle school. Our charge from the SBOE is to dramatically transform student achievement and growth at our schools over the course of the five-year intervention. 

During the five-year period, we will tackle a variety of important bodies of work:

Year 1 (2019-2020) Establishing a Vision/Building a Strong Foundation

Year 2 (2020-2021) Building Systems of Support & Developing Community

Year 3 (2021-2022) Developing a Robust Enrichment Model (including NAEYC-Accredited Early Childhood Education 

and gifted/talented education)

Year 4 (2022-2023) Pursuing Deeper Learning/Reimagining schooling

Year 5 (2023-2024) Refining Deeper Learning/Reimagining schooling

The central philosophy of the South Bend Empowerment Zone is the centering of the student- and family- experience via the empowerment of leaders and educators at each school to respond to their needs in service to stronger academic, social, and emotional outcomes for our students.

Theory of Action:  South Bend Empowerment Zone 2020-2021 (Year 2) Strategy

IF we…

• Shift prevailing deficit beliefs to acknowledge and honor student/family assets & strengths (BELIEFS); 
• Overcommunicate the “vision of excellence” and design a staffing model that maximizes support for staff and students (SYSTEMS); 
• Align school-level strategy to Zone overarching strategy and deliver strong execution of 1) strong instructional leadership, 2) developing trust while remaining student/family-centered, 3) modeling/living the “warm demander” (high relationship + high expectations) approach for their staffs (SCHOOL LEADERSHIP); 
• Ensure that school physical environments communicate value and care, staff are living into the “warm demander” approach (high relationship + high expectations), instructional practice is departmentalized and de-privatized, and we move towards a strong collective learning culture (INSTRUCTION); 

THEN…

• Student learning (growth and achievement) will be maximized via regular progress-monitoring and intensive academic tutoring provided during the instructional day, and rigorous standards-aligned classroom Tier 1 instruction.  Students will be enabled to meet the student Vision of Excellence. (LEARNING)  

Who You Are: 

• You are aligned to the Zone’s core beliefs and philosophy, including the belief that every child can grow and excel academically, socially, and emotionally, and that every family deserves partnership and respect
• You have excellent communication skills, both verbal and written, and strong interpersonal skills
• You thrive in a fast-paced, complex, and ambiguous environment
• You are a strong strategic thinker with superior problem-solving capabilities  
• You have superior project management skills and a demonstrated ability to consistently deliver high-quality work
• You have excellent organizational abilities and an ability to organize your workload independently and set priorities, adapt quickly to changing priorities, and perform multiple interrelated tasks under deadline pressures
• You identify as a servant leader and people who have worked with you before highlight the strength of your credibility and your low self-orientation (ie. “we” is greater than “I”).
• You have a keen ability to build and cultivate relationships with a wide variety of internal and external stakeholders. 
• You are relentlessly focused on results, committed to continual improvement/believe in continuous learning, and have a strong sense of ownership over outcomes connected to your work.
• Ideally you are fluent in oral and written Spanish

What You’ll Do: 

You will serve as critical support to the Zone Chief, schools, and families.  You will be expected to lead and engage in three core functions with responsibilities that include but are not limited to:  Operational support, administrative support, and leadership of a variety of special projects. Major responsibilities of the role include, but are not limited to:

Operations Support

1. Serve as the primary point of contact for families, community, and the Corporation
2. Execute a high-quality monthly Zone staff newsletter, Zone family newsletter, and Zone community partner newsletter
3. Coordinate visits from external parties or other district members to zone schools
4. Support the management of our social media presence, as directed by the Director of Systems and School Supports
5. Create Zone-level budgets, forecasts, and reports and coordinate with our accountant
6. Ensure accurate accounting, bookkeeping, and expense reimbursement for the Zone
7. Manage contracts, procurement, and grant flows as needed
8. Coordinate with the South Bend Community School Corporation (SBCSC) finance department as needed
9. Coordinate with South Bend Community School Corporation (SBCSC) personnel regarding school facilities issues as needed
10. Coordinate with South Bend Community School Corporation (SBCSC) transportation, food service, maintenance, and IT departments as needed
11. Coordinate with South Bend Community School Corporation (SBCSC) Human Resources to execute talent decisions as needed
12. Set-up and manage Zone data systems and integration with South Bend Community School Corporation (SBCSC) sources/requirements
13. Prepare reports on school performance data as needed

