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Chief of Staff to the Empowerment Zone Chief

Posted by | September 1, 2022 |

Position: Chief of Staff to the Empowerment Zone Chief (COS)

Reports to: Empowerment Zone Chief, South Bend Empowerment Zone

Start date: August 2022

Location: South Bend, IN

 

Position Overview 

As the Chief of Staff (COS), you will be a senior leader on the South Bend Empowerment Zone (SBEZ) Executive Leadership Team. From this post, you will provide strategic counsel and operational support to the Zone Chief and oversee other critical initiatives supporting the SBEZ Leadership Team and five Zone schools in achieving their goal of transforming educational opportunities for students across the Empowerment Zone alongside the community. More specifically, in this role, you will harness and employ your strategic problem-solving acumen; ability to build, manage and leverage relationships; and adept project management skills to help steward the South Bend Empowerment Zone towards long-term, sustainable, and scalable success. You will do so by spearheading key leadership and staff convenings, facilitating critical decision-making processes, managing relationships with internal and external stakeholders, and ensuring effective internal and external communication so that key activities are well-coordinated and completed on time.

 

Responsibilities 

This position will serve a critical role as support to the Zone Chief, cabinet, and schools and will be fast-paced and politically nuanced. This person will be expected to engage in three core functions with responsibilities that include but are not limited to:

 

Strategy

  • Long-Term and Annual Planning: Grounded in the Zone’s mission and vision and commitment to racial justice, lead and execute multi-year strategic plan implementation, including designing and executing an annual planning process that accounts for new context and sets the organization up for success in achieving long-term goals.
  • Progress monitoring: Develop systems and tools that support accountability to goals and allow a variety of stakeholders to access and analyze key data (both qualitative and quantitative), and monitor and respond to progress and barriers; lead or support the design, scope, and cadence of communication on progress with key internal stakeholders, the broader organization, and key external audiences.
  • Collaboration and Coordination: Design and/or enhance collaboration systems and meeting structures across Zone-wide functions to support the work of input gathering, progress monitoring, coordination, thought partnership, collective context and cohesion, and the effective execution of shared or overlapping priorities or initiatives.
  • Advising and Forecasting: Advise the Zone Chief and broader senior leadership team on various matters of strategic importance and provide organizational forecasting, identifying and mitigating impending risks and barriers, and elevating evolving opportunities to ensure successful strategic plan implementation.
  • Special Projects: Lead strategic initiatives and special projects as determined by or with the Zone Chief that are critical to the Zone’s long-term success.

 

Organizational Learning and Effectiveness

  • Decision-Making and Role Clarity: Create and implement frameworks that support effective decision-making in light of long-term and short-term goals and context and clarify roles and responsibilities in the decision-making process.
  • Cross-Functional and Internal Coordination: Work across cross-functional work streams to ensure collective support and implementation of aligned programming toward SBEZ’s short- and long-term priorities. Build and maintain mutually supportive relationships with all tiers of the Empowerment Zone, including management, staff, outside agencies, consultants, and field experts.
  • Agenda Management: Operate with an acute awareness of organizational priorities, needs, and context, and leverage that awareness to coordinate and organize agendas for high-level meetings and retreats; ensure pre-work is clarified in advance and ensure post-meeting follow-through and continuity by codifying and holding accountability to shared agreements and next steps.
  • Calendar and Time Management: Support the Zone Chief specifically (in collaboration with the Office Manager/Administrative Assistant) and the cabinet broadly in maximizing their time together and in aligning their capacity to the highest-impact activities.
  • Zone Chief Partnership and Proxy: Serve as the Zone Chief’s “right hand,” a key thought partner who acts as an informed, insightful, and confidential sounding board to test ideas, debate issues, and provide critical feedback; represent the Zone Chief internally and externally, serving as a proxy as needed.

 

Communications 

  • Internal Communication and Alignment: Manage the bi-directional flow of communication in and out of the Zone Chief’s office to ensure consistent and responsive message delivery to key internal and external stakeholders.
  • Zone Chief Support: Draft critical communications for the Zone Chief, including communications to the Board and other key stakeholders.
  • External Relationship Management: Support the Zone Chief with relationship management/ communications with key stakeholder groups such NEA-South Bend, Teamsters, AFSCME, South Bend Community School Corporation (SBCSC), and Indiana Department of Education (IDOE). Act as primary contact for media inquiries. Coordinate crisis communications in collaboration with the SBCSC communications team.
  • Brand Development and Management: Design and implement SBEZ signature branding, including logos, fonts, colors, etc., across all platforms, including social media, the Zone website, etc. Design templates for presentations, letters, press releases, etc.
  • Communication Tools and Systems: Work with the Zone Chief’s Office Manager/Executive Assistant to create systems and protocols that work to remove barriers that hamper communications pain points within the organization.

 

Board Relations

  • Board Meeting and Retreat Preparation: Under the guidance of the Zone Chief, develop and maintain a strong, engaged, and active Board, including planning board meetings, producing or managing the creation of Board materials, and engaging in Board member cultivation. Manage Board of Directors meetings and retreats, including working with committee chairs and Zone-wide leaders to set topics and create agendas.
  • Board Administration and Compliance: Support general Board administration and compliance, including following Indiana’s Sunshine Act and compliance regulations.
  • Board Communication: Serve as a critical point of contact for the Board to communicate Zone updates. Draft and edit critical memos. Prepare guests and presenters.

 

 

Required 

  • Bachelor’s Degree required; Master’s Degree preferred.
  • K-12 education, government, non-profit management, and/or management consulting required.
  • Demonstrated track record of setting ambitious goals and driving results.
  • Demonstrated success in strategy and process development, planning, coordinating, and managing individuals, teams, and/or organizations.
  • Management and leadership skills with the ability to direct programs, staff, and cross-functional teams efficiently and effectively.
  • Exceptional planning and project management skills.
  • Exceptional ability to collaborate and manage multiple high-priority projects and prioritize work actions and follow-up with meticulous attention to detail and accuracy.
  • Exceptional, disciplined strategic thinking and problem-solving capabilities must be able to hold quantitative and qualitative inputs to support decision-making simultaneously and problem-solving.
  • High expectations for self and others, and a willingness to hold self and others accountable to these expectations.
  • Energetic, entrepreneurial, and self-motivated with the judgment, grace, focus, resilience, and professional skills required to succeed in a fast-paced, complex and ambiguous environment.
  • Superior writing, communication, and presentation skills.
  • Exceptional interpersonal skills, including tact, patience, acumen, and the ability to work with many diverse individuals and groups across various functions.
  • Belief and alignment with Zone’s core beliefs and philosophy, including the belief that every child can excel academically and that every family deserves partnership and respect.

 

Ideal (Not Required) 

  • Prior successful experience as chief of staff or strategic advisor to a CEO or C-Suite level staff is strongly preferred.
  • Prior successful experience working at a start-up organization or program

 

About South Bend Empowerment Zone 

South Bend Community Schools Corporation (SBCSC) is in a historic period of change and innovation. The State Board of Education recently 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 them with support partners to guide them through the work of school redesign. The South Bend Empowerment Zone (SBEZ) is uniquely poised to re-focus and transform one middle and four elementary schools into student-centered environments where each child has the opportunity to acquire the academic and personal skills to succeed in the college or career of his or her choice. SBEZ is committed to supporting and developing talented and committed Instructional Leaders and providing the appropriate support to schools to ensure all students can be successful.

The South Bend Empowerment Zone’s central philosophy is centering the student- and family- experience by responding to their needs in service to stronger academic, social, and emotional outcomes for our students. The South Bend Empowerment Zone nurtures each child’s mind, body, and spirit by embracing equity, learning, and change for students, staff, and families. We harness the power of community and relationships to ignite transformation.

We are a system of schools that works to eliminate academic and social-emotional opportunity gaps and cultivates the greatness that exists within each child to confidently pursue their dreams in our city, nation, and world.

 

Compensation 

The expected salary range is $115,000 – $125,000, commensurate with qualifications and experience. SBEZ provides a generous and comprehensive benefits package to all qualified employees.

Comments Off on Education Leadership Coach

Education Leadership Coach

Posted by | August 31, 2022 |

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.

Comments Off on GEAR UP Regional Director – Full Time

GEAR UP Regional Director – Full Time

Posted by | August 11, 2022 |

The GEAR UP Regional Director will be responsible for coordination of all logistical aspects of the project at two (2) school corporation partners.  The assigned schools will be Kokomo High School in Kokomo, IN and Maconaquah High School in Bunker Hill, IN.  The Regional Director is scheduled to work in their schools Monday through Thursday and will communicate with partners, work on site at their schools, 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 1000 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.

 

The College of Education aspires to be a collaborative community.  We are innovators discovering new ideas and solutions that will foster a positive global impact for faculty, staff, students, and community.  Successful candidates are expected to embrace diversity, promote inclusive excellence, and encourage freedom of thought and speech.

 

Required:

  • Bachelor’s degree in Education and current teaching licensure/certification in education
  • Two or more years of experience as a K-12 teacher
  • 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

Preferred:

  • Experience coordinating educationally focused programs
  • Experience teaching STEM subjects

 

Additional Information:

  • Purdue will not sponsor employment authorization for the position
  • A background check is required for employment in this position
  • FLSA:  Exempt (Not Eligible For Overtime)
  • Retirement Eligibility:  Defined Contributions Waiting Period
  • Purdue University is an EOE/AA employer.  All individuals, including minorities, women, individuals with disabilities and veterans are encouraged to apply.
Comments Off on GEAR UP Regional Director

GEAR UP Regional Director

Posted by | July 28, 2022 |

The GEAR UP Regional Director will be responsible for coordination of all logistical aspects of the project for one school corporation partner. We currently have 2 openings – one for Kokomo High School and one for Maconaquah High School. 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 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. Both of these positions are part-time.

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

Comments Off on GEAR UP Regional Director

GEAR UP Regional Director

Posted by | July 28, 2022 |

The GEAR UP Regional Director will be responsible for coordination of all logistical aspects of the project for one school corporation partner. We currently have 2 openings – one for Kokomo High School and one for Maconaquah High School. 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 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. Both of these positions are part-time.

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

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Substitute Teacher

Posted by | June 30, 2022 |

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.

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Executive Director

Posted by | June 29, 2022 |

The Opportunity

Teach For America is seeking its next Executive Director (ED) to lead the Indianapolis region. Over the last decade, Indianapolis (affectionately known as “Indy”) has risen as a national leader in P-12 education innovation and with among the strongest conditions for transformative change in student outcomes today. More than any other city in the country, you’ll find schools, communities, nonprofits, government entities, companies, and foundations working together towards a common vision and broad strategy for systemic change. TFA Indy’s Executive Director will work shoulder-to-shoulder with existing partners and enlist new ones to work collectively to fight inequities in education. The next leader will lead a strong and accomplished regional team at a dynamic time, where TFA Indy will also live more fully and in collaboration with key citywide partners towards shared goals for student outcomes, including TFA Indy’s 2030 Goal. The new ED will understand a city- and region-wide strategy to strengthen and effectively execute the unique and critical role that Teach For America must play to reach the 2030 Goal. While Teach For America Indianapolis has had strong success in helping to create strong educational policy, conditions, and systems-change leaders and enable meaningfully improved student outcomes, the work continues – in classrooms and every sector and field that shapes the broader systems in which schools operate and through partnerships with nearly 800 TFA corps members and alumni in the region.

The incoming ED will succeed our current ED who has been leading the region since 2016.

The Team
Since its creation in 2008, Teach For America in Indianapolis has become one of our strongest regions, working collectively with schools as well as leaders in every sector and field that shapes Indianapolis education to realize education equity and excellence in our community. The Executive Director will lead a team of 16 staff; support a total TFA network of nearly 800; and develop, maintain, and support a strong Advisory Board to accelerate the impactful work of Teach For America Indianapolis.

Primary Responsibilities
Our new Executive Director will deeply believe in our vision – with an empowering education, all children will lead lives of their choosing and collectively contribute to a vibrant and just Indianapolis. The next ED will:

  • Set vision and strategic direction for Teach For America Indy: Engage and invest internal and external stakeholders (staff, corps members, board, alumni, families, community, etc.). Leverage, build upon, and effectively implement a defined strategy to continue to further system-wide collaboration and execution of TFA’s and partners’ shared goals, including TFA Indy’s 2030 Goal. Lead a team and engage with system-wide partners to successfully realize the 2030 Goal.
  • Ensure the organization is part of a broad and diverse coalition for change: Understand and engage in the education and policy ecosystem and partnerships across all education sectors – ensuring that TFA Indy is a contributor, key partner, and thought leader in coalitions that are fighting on behalf of our students and families in the Indianapolis community.
  • Secure resources to ensure the financial health of the organization: Direct and oversee engagement, investments, and fundraising efforts, stewarding and engaging long-time supporters while identifying and enlisting new supporters.
  • Serve as the cultural leader at Teach For America Indy and develop and retain a high-performing team: Mentor, empower, and supervise members of a 16-person team, providing them the guidance and resources they need to succeed in their roles and responsibilities.

 

Experience & Competencies

  • 10+ years of professional experience; at least 2-4 years at a senior level managing and leading high-performing teams to outcomes with a focus on examining race, class, and power structures
  • Professional experience aligned to the mission and values of Teach For America Indianapolis; this may include: a current or former staff member, a TFA alum, a non-profit or school leader, state education leader, an organizer or advocacy leader directly involved or adjacent to education and issues impacting the communities we work alongside
  • Experience developing deep and influential relationships with current and prior stakeholders, mobilizing them to create champions in our work
  • Outstanding interpersonal skills and desire to develop and maintain deep relationships with a variety of diverse constituents to fight educational inequity
  • Understanding of the complexity of the local political climate; skilled at navigating the political landscape and broader ecosystem that impacts Teach For America Indianapolis
  • Proven track record of achieving outstanding results through strategic clarity, operational and organizational excellence, high-performing teams, and an ability to navigate decision-making with strong judgment and integrity in ambiguous, complex, and high-stakes situations

Personal Characteristics

  • Dedicated to pursuing meaningful impact through accomplishing goals and objectives
  • Relational leader who leads with a people-first orientation
  • Practice and ability to speak to their own pursuit of anti-racist leadership and management

Commitment to Equity and Racial Justice

  • Critical consciousness of issues of equity, structural racism, personal privilege
  • Demonstrate alignment to Teach For America’s mission, theory of change, and core values
  • Professional commitment to educational equity

Executive & Collaborative Leader

  • Executive-level experience, confidence, and passion for educational equity with an ability to inspire, collaborate, and build trusting relationships with a diverse group of internal and external audiences/stakeholders (staff, students, families, national network, funders, alumni, key education leaders, political, opinion leaders, advocates, skeptics, etc.)
  • Strengthen and effectively implement TFA Indy’s regional impact strategy in pursuit of the 2030 Goal, engaging stakeholders and partners in the effort
  • Operate as a peer, support, and/or guide high-performing leaders both internal and external, as needed
  • Participate in and lead community coalitions, advance shared goals, and build new ones to advance regional work
  • Expand, evolve, and sustain TFA Indy’s fundraising base

Visionary & Systems-Level Strategist

  • Compellingly articulate TFA Indy’s theory of change and its talent, leadership development, and institutional strategy to realize the 2030 Goal
  • Lead as a systems-level strategist who can make sense of complex, dynamic, nuanced information about regional, state, and national education policy, research, stakeholders, and systems
  • Analyze and synthesize multiple perspectives and inputs to develop an integrated systems-level view of how to best advance systems-level change (city, region, state, national) and TFA regional impact
  • Drive outcomes alongside and through the members of their team and broader coalitions and partnerships
  • Make sound decisions and strategically manage competing priorities between TFA nationally and the region to ensure effective use of time and resources
  • Advocate for, leverage, and be a good steward of both national and local resources to advance regional priorities

Policy Advocate

  • Strong understanding of local, statewide, and national policies and how they influence and shape the educational ecosystem where TFA Indianapolis operates
  • Strong political acumen and awareness of power and political dynamics; work across political lines of difference to advance education policy and 2030 shared goals
  • A respected voice; influence and shape the regional/state education agenda and position TFA as a key actor and partner in the work

People Developer

  • Hire, manage, lead, retain, and empower a diverse and high-performing team enabled by a culture rooted in TFA’s Core Values and DEI Commitment to achieve regional outcomes
  • Lead and create policies and practices that foster diversity, equity, and inclusiveness to ensure inclusive and equitable staff experiences
  • Invest in talent to build successors for key roles, contributing to the sustainability of the regional team and organization
  • Align resources and leadership, coach and manage high-performing teams, and facilitate and manage the day-to-day operations to ensure success and impact

Benefits

Benefits and Salary
The salary for this position is competitive and commensurate with experience. In addition, a comprehensive benefits package is included. Learn more at www.teachforamerica.org/about-us/careers/employee-benefits.

Commitment to Diversity and Equal Opportunity Employment Policy
Teach For America is committed to maximizing the diversity of our organization and encourages individuals of all ethnic, racial, and socioeconomic backgrounds to apply for this position.

Teach For America is committed to providing equal employment opportunities to all qualified individuals and does not discriminate on the basis of race, color, ethnicity, religion, sex, gender, gender identity and expression, sexual orientation, national origin, disability, age, marital status, veteran status, pregnancy, parental status, genetic information or characteristics (or those of a family member) or any other basis prohibited by applicable law.

This job description reflects Teach For America’s assignment of essential functions and qualifications for the role. Nothing in this herein restricts management’s right to assign, reassign or eliminate duties and responsibilities to this role at any time.

 

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Science Instructor

Posted by | June 17, 2022 |

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.

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Math Instructor

Posted by | June 17, 2022 |

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 children?

At the Indianapolis- West 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:

Math 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 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

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Math Instructor

Posted by | June 17, 2022 |

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

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K-8 Teacher Positions

Posted by | June 14, 2022 |

Qualifications and Requirements:
-A Bachelor’s degree
-Valid Indiana Teachers License or ability to get an emergency license
-Motivated and Adaptable
-Current resume
__________________________________________________

Job Requirements:
-Plan, prepare and deliver engaging lessons that are aligned with Indiana standards
-Assess students on standards, concepts, and skills that have been taught in the classroom
-Manage behaviors by establishing rules and procedures
-Provide hands-on learning through projects, experiments, group work, etc.
-Reach scholars on their level and differentiate lessons based on needs within the classroom
-Encourage and monitor the progress of scholars on an individual basis and use data and information to adjust teaching strategies
-Communicate to families on progress, positives, and negatives you have observed, and keep them updated on what is going on in your class and with the school
-Follow Northern Rush County School’s policies and procedures
____________________________________________________________

Salary:
Salaries are based on experience and qualifications
____________________________________________

Desired Attributes:
-Able to work well with scholars, staff, and families
-Willing to learn and adapt as a team member
-Able to problem solve and think on your feet
-Motivated
-Hardworking
-Dependable
-Confident
-Professional
_______________________________________

What is needed:
Teachers at Mays Community Academy are innovative and strong in their beliefs that students are able to learn through different modalities and need to be nurtured to become good humans; teachers support the whole child. MCA takes on a place-based, hands-on learning approach and we pride ourselves on being different. Teachers are to follow the curriculum provided but are given the freedom to teach the individual child. Teachers must be willing to take monthly field trips that can broaden minds, build on what has been taught in the classroom, and make it real. Teachers and staff are encouraged to be lifelong learners and seek professional development opportunities.
______________________________________________________________

Benefits (Full-time employees):
-Health Insurance (district will help pay)
-Personal Cell Phone
-Smaller class sizes
-Personal Laptop
-Performance-Based Stipends
-Paid Maternity/Paternity Leave
-14 PTO Days
-Paid Professional Development of choice (on & off-site)
-Flexible instruction
-Updated classroom technology

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Senior Manager – Empower Schools

Posted by | June 3, 2022 |

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.

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Chief, South Bend Empowerment Zone

Posted by | May 10, 2022 |

Chief, South Bend Empowerment Zone

 

Position Summary:

The Chief, South Bend Empowerment Zone is the academic and administrative leader of the South Bend Empowerment Zone (SBEZ).  Reporting directly to the SBEZ Board, the Chief is charged with leading the execution of the overall vision and strategy for the Zone and growing and maintaining strong relationships between the Zone, South Bend Community School Corporation (SBCSC), and the South Bend community.  The Chief will ensure that schools within the Zone serve South Bend’s students effectively and have the continued operational and financial support to use their autonomy to accomplish significant improvements in student achievement. The Chief is responsible for all aspects of the Zone’s organizational health, including managing a sound budget process, supporting school leaders in advancing schools’ mission/vision and academic goals, and facilitating shared learning between the Zone and the district. The Chief appoints and leads a central Zone team and provides oversight to school leaders.

 

Who We Are:

In 2019, 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 five historically underserved South Bend schools (Navarre Middle School and its four feeder elementary schools: Coquillard, Harrison, Wilson, and Warren) by empowering them with extended autonomy and providing them with support partners to guide them through the work of school redesign and improvement. The SBEZ and its Zone Chief are directly accountable to a non-profit Board of Directors consisting of both local independent and school corporation members, allowing community voice to play a critical role in the process of transforming our neighborhood schools.