Administrative Support to the Zone Chief

1. Manage Zone Chief’s calendar, scheduling, and travel
2. Support the Zone Chief in frequent meetings with a variety of stakeholders.  Support may include taking careful notes, circulating next steps, and monitoring specific action items
3. Support Zone Board meeting preparation & execution, including attending monthly Board meetings in the evening and taking notes (approximately 8 meetings per year)
4. Support in preparing for professional development sessions with educators, including sending meeting invitations, agenda-setting, room set-up, etc.
5. Support Zone Chief on ensuring strong follow up on critical tasks
6. Follow-up with Zone Chief to ensure prompt decisions on time-sensitive items and support information-gathering to ensure decisions are appropriately informed

Leadership of Special Projects

1. Serve as the key owner/driver of a variety of special projects that arise (highly variable in nature/scope)

THE SOUTH BEND EMPOWERMENT ZONE IS AN

EQUAL OPPORTUNITY/AFFIRMATIVE ACTION EMPLOYER

I. Overview of Teach Plus

Teach Plus is dedicated to the mission of empowering excellent, experienced, and diverse teachers to take leadership over key policy and practice issues that advance equity, opportunity, and student success. Since 2009, Teach Plus has developed thousands of teacher leaders across the country to exercise their leadership in shaping education policy and improving teaching and learning, to create an education system driven by access and excellence for all.

II. Position Responsibilities

Reporting to the Executive Director, the Teacher Leadership Coach is a short-term, part-time (.75FTE) role with benefits with the potential to go full-time contingent upon funding. This opportunity is ideal for a skilled coach who is looking to lead and support K-12 teacher leaders from across Indiana in collaborative and sustained teacher-led professional development around teacher leadership and equity. The Teacher Leadership Coach also plays an instrumental role in building partnerships both in Indianapolis and across the state to expand instructional programs.

Currently, we have active partnerships with Indianapolis Public Schools (IPS) and Kokomo Community Schools focused on developing teacher leaders as Change Agents in the schools and districts, while also building up the culture of teacher leadership through professional learning communities. Specifically, the Teacher Leadership Coach will be responsible for:

Coaching and Leadership Development

• Provide one-on-one coaching to Teacher Leaders working in partner schools or districts, helping teachers to set vision and goals to drive their projects.
• Execute learning goals designated by program design (e.g., quality of support, facilitation, and participant learning) for Teacher Leaders.
• Identify development opportunities, monitoring and evaluation of development progress, lessons learned & implications for Teacher Leader coaching.
• In partnership with National Coach, design and facilitate high-impact professional learning for Teacher Leaders.
• Support the ongoing growth and development of Teacher Leaders by doing the following:
  • Monitoring Teacher Leaders progress toward goals
  • Plan, attend, observe, and debrief coaching sessions (1:1 or cohort)
  • Partner with National Coach to review and plan for ongoing teacher leader engagement
• Partner closely with identified district or organization to design and deliver content focused on teacher leadership and aligned to Teach Plus coaching models and overall program requirements.
• Manage existing instructional program partnerships to ensure that programs are meeting the needs of partners, by communicating regularly with partners as determined by program design and goals, including but not limited to updates, survey results, and program management.

Program Management

Program Analytics

●        Lead data collection and measurement of impact as it pertains to relevant objectives like improving teacher practice and student outcomes; use data to meaningfully inform and make recommendations about any modifications or variations of the program.

●        Collaborate with colleagues in other cities on analysis of data, and marketing and engagement strategies for all cities.

Recruitment & Selection

●        Lead the recruitment & selection process to identify and select high-quality teacher leaders for participation in any classroom-based work in Indiana, as needed.

●        Build a strategy and develop messaging to engage and recruit teachers interested in teacher leadership instructional practice programs and events.

●        Collaborate with classroom-based colleagues in other sites to make continuous improvements to the recruitment and selection processes.

Partnership Development

●        Collaborate with Executive Director to identify high potential prospects for fee-for service opportunities in the charter sector and in traditional public schools.

●        In collaboration with the Executive Director, develop relationships with key instructional leaders and other decision-makers within the high potential prospects pool.

●        Determine professional development and other needs of high potential prospects and structure programming proposals for fee-for-service opportunities.

III. Qualifications

A successful candidate will have these qualities:

●        4+ years in the education field, with preference given to candidates who have both a teaching background and experience coaching teachers and school leaders

●        Preference for experienced coaches who have led transformative change in instruction and/or school culture/climate in high-need schools

●        Instructional coaching experience, with specific experience in leadership development and facilitation of inquiry with teachers and/or school leaders

●        A relentless focus on data, including analysis and using it to inform instruction and make decisions

●        Dedication to equity for students, and a deep belief in the power of teachers to bring about positive change

●        Strong project management skills and the ability to complete projects independently

●        Ability to translate the work into impact for external audiences to build our brand and expand our programs

●        Comfort working in a fast-paced, sometimes ambiguous, and highly entrepreneurial environment

●        Excellent written and oral communication skills, relationship-building, and interpersonal skills

We are most interested in finding the best candidate for the job with the potential to develop and succeed with coaching and support. We recognize that such a candidate may have a less traditional background or have different kinds of relevant experience. We encourage you to apply, even if you don’t believe you meet every one of our qualifications described.

Commitment to Diversity

In order to better serve the teachers and students at the core of our mission, Teach Plus is committed to maximizing the diversity of our organization. We encourage individuals of all ethnic and racial backgrounds and gender identities to apply to our positions.

Our Culture

At Teach Plus, we are driven by our mission and our core values are a driving force behind everything we do: Leadership, Diversity and Equity, Solutions-orientation, Joy, Integrity in Practice, and Collaboration. We love what we do and we work hard to make a difference for teachers and students.  We are smart, passionate, and engaged with one another.  We are thought partners, collaborators, and constant learners.

Compensation and Benefits

Compensation is competitive, commensurate with experience. This position offers a full benefits package to include medical and dental insurance, retirement, disability, and generous vacation benefits.

Work hours and Commitment

This is a short-term, .75 FTE part-time position with benefits, with a tentative start date of March 2, 2020 or earlier based on candidate’s availability and end date of June 30, 2020, with the potential to be renewed and become full-time contingent on performance and funding.  Candidates would need to commit to working 30 hours per week and be willing to work occasional nights and weekends to meet with teachers, partners, and facilitate cohort meetings. This role will involve travel to partner schools as needed.

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.

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.

Reporting directly to the South Bend Empowerment Zone (SBEZ) Board, the South Bend Empowerment Zone Chief will be the founding leader of the Zone. The Chief will support the execution of the overall vision and strategy for the Zone and build and maintain a strong partnership and learning culture between the Zone and the South Bend Community School Corporation (SBCSC). The Chief is responsible for all aspects of the Zone’s organizational health, including overseeing a sound budget process, supporting school leaders in advancing schools’ missions/visions and academic goals, and ensuring that schools within the Zone have the necessary operational and financial support to use their autonomy to accomplish dramatic improvements in achievement for all student groups. The Chief will have the opportunity to both hire a small team to support his or her work and utilize coaches and supports through Empower Schools and Education Resource Strategies, two key partners of the SBEZ.

Who We Are:

SBCSC is in a historic period of change and innovation. Recently, the Indiana State Board of Education approved a plan to create a transformation zone within South Bend. The goal of this zone is to accelerate improvement in several schools by empowering them with additional autonomy and providing these schools with support partners to guide them through the work of school redesign. SBEZ is uniquely poised to transform one middle and four elementary schools into environments where all children regardless of background have the opportunities and supports they need to succeed. SBEZ is committed to supporting and developing talented and committed Instructional Leaders and, at each SBEZ school, Teacher Leadership Teams will work alongside School Leaders to design and implement customized School Plans that serve as the guiding templates for school transformation. SBEZ schools have autonomy over their budget, staffing structure, calendar, schedule, curriculum, and professional development.

Responsibilities:

The core responsibilities of the Chief include but are not limited to:

Leadership and Partnership: Provide key guidance to and build strong relationships with SBCSC leadership, SBEZ school leaders and staff, and community stakeholders to facilitate true partnership in the interest of SBEZ students

• In collaboration with the SBEZ Board and key SBCSC partners, develop the Zone’s founding strategy and associated “Zone team” organizational structure
• Facilitate regular communication and collaboration across the Zone and SBCSC
• Build strong relationships with Zone school leaders, understand their needs, and help them access supports aligned to those needs
• Work to expand the pool of high-quality partners supporting Zone schools
• Hire and manage SBEZ staff