The central philosophy of the SBEZ lies in the centering of the student- and family- experience via the empowerment of leaders, educators, and parents/families in service of stronger academic, social, and emotional outcomes for students. SBEZ schools have autonomy over their budget, staffing structure, calendar, schedule, curriculum, and professional development. The Zone firmly embraces diversity, equity, and inclusion and seeks to eliminate academic and social-emotional opportunity gaps among students in South Bend.

As the SBEZ enters its fourth year of operation, there is a lot to celebrate.  Despite every year of operation being impacted by the pandemic, student enrollment has increased at four out of five SBEZ schools and significant improvements have occurred in Positive Behavior Interventions & Supports (PBIS) implementation, transportation services, and academics, including a 4% increase in the number of students at or above their grade level’s iReady benchmark in math and a 6% increase in the number of students at or above their grade level’s benchmark in reading between September 2021 and January 2022. As the SBEZ prepares for transition into the next phase of its transformation status, the Zone seeks continued focus on the improvement of its five schools into student-centered environments where each child has the opportunity to acquire the academic and personal skills to succeed in college or career.  

 

Responsibilities:

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

Leadership and Vision: Set and execute a strong and compelling vision for the SBEZ

  • Cultivate a culture that embraces diversity, equity, inclusion
  • Refine further the Zone’s strategy and associated organizational structure in collaboration with the SBEZ Board 
  • Continue implementation of a compelling and achievable academic vision in partnership with Zone stakeholders
  • Prioritize refinement of the Zone’s safety measures and behavioral support policy
  • Continue successful Zone measures including growing enrollment, developing Zone talent, increasing student engagement and academic performance, and providing exceptional extracurricular offerings
  • Meet regularly with the Superintendent and his Cabinet to provide updates progress, collaboration, and shared services
  • Partner with district officials to shepard years 4 and 5 of current MOU and lead transition phase of the Zone

Partnership Collaboration, and Engagement: Grow and strengthen relationships with the IN Department of Education, SBCSC leadership, SBEZ school leaders, labor leaders, elected officials and legislators, South Bend community leaders, and South Bend families and caregivers to improve outcomes for SBEZ students 

  • Facilitate regular communication and collaboration among the Zone and SBCSC across all facets of work to ensure joint endeavors while maintaining autonomy of the SBEZ
  • Identify and develop new and deepen existing key partnerships with community organizations
  • Engage authentically with families and caregivers to support learning and social emotional health of students
  • Maintain a strong presence in and across the five Zone schools, including regular visits and touchpoints

Human Capital: Design and implement effective human capital strategies and systems to ensure a strong Zone people systems in support of school improvement, collaboration, and accountability

  • Build and grow 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 talent and support organizations supporting Zone schools
  • Develop deliberate talent pipelines for school leaders, teacher leaders, and strong new talent
  • Cultivate retention of staff through the sharing of school leadership transition recommendations to the SBEZ Board and facilitation of school-based change management practices
  • Grow and celebrate parent/family leadership in Zone schools

Accountability and Monitoring: Lead implementation of the Zone’s performance framework and support schools to collect, analyze, and respond to data to inform their school improvement efforts

  • Implement with direction and input from the SBEZ Board and Zone school leaders a Zone school performance framework to measure school performance against a set of multiple measures
  • Ensure design and implementation of data collection and analysis processes to facilitate rapid data cycles for schools to review and adjust student support practices
  • Liaise with state representatives to ensure that Zone school monitoring and compliance processes align with state requirements, especially for English Language and Exceptional Learners

Operations: Ensure appropriate infrastructure and implementation of operations at the Zone’s schools

  • Ensure strong school operations in partnership with school staff, subject to the approval of the SBEZ Board
  • Partner with SBCSC in the maintenance and improvement of operational guidelines for the Zone’s schools, particularly relating to Zone schools’ staffing, budgeting, student assignment, technology and IT services, facilities, equity, transportation, and business purchasing, and other operational guidelines and policies 
  • Coordinate with SBCSC superintendent and cabinet to monitor progress and evaluate key centralized functions, operational services, and federal and state reporting requirements, resolving any issues that may arise
  • Continue to improve and refine transportation service operations for families and students

Finance: Lead all financial aspects of the Zone, including school-based budgeting and shared service contracts

  • Facilitate school-based budgeting process across all Zone schools and ensure smooth functioning of key Zone financial systems, including procurement and HR, in partnership  with SBCSC
  • Lead the Zone’s negotiations with the district regarding Zone and school funding
  • Negotiate and manage contracts for any shared services across the Zone schools
  • Ensure financial stability of the Zone through fundraising and other measures

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

  • Articulate a clear vision of the Zone’s strategic goals and objectives and engaging all stakeholders 
  • Develop and share communications about the Zone’s strategy and progress including through local media and news sources as well as online social media venues like Facebook, Twitter, etc.
  • Communicate with and make regular presentations to the SBEZ Board of Directors and, when necessary, the SBCSC School Board
  • Negotiate on behalf of the Zone with labor groups including NEA-South Bend

 

Desired Attributes:

  • A demonstrated commitment to, belief in, and alignment with the mission, vision, and values for a high-autonomy, high-accountability system built to empower educators,  family/caregivers, students, and community to improve student outcomes
  • A demonstrated commitment to, belief in, and alignment with diversity, equity, inclusion 
  • Ability to build and maintain trust, credibility, and effective relationships with a diverse group of key stakeholders
  • Presence grounded in the local community and schools
  • Ability to effectively communicate 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 families
  • Ability to organize effectively, prioritize, and oversee implementation of multiple initiatives
  • Identity as outstanding problem solver, strategic thinker, and decision maker, balancing data, wisdom, experience, and judgment to make sound decisions
  • Commitment to continuity and continued successful implementation of key Zone structures and strategies
  • Prior successful experience as a teacher and school leader preferredStrong background in municipal and/or school operations, including finance and human capital preferred
  • Bilingual preferred 

 

The Empowerment Zone will recruit, hire, train, and promote persons in all job titles without regard to race, color, religion, national origin, veteran status, gender, sexual orientation, age, physical or mental disability (except where the disability prevents the individual from being able to perform the essential functions of the job and cannot be reasonably accommodated in full compliance with the law), or genetic information (including family medical history).

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Elementary Classroom Lead Teacher

Posted by | April 25, 2022 |

 

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.

Comments Off on 2022-2023 K-6 Classroom Assistants

2022-2023 K-6 Classroom Assistants

Posted by | April 5, 2022 |

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 classroom assistants 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 interventionist 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.  This includes supervising and instructing students in various special enrichment experiences such as library skills, book check out, technology/keyboarding skills, and cooperative play.

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
  • Seek and utilize appropriate resources to enhance student learning and professional practice
  • 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 in small group, whole group and individual settings
  • Keep a pulse of student understanding using formative assessment and react with flexibility and responsiveness
  • Seek opportunities for feedback and professional development
  • Maintain effective instructional and non-instructional records
  • Participate and contribute to the professional community
  • Display a high level of professionalism with students and colleagues
  • Additional responsibilities as assigned

Qualifications

Required

  • Valid Background Check
  • 60+ College Credit Hours or Passing Score on ParaPro Exam 

Preferred

  • Valid Indiana Teacher’s License in Elementary Education K-6
  • Bachelor’s Degree 
  • Experience working in urban education
  • Bilingual Spanish

 

Wages & Employment Period

Wage Range

  • Hourly position
  • Competitive based on qualifications and previous experience

Employment Period

  • Ten months aligned with school calendar

 

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2022-2023 K-6 Teachers

Posted by | April 5, 2022 |

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
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Washington High School Principal

Posted by | April 5, 2022 |

Position Title: Washington High School Principal

Salary Range: Contract Salary 

Contract Length: Contractual Year 

Immediate Supervisor: Director of Student Learning 

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 all grade level and course expectations. Toward this end, the majority of his/her time is devoted to curriculum, instruction, professional learning, and the systems necessary to support these. Supervises all certified and noncertified 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. 
  • 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
  • Developing and using a balanced assessment system at the building level
  • Developing, facilitating, and assessing professional learning programs and activities guided by the Standards or Learning Forward and other best practice.
  • Providing effective leadership and facilitation in administrative and leadership teams
  • Organizing personnel, inaterials, and facilities in efficient support of student learning
  • Working effectively with diverse people and groups;

Qualifications: Master’s degree; Administration Certification; Experience working with diverse populations. Prior administrative experience. Experience working with community agencies and groups. Experience with the day-to-day operation of schools. Strong knowledge of child development. Demonstrated skill in building relationships, trust and respect; Creative and imaginative approach to problems. Ability to work effectively with individuals and groups; strong speaking and writing abilities. 

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.

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Middle School Turnaround Principal

Posted by | April 5, 2022 |

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.

Comments Off on General Counsel

General Counsel

Posted by | March 23, 2022 |

Position Title: General Counsel 

Salary Range: $115,000- $125,000 

Contract Length: 12- month 

Immediate Supervisor: Superintendent

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: General Counsel will provide legal advice and strategies to the Superintendent and Cabinet. Main duties include reviewing and writing various legal contracts and MOUs, negotiating and managing client and vendor contracts and ensuring legal compliance regarding the Board, and various bargain units. 

 

Essential Duties & Responsibilities: 

  • Provide sound legal advice to the Superintendent, and other employees of the district as directed by the Superintendent on all legal matters relating to the operations of District (administrative procedures, public employment, contracts, bids, construction, real property, student rights, general public education law, special education law, juvenile court) for the purpose of ensuring all activities are conducted according to all laws and regulations. 
  • Recommend changes in policies and procedures for the purpose of ensuring compliance with applicable Federal and State laws and Department of Education. 
  • Create a system whereby all District policies are reviewed yearly and updated quarterly according to NEOLA standards. 
  • Coordinate and provide Professional Learning using best practices to inform administrators of the latest changes in the laws and to prevent errors in the application of the law and mitigating effects on district operations, policies, and procedures. 
  • Provide representation to the school district in administrative hearings, arbitration cases, and litigation matters. 
  • Coordinate student due process and discipline activities, including all reporting requirements, and provide oversight to hearing officers. 
  • Negotiate, write, and execute on a variety of legal issues. 
  • Support and fulfill in a timely manner Freedom of Information requests. 
  • Maintain a collaborative relationship with all union leadership of NEA, Teamsters, and AFSCME and manage external attorneys for negotiations with bargaining groups. 
  • Align and support outside attorneys to negotiate all District contracts.
  • Prepare reports for the purpose of documenting activities, providing written reference and/or conveying information clearly. 
  • Draw-up and review contracts and other legal documents. 
  • Assign outside counsel with the approval of the Superintendent to handle litigation matters. 
  • Coordinate the work performed by outside counsel (gather evidence, compile research, interpret policies and procedures, interview staff, etc.) for the purpose of ensuring outside counsel has the information and materials available to advise and defend the district. 
  • Coordinate the processing of tort claims with the district’s insurance agent. 
  • Coordinate discovery and public records requests made by outside counsel assigned to handle legal matters covered by the district’s insurance policies. 
  • Attend Board meetings and provide advice to Board Chair on agenda items, policies, and statutes
  • Serve as attorney for the School Board. 
  • Supervise and evaluate the performance of assigned personnel, coordinate subordinate work assignments and review work to assure compliance with established standards, requirements and procedures. 
  • Maintain current knowledge of educational methods, practices, theories and standards related to school improvement, accountability, student achievement, the use of data to guide instruction, and related laws, codes, regulations, policies and procedures. 
  • Develop and maintain relationships with local media, including newspapers and electronic outlets.
  • Assist administrators with preparation of talking points, speeches, presentations, and supporting materials as needed. 
  • Research and respond to communications-related inquiries and complaints. 
  • Attend off-hour District meetings and events to gather information and media for publication.
  • Perform related duties as assigned by the Superintendent to meet the particular needs of the building/unit. 

 

Qualifications: Incumbent must have a Juris Doctor (JD) degree from an ABA accredited university, have gained admission to the Indiana Bar Association, strong planning, administrative, supervisory, analytical, computer, organizational, accountability, and oral and written communications skills. Incumbents must possess knowledge of a comprehensive Educational organization, operations, policies and objectives.

 

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.

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Director of Exceptional Learners

Posted by | March 23, 2022 |

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 
  1. 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 
  1. 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.

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City Connect Program Manager

Posted by | March 17, 2022 |

As a part of a diverse community of faculty and staff who represent many faith systems and worldviews Marian University is seeking a Program Manager. This position will promote Marian University’s Catholic Franciscan mission and identity by supporting the operations of City Connects program.

City Connects is a school-based student support, collaboration program among schools, community agencies, and Boston College. The City Connects program is an innovative model of systemic student support implemented in K-12 schools in Indiana. City Connects personnel assess the strengths and needs of each student in the school and connect students with a tailored set of supports and resources from inside and outside the school.

Job Function:
City Connects and Marian University seeks a grant-funded, full-time Program Manager to provide leadership in the areas of program implementation, professional development, and supervision for up to 20 schools implementing the City Connects model across Indiana. This position will promote Marian University’s Catholic Franciscan mission and identity by its primary responsibilities including individualized student support and programming, leadership and professional development, school-wide collaboration and community relations.

The responsibilities of the Program Manager are to:
  • Actively engage the Catholic Franciscan mission and identity of Marian University by modeling the Franciscan Sponsorship Values, honoring the legacy of the founding congregation, promoting unity in diversity, and integrating the Catholic Franciscan intellectual traditions in courses, programs, and services;
  • Recruit and support the hiring of school-based coordinators who are conducting the work of City Connects with schools and students;
  • Provide professional development and coaching on the City Connects model of student support for coordinators within each school;
  • Supervise and support the evaluation of coordinators at each school;
  • Monitor the fidelity of implementation of the City Connects model of student support at each school;
  • Collaborate with principals and other school leaders to support coordinators in the delivery of the model;
  • Assist in developing and maintaining community agency relationships through events, communications and committees;
  • Support the collection of high-quality student support data and utilize data to monitor progress;
  • Communicate on a regular basis with the larger City Connects organization on policy, practice, and implementation of the City Connects model of student support.
Required Qualifications:
    • Master’s degree in human services, education, or related field;
    • Knowledge of schools;
    • Supervisory experience;
    • Community outreach experience;
    • Cultural competency working with diverse urban communities.

 

The ideal candidate will possess the following experience and background:
  • Strong leadership skills;
  • School-based experience;
  • Ability to work as a member of a team;
  • Ability to write and manage grants;
  • Experience managing inter-agency partnerships;
  • Fluency in a second language.
Review of applications will begin immediately and continue until the position is filled. Applications require a cover letter, a current resume, contact information for three professional references, and responses to the supplemental mission questions.

Marian University is an Equal Opportunity Employer. All individuals, including minorities, women, individuals with disabilities, and veterans are encouraged to apply.
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Lead Teacher Mentor

Posted by | March 7, 2022 |

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

Comments Off on Organizer

Organizer

Posted by | February 16, 2022 |

Job Description: Organizer

About EmpowerED Families 

The mission of EmpowerED Families (EF) is to build family power through relationships while rallying behind the strengths of parents to weave together the home, school, and community to fight for high-quality education. EmpowerED Families connects with Indianapolis parents, families, community and school leaders to help build parent power and activate change. 

 

We do this work by listening, educating, organizing, and leading: 

  • Listen: We believe in the value of conversation and provide a safe space for parents and educators to share their needs and concerns. We host one-on-one meetings and small group conversations that we call House Meetings.
  • Educate: We also teach parents ways to effectively advocate for high-quality education within the schools that their children attend. We host events and trainings to enable parents, educators and families to learn and grow together. 
  • Organize: We help parents and families realize the power of their own voice to activate change. We help parents organize locally within schools to create urgency around the issues that are most important to them.
  • Lead: Our movement is led by families for families. We activate parents to step into leadership within schools and communities. 

Position Overview

The Organizer position at EmpowerED Families, reporting to the Lead Organizer, is primarily responsible for identifying, training, and developing families and parents to be leaders in their communities. The ideal candidate will be a community organizer with a passion for educational equity and a knack for developing people as leaders in their communities. The Organizer will coach, mentor, and develop leaders in Indianapolis and support the execution of local campaigns aligned with the organizational mission of EmpowerED Families.

  

Responsibilities:

 

Organizing 

 

  • Hit weekly targets for conducting 1:1 relational meetings with parents, caregivers and other community members.
  • Reflect on trends that emerge in 1:1 conversations on what community members care most about and the challenges they are facing.
  • Identify parents and community members with leadership interest and potential; support their training and development in the principles and practices of community organizing, mobilizing and advocacy to build powerful family-driven teams.
  • Organize digitally, leveraging social and online-meeting platforms.

 

Execute Campaigns

 

  • Support the Lead Organizer and Core Leaders to design and execute campaigns reflective of their community and issues. 
  • Remain informed of local issues and organizing opportunities to inform their campaign design. 
  • Mobilize parents and families to lead and/or attend large public forums, rallies, events and actions demonstrating the power of families.
  • Execute and manage advocacy campaigns that include families at all levels.  
  • Demonstrate a proficiency in education issues, learning best practices in school development, education policy, and the elements of excellent public schools.
  • Articulate specific, developmentally appropriate and differentiated strategies to engage families in campaigns.  

 

Other

  • Manage and maintain a timely and comprehensive database of current and potential EmpowerED Families members.
  • Analyze data about family/parent needs and interests to support EmpowerED Families’ decision making.
  • Attend other EmpowerED Families events as needed.

 

Required Capabilities

 

  • Demonstrated track record of exemplary community organizing and leadership development experience.
  • Strong interpersonal, written and oral communication skills.
  • Ability to build relationships quickly with diverse stakeholders.
  • Experience managing projects and planning strategically.
  • Ability to take initiative and high levels of ownership for outcomes, and exercise sound judgment in day-to-day decision-making.
  • Understand and appreciate the use of outcomes-based data and information to help drive performance.
  • Passion for and demonstrated commitment to social and educational justice.
  • Willingness to work flexible hours including weeknights and weekends; ability to travel and work remotely; driver’s license and access to a vehicle.
  • Comfort with multiple modes of effective communication, including social and on-line media tools; strong technology skills with ability to work and execute on remote platforms.
  • Bachelor’s degree preferred.

 

Preferred Capabilities

 

  • 2-3 years of professional work experience
  • Spanish fluency highly preferred 
  • Campaigning, advocacy, public policy, training, or relevant experience
  • Deep knowledge of and/or personal experience in Indianapolis education system and advocacy landscape 

Salary Range: commensurate with experience.

Comments Off on Events & Promotions Specialist

Events & Promotions Specialist

Posted by | December 8, 2021 |

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.

Comments Off on Summer 2022 Reporting and Data Internships

Summer 2022 Reporting and Data Internships

Posted by | October 18, 2021 |

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

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

As a reporting intern, you will:

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

As a data intern, you will:

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

All interns will:

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

 

What kind of stories will I tell?

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

FAQ:

What skills do I need to have?

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

What education and prior experience do I need to have?

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

Will the internship be onsite or remote?

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

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

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

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

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

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

What does it pay? 

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

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

Interns  also receive a onetime $100 cell phone reimbursement. 

When will I know if I got it?

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

I have more questions. Whom do I ask?

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

About Chalkbeat:

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

 

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

 

Comments Off on GEAR UP Regional Dir – Part-Time

GEAR UP Regional Dir – Part-Time

Posted by | September 16, 2021 |

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

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GEAR UP Regional Director

Posted by | September 16, 2021 |

Job Summary

The GEAR UP Regional Director will be responsible for coordination of all logistical aspects of the project for two (2) school corporation partners.  One assigned school will be in Lafayette, the other will be in the Indianapolis or Peru area.  Candidate availability will be a factor in determining assigned schools.   The Regional Director is scheduled to work in their schools Monday through Thursday (two days per school) and will communicate with partners, work on-site at their schools, 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 1500 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.

Required:

  • An earned degree in Education
  • Current teaching licensure/certification in education
  • Two or more years of experience as a K-12 teacher
  • 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
  • Ability to 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

Preferred:

  • Experience coordinating educationally focused programs
  • Experience teaching STEM subjects

Additional Information:

  • Purdue will not sponsor work authorization for this position
  • A background check is required for employment in this position
  • FLSA:  Exempt (Not Eligible for Overtime)
  • Retirement:  Defined Contribution Waiting Period
  • Purdue University is an EOE/AA employer.  All individuals, including minorities, women, individuals with disabilities and veterans are encouraged to apply.
Comments Off on Playworks AmeriCorps Coach

Playworks AmeriCorps Coach

Posted by | September 2, 2021 |

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.