Improvement Systems and School Planning and Operations: Design and implement systems and operational strategies to ensure a strong Zone launch and ongoing performance

• Develop and implement systems for sharing good practices and lessons learned across Zone schools and with SBCSC
• Lead the process of developing and evaluating School Operational Plans in coordination with support partner organizations and subject to the approval of the SBEZ Board
• Coordinate with SBCSC on key centralized functions, operational services, and federal and state reporting requirements, resolving any issues that may arise
• Develop deliberate talent pipelines for school leaders and teacher leaders
• Make school leadership transition recommendations to the SBEZ Board and facilitate change management at schools as needed
• Hire and manage a team member to work with SBCSC staff in the development and execution of operational guidelines for the Zone’s autonomous district schools

Accountability and Monitoring: Develop a school performance framework and support schools to collect, analyze, and respond to data to inform their school improvement efforts

• Develop and refine, with direction and input from the SBEZ Board and Zone school leaders, a Zone school performance framework to measure school and subgroup performance against a set of measures
• Liaise with state representatives to ensure that Zone school monitoring and compliance processes align with state requirements, especially for English Language Learners and students with disabilities
• Hire and manage a team member to design and implement data collection and analysis processes

Finance: Serve as the Zone’s point person on all financial aspects of the Zone, including school-based budgeting and shared service contracts

• Partner with SBCSC to facilitate school-based budgeting processes across all Zone schools and ensure smooth functioning of key Zone financial systems, including procurement and HR
• Lead the Zone’s funding negotiations with the district
• Negotiate and manage contracts for any shared services across the Zone schools

External Relations: Serve as a spokesperson for the Zone and communicate with internal and external stakeholders about the Zone’s strategy and progress

• Serve as a spokesperson for the Zone, articulating a clear vision of the Zone’s strategic goals and objectives and engaging all stakeholders
• Communicate with and make regular presentations to the SBEZ Board of Directors and when necessary, the SBCSC School Board
• Develop and share communications materials about the Zone’s strategy and progress

Desired Attributes:

• An unwavering commitment to equity and excellence for all students and demonstrated ability in promoting equity in every decision
• A demonstrated belief in and alignment with the mission, vision, and values for a high-autonomy, high-accountability system built to empower educators to improve student outcomes
• Ability to maintain effective relationships and build trust and credibility with a diverse group of key stakeholders
• Ability to speak effectively on behalf of the Zone and instill confidence and buy-in from key stakeholders, including SBCSC leadership, state and federal agencies, local school board, educational associations, interest groups, and parents
• Strong background in municipal and/or school operations, including finance and human capital
• Ability to organize, prioritize, and oversee implementation of multiple initiatives
• Outstanding problem solving, strategic thinking, and decision making skills, including the ability to balance data, wisdom, experience, and judgement to make sound decisions
• Incredible work ethic and ability to do whatever it takes to get the job done
• Bachelor’s degree required (advanced degree strongly preferred)
• At least 7-10 years of work experience
• School or organizational leadership experience preferred

Additional Information:

The base salary range for this position is $110,000 – $140,000.  Additional performance-based incentives and competitive benefits including access to medical, dental, and vision insurance; FSA and dependent care reimbursement accounts; and a retirement program will be included in the total compensation package.

SBEZ is an equal opportunity employer. We celebrate diversity and are committed to creating an inclusive environment for all employees.

GEO Academies is a network of high achieving charter schools.  Our network currently includes K-12 schools, as well as a second chance high school for non-traditional students to earn their high school degree.  Our schools are innovative schools with a strong STEM focus and a focused, dedicated, and data-driven staff. We offer middle college programs at our schools, through which high school students can take college classes, on a real college campus, while the school pays for tuition, books, and transportation.

GEO Academies is an excellent place to learn and work. We have high expectations of our students—we expect them to achieve above grade level, and matriculate to college.  Teaching here is a great way to professionally advance your career.  We operate through the TAP framework, ensuring that each teacher is on a career advancement pathway and financially rewarded for their success in the classroom. Explore our website and learn more about why we are a great place to learn and work!

21st Century Charter School @ Gary is a school within the GEO Foundation network. GEO incubates quality charter schools and then supports their growth. All GEO-sponsored public charter schools are high academic growth schools and feature a unique K-14 model–full day kindergarten all the way through two years of college. GEO Academies provide longer school days and a longer school year to ensure student success. GEO Academies partner with Teach For America, New Teacher Project, and College Summit, too. GEO students graduate from high school with an average of 20 college credits–and this number is growing–earn thousands in academic scholarships and go to college.