Comments Off on 6th Grade Math & Science Teacher

6th Grade Math & Science Teacher

Posted by | August 20, 2021 |

AMMS is looking for upper elementary/secondary school teacher to develop our 6th grade scholars’ math & science academic skills as well as the social skills and work habits they need to succeed in future years. Our school uses the Eureka math curriculum and Amplify Science curriculum. Teachers work within a team, supporting students through challenging and engaging lessons focused on specific academic skills. Teams meet almost daily to share ideas, exchange lesson plans, analyze student assessments and tailor interventions and supports to the needs of their classes.

Teams also work to involve families in support of students’ academic and social development. They work closely with our Culture Team to address specific family situations that may affect school engagement. This is an especially exciting opportunity to serve as an important contributor to a high quality school community and growing organization. It is also a chance to be part of an overall team committed to doing everything possible to ensure our students leave our school prepared for the most challenging, college-preparatory high schools in the city of Indianapolis.

Qualifications

The ideal candidate for this position will meet the following qualifications:

  • A valid Indiana certification in area of secondary math education/elementary.
  • Experience working with children and helping them build the academic skills fundamental to school success.
  • Strong curriculum knowledge and familiarity with content area.
  • The instructional and management tools necessary to provide a diverse group of students at varying skill levels with a safe, supportive environment to grow and do their very best work.
  • Experience and interest involving families (parents, grandparents and guardians) as well as the community in support of children’s academic and social development
  • Excellent writing and overall communication skills
  • A cooperative, energetic disposition and capacity to work in concert with one’s team.
  • A deep interest in working in a fast-paced, collaborative environment relentlessly focused on high standards and achieving ambitious goals for our young students.
  • Leadership potential and willingness to take initiative in addressing issues in and outside the classroom in order to continuously improve the overall quality of the AMMS program
Comments Off on Special Education Teacher- Arizona, Indiana

Special Education Teacher- Arizona, Indiana

Posted by | August 19, 2021 |

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 FunctionsReasonable 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 EnvironmentThe 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

Comments Off on Business Operations Manager

Business Operations Manager

Posted by | August 18, 2021 |

Business Operations Manager

Position begins September of 2021

GOAL

Alianza Community Schools, Inc., is seeking a Business Operations Manager for Monarca Academy.  Monarca Academy will be a college preparatory, culturally responsive, community school that will launch in the 2022-2023 school-year.  Monarca Academy is governed by Alianza Community Schools, a non-profit educational organization in Indianapolis, Indiana.  The Business Operations Manager will lead the day-to-day operations alongside the Founding Principal.  The Business Operations Manager is a full-time employee hired, supported, and evaluated by the Founder/Executive Director. 

DUTIES AND RESPONSIBILITIES

The Business Operations Manager will perform and/or oversee various aspects of school operations with an emphasis on compliance at all levels.  Areas of oversight will include, but not be limited to:

  • Human Resources & Financial Management – Coordinate professional development of operations business office and operations team.  Coordinate payroll processing, benefits, workforce regulation compliance, accounts payable, budgeting, cash management, vendor negotiations, risk management, and financial/tax/other external reporting and audits; support of fundraising activities and reporting. 
  • Planning and Strategy – Coordination of strategic planning and development.  Recommendation and implementation of board policies and procedures.  Coordination of charter renewal.  
  • Compliance Reporting – Coordination, along with Executive Director, of  reporting to the charter authorizer, state, and the federal government.  
  • Student Services Management – Coordination and management of compliance in student services, including breakfast and lunch programs. 
  • Communications – Collaboration with the Executive Director to inform and support board governance, outreach, and updates to staff/parent/student handbooks. 
  • Educational Administration – Oversight of student registration, enrollment (lottery), attendance and assessment data systems, technology systems and instruction, and compliance with credentialing and certification requirements for staff. 
  • Technology Management – Oversight of the school’s technology infrastructure and technology support to new staff members.
  • Perform other duties as required by the Executive Director. 

CORE BELIEFS

Alianza Community Schools believes that all children have an unlimited potential to learn, that all children come equipped with prior knowledge that must be used as a catalyst for learning, and that opportunity gaps are the main barriers to success.  Alianza Community Schools is confident that a wholistic community approach allows children to focus on actualizing their potential.  Therefore, The Business Operations Manager must live these values and have a Learner-Centered approach and a vision for inclusive, ambitious, and equitable outcomes for each and every member of our community.

SKILLS AND QUALIFICATIONS

A successful Business Operations Manager candidate will have the following skills and expertise:

  • The capacity to oversee communications, technology, school-level governance, and operations systems that support student and staff needs and promote the mission and vision of the school.
  • The capacity to coordinate and advocate for a data-informed and equitable resourcing plan that supports school improvement and student/staff development.  
  • The capacity to reflectively evaluate, communicate about, and implement laws, rights, policies, and regulations to promote students and adult success and well-being.  

EDUCATIONAL BACKGROUND AND WORK EXPERIENCE

  • Bachelor’s Degree in Business Administration, Management or a related field.  
  • 3-year minimum experience with personnel management, operations, management, data analysis, supply chain management, or related fields.  
  • Certified Public Accountant (CPA) Degree preferred, but not required.

 

REQUIRED QUALIFICATIONS, SKILLS, AND ABILITIES

  • Proficient in computer software necessary for communication, conducting business in person or online.  Includes but not limited to Microsoft Word, Excel, PowerPoint, and online communication tools such as Zoom, TEAMS. Google Hangouts, or others.
  • Strong organizational and time-management skills
  • Strong verbal and written communication skills
  • Satisfactory completion of local, state, and federal criminal history checks.
  • Strong interpersonal skills with students, parents, community, and other stakeholders.
  • Ability to set and meet goals and deadlines
  • Bilingual in Spanish and English (Preferred)

 

DISCLOSURES

Alianza Community Schools offers a competitive salary commensurate with experience and a comprehensive benefits package.  Extensive professional development will be provided as well as a network of professionals dedicated to collaborating for success.  The Business Operations Manager will receive all resources necessary to carry out the duties of day to day running of a school such as a laptop, iPad, cell phone, email, and other necessary resources.  

As an equal opportunity employer, Alianza Community Schools hires without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status, or disability.  

SALARY

$45,000 – $55,000

Commensurate with experience and qualifications

Benefits Package

HOW TO APPLY

Interested candidates should submit a cover letter and resume to Francisco Valdiosera at:

https://forms.gle/wVM7cameipCzjbDy9

 

Comments Off on Math Teacher

Math Teacher

Posted by | August 17, 2021 |

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
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ELL Teacher

Posted by | August 13, 2021 |

As ELL Teacher you will:
1. Follow a daily schedule of pullout and push in support for a group of ELL students that are in
grades K-8
2. Develop lessons in collaboration with classroom teachers
3. Provide individual or small group instruction to ELL students in specific grade levels
4. Conduct interventions through a pull out or push in model
5. Modify instruction to meet the needs of targeted students
6. Communicate student progress with classroom teachers on daily or weekly basis
7. Conduct quarterly grade level reading/math assessments
8. Attend faculty and grade level meetings
9. Complete duties as assigned by principal
10. Assist with school-wide testing as needed

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9th Grade Success Coach

Posted by | June 15, 2021 |

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 9th grade. Research from the University of Chicago found that students who finished 9th 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 9th Grade On Track Rates;
  • Build partnerships with identified school principals and 9th 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.

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Executive Director

Posted by | June 8, 2021 |

Communities in Schools of Indiana – Executive Director Job Description

Are you a leader looking for an opportunity to advance equity for students, lead a team of committed, passionate individuals, and have experience leading a non-profit organization?

Communities In Schools (CIS) of Indiana is seeking an Executive Director at our Indianapolis location to help us accomplish our mission to provide a community of support for students and empower them to stay in school and achieve in life.  CIS of Indiana believes that transformative relationships are key to unlocking a student’s potential.  Our success is dependent upon developing strategies that reflect our behaviors, principles, and practices of diversity, equity, and inclusion.  The successful candidate will develop critical strategies to create and sustain equitable outcomes through evidence-based CIS community school engagement.

CIS of Indiana surrounds students with a network of trust they can turn to no matter where they are in their journey.  Our goal is to empower students to see, confront, and overcome personal challenges and structural barriers, so they can take charge of the future they desire for themselves, their communities, and each other.

CIS of Indiana is a dynamic, growing organization that has been operating in Indiana for more than 20 years. It directly employs 10 staff, consults with an additional 20 coordinators, while operating within 26 partnering schools, and has an annual operating budget that exceeds $500k.  In 2020, CIS School Outreach Coordinators helped more than 37,000 students in Indiana to overcome barriers to success, stay on track to graduate, and achieve a brighter future.

CIS of Indiana is committed to diversity, equity, and inclusion, and seeks to build a diverse workforce to create impact in partnership with the school communities we serve.

Job Responsibilities

  • Experienced leader who can inspire a dynamic vision, build diverse teams, create inclusive environments, foster diverse points of view, problem solve, manage conflict, and lead with transparency.
  • Develops and implements strategic plans for fundraising including sponsorships, donor networks, event plan management, and annual donation drives.
  • Leads and empower others with a demonstrated capacity to turn the organization’s vision into reality through the implementation of strategic and tactical activities to achieve established goals.
  • Inspires a culture of equity, diversity, and social justice to overcome barriers, and increase student success.
  • Utilizes knowledge of intersections between poverty, race, sexuality, gender, and fosters relationships with communities, stakeholders, donors, staff, and board members to drive programming.
  • Maintains strong working relationships with key stakeholders, organizational management, and sustainability through strong internal operations, financial oversight, resource development, and support of the staff.

CRITICAL SUCCESS FACTORS:

Management and Leadership

  • Effectively leads the CIS of Indiana staff by equipping employees with tools, training, and support to achieve program outcomes and perform at a high level.
  • Develops and maintains internal administrative systems while responding to external needs with accuracy and speed.
  • Recruits, onboards, trains, and evaluates a diverse CIS of Indiana staff.
  • Leads staff orientation and provides coaching and professional development.
  • Develops and executes operations plans, site plans, and long-range strategic plans.
  • Monitors and evaluates program effectiveness, conduct benchmarking of best practices and recommends improvements.

Working Relationships

  • Establishes and maintains positive, productive working relationships with school districts, social service agencies, local and national CIS offices, partner agencies, local government, the business community, funding donors, and the Board of Directors.
  • Fosters effective relationships with school district leadership to ensure collaborative partnerships and drives joint initiatives.
  • Represents the voices of students and families in the communities we serve.

Financial Management

  • Develops, manages, and executes all fiscal responsibilities to include budgetary, tax, legal, and financial obligations as well as reporting requirements.
  • Oversees the financial management systems to ensure effective fiscal plan; prepares annual budgets for review and approval by the board of directors.
  • Manages expenses and revenues to plan budget and provides regular reports to the Board of Directors.