About Us:
21^st Century Charter School at Gary is a free K-12 public charter school.  We are building a team of excellence.  We are the top performing charter school in Gary, Indiana.  We are one of the few Indiana schools offering an early college program, which allows our qualifying high school students to take real college courses for real college credit, free of charge to our students and their families.  Our curriculum and our teaching methods are designed using Core Knowledge in K-8, Project Lead the Way beginning in middle school, and a blended learning model in middle school through high school.  We are a TAP school!  Please join us if you are committed to excellence, mission-driven, and ready to take 21^st Century Charter School @ Gary to uncommonly high levels of achievement! Our teachers cultivate in our students the critical thinking skills they will need to understand how the world around them works and to become leaders and agents of positive change in the world. 

REPORTS TO/TERM:
Principal and Administrative Team
This is a full-time 10-month position.

21^st Century Charter School is looking for an energetic highly qualified person to teach High School Math, Algebra I & II, and Geometry.  Candidates must show evidence of academic success. Salary is highly competitive.

Job Summary:

The position is responsible for creating a classroom environment to develop competencies in mathematical skills and an understanding of the structure of mathematics; to motivate each pupil to apply mathematical understanding and skills in the solution of practical problems; to prepare each student to meet the Indiana Statewide Testing for Educational Progress-Plus (ISTEP .)

Licenses: 

Valid Indiana Teacher’s License in Secondary Mathematics. Ability to meet Highly Qualified Status according to IDOE guidelines

Desired Qualifications: 

• Master’s Degree
• 5-year minimum experience in the content area with evidence of student’s Academic Success
• TAP (Teacher Advancement Program) Experience
• Core Knowledge Experience
• 3.5 GPA or higher in Master and Undergraduate work

ESSENTIAL POSITION FUNCTIONS:
A High School Teacher is required to perform the following duties:

• Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of  Mathematics based on state standards
• Participation in all TAP requirements, focusing on data-driven instruction
• Create an inviting, innovative and engaging learning environment that develops student critical thinking and problem-solving skills
• Prepare students for strong academic achievement and passing of all required assessments
• Communicate regularly with parents
• Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting  and tracking data, providing daily feedback, weekly assessments, and occasional parent/teacher conferences
• Work with the Special Education teachers and administration to serve special needs students in the classroom
• Attend all grade level and staff meetings and attend designated school functions outside of school hours
• Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible
• Accept and incorporate feedback and coaching from the administrative staff
• Perform necessary duties including but not limited to morning, lunch, dismissal, and after-school duties
• Performs other duties, as deemed appropriate, by the principal
• Dress professionally and uphold all school policies

PERSONNEL VACANCY NOTICE
GARY COMMUNITY SCHOOL CORPORATION
1988 Polk Street
Gary, IN 46407
Melisha Jones-Henderson Dr. Pete Morikis,
Executive Director Human Resources Emergency Manager
POSITION: Principal – High School
SALARY: $90,000 – $95,000.00
REPORTS TO: Emergency Manager
PURPOSE STATEMENT
To use leadership, supervisory and administrative skills to promote the educational
development of each student. Administers and coordinates curriculum and instruction for
the assigned school; supervises and evaluates programs and activities; establishes standards
and expectations for assigned school; communicates with school community.
ESSENTIAL FUNCTIONS
The list of duties and responsibilities is illustrative only, and is not a comprehensive listing
of all the duties and responsibilities performed by this position.
• Administers and coordinates curriculum and instruction for the assigned school.
• Establishes and maintains an effective learning climate in the school.
• Supervises and evaluates programs and activities.
• Maintains active relationships with student and parents.
• Prepares or supervises the preparation of reports, records, lists and all other
paperwork required or appropriate to the school’s administration.
• Develops and implements effective school/community relationships.
• Supervises the evaluation of the teaching, secretarial, and custodial staff in the
management of the school building and facilities.
• Establishes goals and objectives for the assigned school.
• Works with various members of the central administrative staff on school problems
of more than in-school import, such as transportation and special services.
• Prepares and conducts staff development activities.
• Establishes and implements policies and procedures for the assigned school.
• Makes recommendations concerning the school’s administration and instruction.
• Supervises the maintenance of all required building records and reports.
• Keeps supervisor informed of events and activities of an unusual nature as well as
routine matters related to the supervisor’s accountability.
• Interprets and enforces district policies and administrative regulations.
• Assists other personnel as may be required for the purpose of ensuring an efficient
and effective working environment.
SUPERVISORY RESPONSIBILITIES
Teachers and all other personnel assigned to the school.
QUALIFICATIONS
To perform this job successfully, an individual must be able to perform each essential duty
satisfactorily. The requirements listed below are representative of the knowledge, skill
and/or ability required. Reasonable accommodations may be made to enable individuals
with disabilities to perform the essential functions.
Knowledge of:
• Secondary education curriculum and instruction techniques.
• Preparing and administering the school budget and supervising school finances.
Ability to:
• Establish and maintain effective working relationships with employees, students,
parents, and the public.
• Demonstrate effective verbal and written communication skills.
EDUCATION AND EXPERIENCE
A Master’s degree in education, educational administration or a related area from an
accredited college or university. A minimum of five (5) years of successful teaching
experience. Demonstrated supervisory (administrative) experience in a secondary school
preferred. Previous administrative/supervisory experience.
CERTIFICATION
Indiana Secondary Administrative/Supervisory License.
Required Testing: Drug Test
Clearances: Fingerprinting/Background Check

Human Resources Department
Certified: January 3, 2019
EQUAL OPPORTUNITY EMPLOYEE

PERSONNEL VACANCY NOTICE
GARY COMMUNITY SCHOOL CORPORATION
1988 Polk Street
Gary, IN 46407
Melisha Jones-Henderson Dr. Pete Morikis,
Executive Director Human Resources Emergency Manager
POSITION: Principal – Elementary School
SALARY: $70,000 – $75,000.00
REPORTS TO: Emergency Manager
PURPOSE STATEMENT
To use leadership, supervisory and administrative skills to promote the educational
development of each student. Administers and coordinates curriculum and instruction for
the assigned school; supervises and evaluates classroom instruction; monitors student
progress; sets standards and expectations for the assigned school; communicates with the
school community.
ESSENTIAL FUNCTIONS
The list of duties and responsibilities is illustrative only, and is not a comprehensive listing
of all the duties and responsibilities performed by this position.
• Establishes and maintains an effective learning climate in the school.
• Monitors student progresses and develops methods for monitoring student
achievement.
• Establishes and implements policies and procedures for assigned school.
• Prepares and conducts staff development activities.
• Initiates designs and implements programs to meet specific needs of the school.
• Develops and implements effective school/community relationships.
• Administers, supervises and evaluates classroom instruction.
• Makes recommendations concerning the school’s administration and instruction.
• Prepares and administers the school budget and supervises school finances.
• Supervises the maintenance of all required building records and reports.
• Prepares or supervises the preparation of reports, records, lists and all other
paperwork required or appropriate to the school’s administration.
• Works with various members of the central administrative staff on school problems
of more than in-school import, such as transportation and special services.
• Keeps supervisor informed of events and activities of an unusual nature as well as
routine matters related to the supervisor’s accountability.
• Interprets and enforces district policies and administrative regulations.
• Maintains active relationships with students and parents.
• Assists other personnel as may be required for the purpose of ensuring an efficient
and effective working environment.
SUPERVISORY RESPONSIBILITIES
Teachers and all other personnel assigned to the school.
QUALIFICATIONS
To perform this job successfully, an individual must be able to perform each essential duty
satisfactorily. The requirements listed below are representative of the knowledge, skill
and/or ability required. Reasonable accommodations may be made to enable individuals
with disabilities to perform the essential functions.
Knowledge of:
• Elementary school education curriculum and instruction techniques.
• Administering and coordinating curriculum and instruction for the assigned school.
Ability to:
• Establish and maintain effective working relationships with employees, students,
parents, and the public.
• Demonstrate effective verbal and written communication skills.
EDUCATION AND EXPERIENCE
A Master’s degree in education, educational administration or a related area from an
accredited college or university. Previous administrative/supervisory experience preferred.
A minimum of five (5) years of successful teaching experience. Experience at the elementary
level preferred.
CERTIFICATION
Indiana Certification for Elementary Administration/Supervision.
Required Testing: Drug Test
Clearances: Fingerprinting/Background Check

Human Resources Department
Certified: January 3, 2019
EQUAL OPPORTUNITY EMPLOYEE

Type: Full-Time

Start Date: Spring 2019

If you love coaching teachers, grading assignments, working on a team of experienced high-performing educators, and are hungry to further build your instructional leadership skillset, the Instructional Fellow role is right for you. In this role, you’ll be able to build relationships with graduate students and adapt our curriculum to meet their needs. Your responsibilities will be challenging and diverse.