Board Relations

  • Serves as staff advisor to the Board of Directors for CIS of Indiana matters.
  • Oversees budget development, manages progress reports, staffing, and organizational needs, program development, and strategic planning.
  • Partners with board president to recruit new board members and ensure board understands the goals.
  • Develops board agendas, facilitates board meetings, and drives actions.
  • Partners with board members to develop changes to new policies.

JOB QUALIFICATIONS:

  • Bachelor’s degree required (Master’s degree preferred) in public administration, education, social science, or related field.
  • 5+ years of experience leading people.
  • Previous experience collaborating with diverse communities and developing partnerships for equity and inclusion.
  • Experience leading non-profit operations, finance, human resources, and fundraising programs.
  • Ability to empower, engage, mentor, and support a successful collaborative team.
  • Strong experience with implementing resource development strategies.
  • Strong verbal and written communication skills and ability to communicate effectively with internal and external stakeholders.
  • Knowledge and understanding of needs and challenges facing youth.
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Chief Human Resource Officer

Posted by | June 2, 2021 |

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.

 

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Assistant Superintendent of Operations

Posted by | May 21, 2021 |

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.

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Director

Posted by | May 21, 2021 |

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.

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Manager or Senior Manager

Posted by | May 19, 2021 |

Position: Manager or Senior Manager 

Location: Flexible, Indiana preferred 

Preferred application deadline: June 3, 2021

 

Position Summary

Reporting to one of Empower’s Partners, you will work closely with your teammates to help drive sustainable innovation within districts and support the design, launch, and success of empowered district school systems and Empowerment Zones. 

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. 
  • 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
    • In collaboration with teammates, develop and cultivate relationships with potential state and district partners in Indiana and across the country
    • Build a productive and professional working relationship quickly with various stakeholders
    • Support development of 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 Zone 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, including supporting Zone leadership teams, supporting recruitment of Zone 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 3-5 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 Manager starts at $65,000 and 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.

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Assistant Superintendent of Operations

Posted by | May 19, 2021 |

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.

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Special Education Coach

Posted by | May 13, 2021 |

The United Schools of Indianapolis (USI) Special Education Coach will coach the effective delivery of special education instruction and services to exceptional learners across the USI network of schools. The Special Education Coach reports to the USI Director of Academics and collaborates with the Special Education Compliance Manager to ensure support for special education teachers.

    Job Description:

Coaching/Feedback:
Conducts weekly classroom observations of all SpEd Teachers
Assigns individualized action steps to Special Education teachers
Facilitates differentiated coaching meetings weekly

Training/PD:
Leads weekly meetings w/the Special Education team at each school
Develops a year long professional development plan
Facilitates ongoing professional development
Collaborates with the Special Education Compliance Manager to determine Professional Development needs re: compliance and IEP writing
Supports IEP Writing

Assessment/Student Data:
Supports SpEd teachers with ensuring compliance of assessment accommodations
Facilitates analysis of student work and progress towards IEP goals
Disaggregates performance data for students w/disabilities

Other:
Assist w/the coordination of MTSS at each school
Administers ILearn Assessments as needed
Family Engagement/Advocacy

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Indiana Reporter

Posted by | April 26, 2021 |

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.

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Elementary Principal – Marquette Montessori Elementary

Posted by | March 14, 2021 |

Position Title: Elementary Principal – Marquette Montessori Elementary 

Salary Range: 80K to 120K annually with a 5K stipend available

Contract Length: Contractual Year

Preferred Application Deadline: April 8, 2021 

Start Date: Immediate preferred; July 1, 2021 required

Supervisor: Director of School Learning- Turnaround 

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 through a Montessori approach and design

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 Learning 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 to develop and approve operational plans that set policies for the school 

Developing, managing, and implementing a budget that supports the school’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. 

Ensuring the accreditation of Marquette through the American Montessori Society

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. Certification or a willingness to engage in Montessori certification for building leaders. 

Please note: We are willing to consider candidates working towards their state supervisory certificate. 

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.

Comments Off on Head of School

Head of School

Posted by | March 9, 2021 |

Herron High School is seeking candidates for Head of School. The Head of School serves as the cultural and instructional leader by providing overall leadership to school operations and managing the processes through which teaching is conducted, administered, and evaluated. The Head of School is a member of the Executive Leadership team and reports the Vice President, Academics.

Primary job responsibilities include:

  • Ensure all teachers are fully trained on school philosophies, methodologies, and systems.
  • Develop systems for instructional interventions that contribute to a productive, academic environment.
  • Provide both non-evaluative and evaluative data and continuous feedback about teacher performance, consistency, and accountability.
  • Establish academic data accountability systems to ensure appropriate and timely supports are implemented for students performing below standard level.
  • Ensure appropriate systems are implemented to address the achievement gap for underperforming populations.
  • Ensure students and teachers are prepared for all standardized and local testing.
  • Supervise discipline, academic advisors, school operations/safety, parent communication, community engagement/enrollment, and budget management of the school.
  • Ensure adequate supervision of student activities is implemented on a daily basis.

Job Requirements:

  • Building Administrator License required
  • Minimum of 3 years of successful building level administrative experience required
  • Experience leading groups and working in teams to achieve academic success
  • Strong organizational skills and the ability to manage multiple tasks and changing priorities
  • Experience in a culturally diverse school is preferred.

Herron High School offers a world-class, classical, liberal arts and sciences curriculum in the heart of Indianapolis. In its 15th year, Herron High School, is an award-winning, intentionally-diverse, public charter school of 950 students. Herron High School was founded on the belief that a classical, liberal arts education is the best preparation for a future life of leadership and service

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Elementary Principal – Muessel Elementary

Posted by | March 3, 2021 |

Position Title: Elementary Principal – Muessel Elementary 

Salary Range: 80K to 120K annually with a 5K stipend available

Contract Length: Contractual Year

Preferred Application Deadline: March 25, 2021 

Start Date: Immediate preferred; July 1, 2021 required

Supervisor: Director of School Learning-Turnaround 

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 to develop and approve operational plans that set policies for the school 

Developing, managing, and implementing a budget that supports the school’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. 

Please note: We are willing to consider candidates working towards their state supervisory certificate. 

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.

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Math Instructional Coach

Posted by | February 19, 2021 |

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
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Dual Language Coordinator

Posted by | February 19, 2021 |

SCHOOL MISSION

Global Preparatory Academy develops compassionate global leaders through a bilingual/bi-literate education program that focuses on hands-on and cultural learning opportunities.

SUMMARY

Global Prep Academy, a dual language school that connects students from diverse linguistic backgrounds and educates them together in a highly rigorous, engaging and nurturing environment. Using both English and Spanish to instruct students in all core content areas, students will develop high levels of bilingualism and biliteracy, as well as a deep value and understanding of other cultures. As citizens in a global world, students at Global Prep gain limitless access to other cultures through bilingualism and instruction, which emphasizes critical thinking using global perspectives and experiential learning. 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. Our students attain bilingualism in a natural process through everyday conversation and content instruction. We are committed to providing relevant instruction pushing our students to be critical thinkers and change makers in an ever-changing world.

The Dual Language Coordinator is a new leadership position for the 2021-2022 school year. The Dual Language Coordinator will lead data driven professional development and program coordination providing a wide array of student supports that extend beyond the general education classroom. The Dual Language Coordinator will report to the Head of School.

RESPONSIBILITIES AND DUTIES

● Facilitates classroom observations and co-teaching

● Tracks data for students in the dual language program to identify trends and needs for professional development

● Informs teachers of available professional development opportunities

● Provides training in dual language instruction

● Organizes monthly professional development for teachers in dual language program

● Coordinates initial student assessment and placement in dual language program

● Develop and Maintain Dual Language School Handbook

● Assist in identification of high quality instructional materials

● Promote the program in educational forums

● Engage community regarding program implementation and activities

● Evaluate the dual language program

● Organizes parent meetings related to dual language program

● Provides information for parents and community related to dual language instruction

● Addresses parent questions and concerns

● Promotes high expectations for all staff and students students

● Must exhibit a high degree of professionalism

QUALIFICATIONS AND SKILLS

● Minimum five years dual language leadership experience, three years as lead teacher, administrative experience as professional development coordinator/facilitator

● Must possess the appropriate teaching license with an ESL and/or bilingual endorsement in the grade level being taught.

● Skill in the application of contemporary principles and practices of teaching, good oral and written communication skills, good interpersonal skills, skill in exercising sound and professional judgment.

● Enjoys collaborative work environment

● Enjoys problem solving

● Effective oral and written communication skills

● Native Spanish speakers and bilingual candidates preferred

 

BENEFITS

Competitive medical, dental, vision, retirement and life insurance package.

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Teacher Leadership Coach: IPS Innovation Teacher Collaborative (Part-time)

Posted by | January 26, 2021 |

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.

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Newsroom Visuals Coordinator

Posted by | December 3, 2020 |

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

The newsroom visuals coordinator collaborates daily with reporters, editors, data journalists, and bureau chiefs across Chalkbeat to make sure our stories are accompanied by the best photos and visual treatments. While this is not a photographer role, if you have photography skills there is an opportunity to take photos occasionally.

We’re looking for a flexible, self-directed person who enjoys interacting with people and finds fulfillment in sweating the smallest details. You must thrive in a fast-paced environment. You will report to Chalkbeat’s Managing Editor for Style and Standards.

 

Your impact as the visual coordinator:

  • Enhance the visual presentation of Chalkbeat’s journalism by maintaining our photo database, building our photo library, and uploading freelance and partnership photos.
  • Manage the daily process of selecting and acquiring photos and/or other visuals for stories and track which photos are used. 
  • Ensure that our published photos reflect the communities that we report for.
  • Maintain our asset manager. Fix errors or omissions in metadata and oversee best practices.
  • Refine and maintain our guidelines for workflow, stock photography, indexing, partnerships, and editorial and ethical standards for visuals. 
  • Work closely with the operations team to manage and oversee our Getty Images accounts, freelance photography relationships, and photo partnerships with other newsrooms.
  • Train and coach reporters on incorporating photojournalism best practices into newsgathering and story field production.
  • Work with our data team to create and organize a searchable database of past graphics and data sets.

 

What background and skills do you have?

  • You are highly organized, comfortable working with databases, and thrive on bringing order to chaos.
  • You have strong time management skills and are adept at prioritizing and multitasking while maintaining an attention to detail.
  • You have a basic understanding of photography and strong understanding of post-production workflows including metadata tagging, the Adobe Creative Suite, and storytelling. 
  • You are an avid news consumer.
  • You are comfortable working remotely or with remote team members.
  • You enjoy working in a fast-paced environment with a variety of personalities.
  • You are a solid communicator who knows how to ask for help, empathize with teammates, and take ownership of your work.
  • You share Chalkbeat’s commitment to reflecting and including diverse people and perspectives in our content.