During an average week, you can expect to do things like work closely with a senior faculty member (e.g., Dean) to prepare to teach graduate students during evening classes, meet in-person with graduate students that need extra help, observe graduate students teaching in their K-12 classrooms, and grade assessments.

As a result of this effort, you’ll benefit from seeing teachers that you’ve worked with during the year grow as people and professionals. Plus, you’ll maximize your community impact by supporting teachers in generating significant, measurable student achievement gains in their K-12 classrooms.

To grow your own skills as a teacher coach and leader of adults, you will have the opportunity to participate in individual, team, and institution-wide professional development. You will also receive individualized coaching. We will support you in your development in the same way that you will support your graduate students.

WHAT YOU’LL TACKLE

Support Assistant Professors and/or Deans:

• Provide a first audience and feedback of weekly instruction
• Aid in the facilitation of weeknight classes 2-6 nights/month by orchestrating and supervising student practice and small-group work; provide tactical observation and feedback to graduate students; answer questions; assist in activities; and run all logistical elements of class time
• Grade assessments, synthesize performance data, track cohort progress, and identify gaps in graduate student understanding
• Assist in teaching and facilitating classes in spring / summer
• Monitor and advise graduate students’ towards completion of their state certification requirements, providing support and follow through as needed.
• Advise and support graduate students as their primary point of contact and support as they navigate their Relay experience
• Perform other related duties as required and assigned

Ensure graduate students’ progress and succeed:

• Observe graduate students in their K-12 classrooms at least three times a year as their primary source of practical evaluation and provide them with specific, actionable feedback around best teaching practices
• Provide graduate students with additional classroom support and observations as needed
• Hold routine office hours to support graduate students
• Serve as the first responder and primary contact for graduate students, channeling only the most difficult questions to Assistant Professors or Deans and provide quality feedback to graduate students on Relay assessments
• Create and maintain a positive work environment and sense of community with all graduate students
• Monitor and advise graduate students’ towards completion of their state certification requirements, providing support and follow through as needed
• Perform other related duties as required and assigned

WHAT WE’RE LOOKING FOR

First and foremost, Instructional Fellows must share the team’s sense of urgency about the need to improve student achievement through phenomenal teacher preparation.  Additionally, you must possess the following:

• A master’s degree or PhD
• Only three to five years of experience teaching in a school serving a high-needs community with demonstrated K-12 student achievement
• At least one year of experience observing, coaching, and developing novice teachers
• Ability to work efficiently, independently, and intensely in an entrepreneurial environment
• Strong interpersonal communication skills
• A demonstrated passion for urban education and closing the opportunity gap
• Experience teaching middle school or high school students is a plus
• Experience with data tracking & creating systems is a plus
• Authorized to work in the U.S.

COMPENSATION

Relay offers a competitive salary and benefits package for full-time employees.

Please note: This is an entry to a mid-level position within our faculty. The salary for this role is most aligned to the compensation someone with 5 years of experience would receive.

CONSIDERATIONS TO NOTE

• Faculty must have the ability to transport themselves to public schools across the city in order to conduct
  classroom observations.
• As part of our hiring process, we ask for candidates’ current manager as a final reference before an offer is extended.

Relay Graduate School of Education provides equal employment opportunity for all applicants and employees.

This is a full-time, remote position located in Indianapolis, with regular travel throughout Indianapolis and some national travel expected.

What You’ll Do

Our Directors of Instructional Support are our instructional leaders on the ground with our partners. As a Director of Instructional Support, you’ll lead the effort to improve instruction in partnership with schools and charter systems throughout the Indianapolis area. You will manage a team of content experts to support the work in a subject-specific way and support a network of schools and systems to improve instruction for students. You will be on our Innovation Team, which supports charter and autonomously zoned schools, and will report to the Executive Director. Specifically, you will:

Responsibilities