 

Bonus points if you’ve got:

  • Experience working in a newsroom.
  • Experience or familiarity with copyright law and contracts. 

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

We are working remotely for the foreseeable future, but our virtual newsroom features daily interaction, fun slack channels (#pets and #foodies), personal development sessions, and team exercise and meditation get-togethers.  This position can be done permanently remotely, or when it is safe for our offices to reopen, you’re welcome to join us in person in Chicago, Denver, Detroit, Indianapolis, Memphis, Newark, Philadelphia, Washington, D.C., or New York City.

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

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

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Director of Professional Learning

Posted by | November 19, 2020 |

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.

Comments Off on Head of School

Head of School

Posted by | November 11, 2020 |

Herron High School is seeking candidates for Head of School. The Head of School serves as the cultural and instructional leader by providing overall leadership to school operations and managing the processes through which teaching is conducted, administered, and evaluated. The Head of School is a member of the Executive Leadership team and reports the Vice President, Academics.

Primary job responsibilities include:

  • Ensure all teachers are fully trained on school philosophies, methodologies, and systems.
  • Develop systems for instructional interventions that contribute to a productive, academic environment.
  • Provide both non-evaluative and evaluative data and continuous feedback about teacher performance, consistency, and accountability.
  • Establish academic data accountability systems to ensure appropriate and timely supports are implemented for students performing below standard level.
  • Ensure appropriate systems are implemented to address the achievement gap for underperforming populations.
  • Ensure students and teachers are prepared for all standardized and local testing.
  • Supervise discipline, academic advisors, school operations/safety, parent communication, community engagement/enrollment, and budget management of the school.
  • Ensure adequate supervision of student activities is implemented on a daily basis.

Job Requirements:

  • Building Administrator License required
  • Minimum of 3 years of successful building level administrative experience required
  • Experience leading groups and working in teams to achieve academic success
  • Strong organizational skills and the ability to manage multiple tasks and changing priorities
  • Experience in a culturally diverse school is preferred.

Herron High School offers a world-class, classical, liberal arts and sciences curriculum in the heart of Indianapolis. In its 15th year, Herron High School, is an award-winning, intentionally-diverse, public charter school of 950 students. Herron High School was founded on the belief that a classical, liberal arts education is the best preparation for a future life of leadership and service.

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Administrative Assistant

Posted by | October 13, 2020 |

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.

Comments Off on Regional Director – Student Parent Specialist

Regional Director – Student Parent Specialist

Posted by | October 1, 2020 |

The Indiana GEAR UP Regional Director – Student & Parent Specialist will work as part of a team spread across the state of Indiana.  This person will primarily focus on student and parent engagement, education, and program participation.  The ideal candidate must be passionate and committed to the mission of Indiana GEAR UP:  the goal of Indiana GEAR UP is to prepare and empower students and their families for college and careers by providing a combination of in-school and out-of-school academic support and enrichment opportunities.  Additionally, the ideal candidate will have a proven track record working in and with diverse populations. This person will work under the direct supervision of the Executive Director and will work with GEAR UP leadership.  This position is a newly created position and responsibilities could change and shift based on the candidate’s skills and grant needs.  Duties and responsibilities include:

  • Design and create engaging curriculum in-person and virtually appropriate for students grades 7-12 and parents
  • Support Students and Parents College and Career Readiness
  • Cultivate and Develop Student Leaders at All 11 GEAR UP Partner Schools (including student projects, virtual and in-person)
  • Chaperoning student leader attendance to National GEAR UP conferences
  • Develop and deliver virtual and in-person student programming that connects to Key Performance Indicators
  • Disseminate materials to school-based staff to reach Key Performance Indicators
  • Learn, adapt, and become fluent in multiple school cultures
  • Seek resources when appropriate to reach all student and parent audiences
  • Develop and maintain student and parent contact information database
  • Create and maintain a student of the month program
  • Travel to each school approximately once per month (11 schools across Indiana), will likely involve evening and weekend work

REQUIRED:

  • Bachelor’s degree
  • Licensed teacher in the state of Indiana
  • Three or more years of experience
  • Knowledge and applied experience related to diversity, equity, and inclusion in education
  • Experience managing and scaling programs
  • Ability to connect and relate content with STEM initiatives
  • Ability to work toward intended outcomes while working in a team environment
  • Excellent written and verbal communication skills
  • Problem-solving skills and attention to detail
  • Able to drive onsite to school locations

PREFERRED:

  • Master’s degree
  • Experience in K-12 education working both in the school system as well as outside of the school system and/or in writing curriculum for Social-Emotional Learning Development

ADDITIONAL INFORMATION:

  • Purdue will not sponsor work authorization for this position
  • Occasional nights and weekends may be required for this position
  • FLSA:  Exempt (Not Eligible for Overtime)
  • Retirement:  Defined Contribution Waiting Period
  • Purdue University is an EOE/AA employer.  All individuals, including minorities, women, individuals with disabilities and veterans are encouraged to apply.

 

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Administrative Assistant

Posted by | September 22, 2020 |

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.

Comments Off on Indianapolis Reporter

Indianapolis Reporter

Posted by | July 30, 2020 |

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

As a hub for educational change, Indiana is bursting with important stories to tell. Because of the extensive choice landscape, public education branches into many different schools, which compete for students and resources. Indianapolis Public Schools is undergoing a dramatic transformation that is redefining the role of a traditional public school district. Teacher pay has grabbed the spotlight as a significant policy issue, and the governor has recently seized more power in education after years of heated political battles. All of that sets a backdrop as schools face unprecedented challenges in how to continue teaching students through the coronavirus pandemic.

We’re looking for a reporter who can hit the ground running on a beat. We want you to break news, pitch smart ideas, and execute both quick-turn daily stories and long-term enterprise work.

This reporter will cover education at the state level, translating how high-level decisions affect educators, families, and communities. Your reporting will examine how decisions about what and how to teach play out in the classroom, and how the state holds schools, students, and teachers accountable. You will explain how Indiana’s education policies and politics fit into national contexts. You will shed light on the state’s educational inequities, 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 a good story can wield.
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!)

Experience reporting on public policy issues and/or education. (We’re open to hiring veteran reporters and up-and-coming journalists alike.)
A passion for education and the future of Indiana and its children.
Specific knowledge about education issues and the state of Indiana are strong pluses, but not required.
Experience in data journalism and visual production is a plus.
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.

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 eight locations and growing, we seek to provide deep local coverage of education policy and practice that informs decisions and actions, leading to better schools. Read more about our mission and values.

We are dedicated to improving our newsroom, in part by better reflecting the people we cover. (Here is a breakdown of our staff.) We are committed to diversity and building an inclusive environment for people of all backgrounds and ages. And we are taking steps to meet that commitment. We especially encourage members of traditionally underrepresented communities to apply, including women, people of color, LGBTQ people, and people with disabilities.

Comments Off on Executive Director of Finance

Executive Director of Finance

Posted by | June 9, 2020 |

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.

 

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Elementary Education Teacher

Posted by | May 6, 2020 |

SANKOFA MISSION

 

The mission of Sankofa School of Success, Inc. is to create an environment that is safe, nurturing and seeks to meet students’ academic, social and emotional needs using neuroscience, mindfulness, and rigorous education.

 

JOB DESCRIPTION

 

Title                  Elementary Teacher

Job Type         Certified – Elementary K-6

 

 

SUMMARY OF ESSENTIAL JOB FUNCTIONS:

 

Teaches elementary school students academic, social and motor skills in the public school setting. Teachers will have excellent organization and communication skills, as well as possess the philosophy that all students can build intellective capacity to become independent learners, critical thinkers, and problem solvers.

 

QUALIFICATIONS:

 

EDUCATION: Bachelor’s Degree required, Master’s Degree preferred LICENSE: Must hold a valid Indiana State Teacher’s License in Elementary Education (K-6). Must be deemed Highly Qualified in accordance with the Indiana Department of Education EXPERIENCE: Required experience includes: 1) Must have excellent organization and communication skills while being flexible; 2) Possess no excuses philosophy; 3) Good management skills; 4) Must be able to adapt material; 5) Work cooperatively and effectively with other professional staff; 6) Must have a working knowledge of the five (5) areas of reading, balanced literacy, state standards, general education curriculum, and IPS curriculum/instruction framework.

 

ESSENTIAL DUTIES AND RESPONSIBILITIEs:

 

Job Type Description

 

Demonstrate a high level of effectiveness. •Have the courage and desire to establish community partnerships. •Must be willing to collaborate with administration, the Special Education Department, and all staff (during PLC Time, Staff Meeting, etc.) •Internalize and prepare rigorous, engaging lessons and other instructional materials to meet individual needs of all students. •Demonstrate use of scientifically-based research best practice instructional strategies. •Post assignments and input real-time data on Google Drive weekly, contact parents weekly, and arrange parent/teacher conferences each grading period. •Use a variety of instructional methods and materials. •Assessment/Data: 1) Administer frequent assessments to see what is working and what is not working; 2) Analyze Data: Evaluate student work and assessment data to make instructional adjustments (error pattern analysis), evaluate social growth, keep appropriate records, and prepare progress reports. •Encourage parent involvement in the educational process. •Seek and use community resources to enhance the instructional program. •Maintains control that is conducive to safety in the classroom and on the playground. •Resolves problems in a timely manner using reason even with emotional topics focusing on solving conflict, not placing blame. •Participate in all staff and curriculum development workshops and professional reading groups, sometimes held during the summer and/or outside of the regular instructional day. •Responds promptly to customer needs and solicits feedback to improve service.

 

Perform other duties as assigned.

 

SUPERVISORY RESPONSIBILITIES: None.

 

LANGUAGE SKILLS: Ability to read and comprehend simple instructions, short correspondence, and memos. Ability to effectively present information in one-on- one, small group, and large group situations.

MATHEMATICAL SKILLS: Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to compute rate, ratio, and percent and to draw and interpret bar graphs.

 

REASONING ABILITY: Ability to apply common sense understanding to carry out detailed but written or oral instructions. Ability to deal with problems involving a few concrete variables in standardized situations.

 

CERTIFICATES, LICENSES, REGISTRATIONS: Must hold a valid Indiana State Teacher’s License in Elementary Education (K-6). Must be deemed Highly Qualified in accordance with the Indiana Department of Education

 

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

 

While performing the duties of this job, the employee is regularly required to sit and use hands to find, handle, or feel. The employee frequently is required to talk or hear. The employee is required to stand; walk; reach with hands and arms; climb or balance; and stoop, kneel, crouch, or crawl. The employee must frequently lift and/or move up to 20 pounds and occasionally lift and/or move up to 50

pounds. Specific vision abilities required by this job include close vision, depth perception, and ability to adjust focus.

 

WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. 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 occasionally exposed to wet and humid conditions and outside weather conditions. The noise level in the work environment is usually moderate.

 

DISCLAIMER:

 

The above job description is designed to denote the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications of employees assigned to this job.

 

 

Comments Off on Story Editor

Story Editor

Posted by | February 6, 2020 |

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.

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Child & Family Behavioral Health Therapist

Posted by | January 23, 2020 |

Position Summary

You will work within the South Bend Empowerment Zone schools and provide individual/group counseling for K – 8 students using validated therapeutic counseling models, provide instruction aligned to Indiana Standards for Health and Wellness, Responsive Classroom curriculum for K – 5 youth and Restorative Justice education and practices for middle school youth. Additionally, you will serve on schoolwide Behavior Support Teams to implement CRPBIS protocols, working collaboratively with parents to identify/mitigate risky behaviors, and respond to needs of students, staff and families during crisis incidents.

 

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” approach for their staffs (SCHOOL LEADERSHIP);
• Ensure that school physical environments communicate value and care, staff are living into the “warm demander” approach, de-privatizing instructional practice and shifting to 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 passionate and committed to the success of all South Bend students and have a track record of raising the academic achievement of children of color and children living in poverty.
• You are skilled at developing trust (high credibility, high reliability, high intimacy, low self-orientation) amongst a variety of stakeholders and rallying them around a student-centered vision
• You identify as a servant leader and people who have worked for 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 have excellent communication skills and thrive in a fast-paced, complex, and ambiguous environment.
• You understand the complexity and urgency of developing and executing strong strategy to contribute to the success of a dynamic team and ensuring strong academic and social/emotional outcomes for children of color and children living in poverty.
• You are relentlessly focused on results, committed to continual improvement, and have a strong sense of ownership over outcomes connected to your work.
• While you are skilled at advocating for what you believe is right and for your interests for your school, you have the ability to align your school’s transformation strategy to the Zone’s transformation strategy.
• You are skilled at taking a vision and executing on it
• You have a Master’s Degree in Social Work and an active Licensed Clinical Social Work or or will obtain an Indiana Clinical License and you are certified in First Aid and CPR. Possessed valid IN Drivers license.
• You have at least one year experience with elementary and middle school age children and families.

 

What You’ll Do

You will work within the South Bend Empowerment Zone schools and provide individual/group counseling for K – 8 students using validated therapeutic counseling models, provide instruction aligned to Indiana Standards for Health and Wellness, Responsive Classroom curriculum for K – 5 youth and Restorative Justice education and practices for middle school youth. Additionally, you will serve on schoolwide Behavior Support Teams to implement CRPBIS protocols, working collaboratively with parents to identify / mitigate risky behaviors, and respond to needs of students, staff and families during crisis incidents. Major responsibilities of the role include, but are not limited to:

 

Clinical Interventions for Students and Families
1. Provide one-on-one and group counseling to students referred for supplementary support from teachers and administrators.
2. Provide the following services to children and families including classroom, play based intervention, conducting classroom and face-to-face assessments; creating collaborative education and success plans; linking families with community resources; establishing diagnoses as necessary.
3. Apply developmentally appropriate therapeutic interventions, advanced psychosocial theory and methods to individuals, families, and staff with appropriate regard for the complexity of given problems.
4. Responsibilities encompass the provision of advanced evaluative, preventive, therapeutic, restorative and personal care services to assist in meeting the complex needs of children and their families, thus enabling them to better utilize internal and external resources in order to achieve their optimal level of change/well-being.
5. Remain current with best practices, industry trends and provides internal and external direction within South Bend Empowerment Zone and with local, regional, state and federal agencies and stakeholders.

 

Case Coordination and Case Management
1. Fill out and maintain client-related paperwork, including federal- and state-mandated forms, client diagnostic records, and progress notes.
2. Work collaboratively with the School Social Worker to provide referrals to appropriate mental health, social services or substance abuse treatment providers.
3. Develop and implement treatment plans based on clinical experience, knowledge, and best practices.
4. Increase capacity of partner schools to provide counseling and social skills programming.

 

Promote Systems of Support for Students and Families
1. Work with partners to implement Responsive Classroom and Restorative Justice in elementary and middle grade levels, K-8.
2. Facilitate school implementation of CRPBIS strategies, K – 8, to reduce disciplinary referrals and encourage positive behaviors in children.
3. Complete train-the-trainer modules to provide professional development to district teachers and staff.
4. Collaborate with all Empowerment Zone schools to integrate counseling activities with other student/family support programs and prevention initiatives.
5. Administer student and adult surveys to monitor progress of PRIDE2 program components and achievement of outcomes.
6. Provide feedback to school personnel based on classroom observation.
7. Training and coaching school-based staff on trauma-informed practices/approaches with a focus on providing actionable, concrete feedback (using an early adopter model in the spring and scaling to all in school year 2021)
8. Communicating and engaging with the broader school community in an effective, proactive, timely, and inspiring manner

 

Cultural Leadership
1. Supporting and monitoring the cultivation of a safe and orderly school environment that is conducive to teaching and learning across all Empowerment Zone schools
2. Supporting and monitoring a student-centered environment that supports growth, learning, and development and ensures high expectations and high relationship with students across all Empowerment Zone schools
3. Cultivating family and community engagement in service of improving student academic, social, and emotional development across all Empowerment Zone schools
4. Supporting student leadership initiatives across the Empowerment Zone

 

Ownership of Outcomes
1. Demonstrating a high “locus of control” and when seeing/experiencing a challenge, you develop solutions and strategies to overcome
2. Demonstrating a clear “ownership of outcomes” of the Empowerment Zone and engaging in relentless pursuit of strong outcomes for students
3. Demonstrating a strong learning orientation and a disposition to receiving and acting upon feedback

 

THE SOUTH BEND EMPOWERMENT ZONE IS AN
EQUAL OPPORTUNITY/AFFIRMATIVE ACTION EMPLOYER

Reports to: Director of Systems and School Supports, South Bend Empowerment Zone
Start Date: Immediately
Location: South Bend, IN
Compensation: $45,000-$55,000/annually, depending on prior experience/skill + generous benefits package.

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Director of Operations and Special Projects

Posted by | January 22, 2020 |

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

 

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President

Posted by | January 21, 2020 |

President:

Providence Cristo Rey High School, a Roman Catholic, coeducational secondary school located in Indianapolis, Indiana, is currently accepting applications for the position of president. The school is located west of downtown Indianapolis at 75 N. Belleview Place. Providence Cristo Rey High School is sponsored by Sisters of Providence of Saint-Mary-of-the-Woods and is a member of the Cristo Rey Network, a national association of high schools providing rigorous college-preparatory education to urban young people with economic need.

The school utilizes a longer school day and year, academic assistance, and counseling to prepare students with a broad range of academic abilities for college. All students participate in a work-study program that substantially underwrites the cost of tuition, provides practical employment experience, and channels their formal education into immediate workplace application.  Significant additional funding is achieved through the Indiana private school voucher and school scholarship tax credit programs. Providence Cristo Rey celebrated its 10th anniversary in 2017 and to date, 100% of our graduates have been accepted to college. 

Reporting directly to the Board of Directors, the President will be a dynamic leader committed to the mission of Catholic education and the Cristo Rey model. The President will be expected to demonstrate a record of executive and fiscal management, along with the achievement of strategic and operational goals. The ideal candidate is a visionary leader who can effectively articulate the school’s mission to its various constituencies.

Preference will be given to candidates with a mission orientation that incorporates Catholic education and values and Cristo Rey ideals with a strategic vision for the development of all aspects of the school and students—mission, academics, work-study, finance, operations, admissions, and advancement.

 Key areas of focus include advancement, corporate partnerships and strategic planning. Expected start date is June 1, 2020 or earlier. A competitive salary and benefits package are offered. Job description is available at www.cristoreyindy.org. 

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Teacher Leadership Coach

Posted by | December 6, 2019 |

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.

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Social Media Strategist

Posted by | October 18, 2019 |

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

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

Who are you?

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

What background and skills do you have?

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

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

What will you be responsible for?

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

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

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

About Chalkbeat:

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

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Chalkbeat 2020 Reporting Internships

Posted by | October 8, 2019 |

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.

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Graphic Designer/Project Manager

Posted by | September 20, 2019 |

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

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

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

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

What background and skills do you have?

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

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

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

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

About Chalkbeat:

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

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Managing Editor for Style and Standards

Posted by | May 16, 2019 |

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.

Comments Off on Indiana Reporter

Indiana Reporter

Posted by | May 16, 2019 |

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

As a hub for educational change, Indiana is bursting with important stories to tell. Because of the extensive choice landscape, public education branches into many different schools, which compete for students and resources. Indianapolis Public Schools is undergoing a dramatic transformation that is redefining the role of a traditional public school district, and the district is currently searching for its next superintendent. Over the past two years, Chalkbeat has also been investigating the fast-growing, poor-performing virtual charter school sector.

We’re looking for a reporter who can hit the ground running on a beat. We want you to break news, pitch smart ideas, and execute both quick-turn daily stories and long-term enterprise work.

This reporter will cover education at the state level, translating how high-level decisions affect educators, families, and communities. Your reporting will examine how decisions about what and how to teach play out in the classroom, and how the state holds schools, students, and teachers accountable. You will explain how Indiana’s education policies and politics fit into national contexts. You will shed light on the state’s educational inequities, 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 a good story can wield.
  • 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!)

  • Experience reporting on public policy issues and/or education. (We’re open to hiring veteran reporters and up-and-coming journalists alike.)
  • A passion for education and the future of Indiana and its children.
  • Specific knowledge about education issues and the state of Indiana are strong pluses, but not required.
  • Experience in data journalism and visual production is a plus.
  • Ability to report in a language other than English is a plus.

The position will be based at our Indianapolis office and report to our Indiana bureau chief.

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.

Comments Off on Chief, South Bend Empowerment Zone

Chief, South Bend Empowerment Zone

Posted by | May 14, 2019 |

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.

Comments Off on Director of Academic Affairs- MBEZ

Director of Academic Affairs- MBEZ

Posted by | April 27, 2019 |

 

 
Director of Academic Affairs- MBEZ  
 
The Edna Martin Christian Center (EMCC) was established as the East Side Christian Center in 1941. In 1946 
the Center became a home mission of the American Baptist Churches, USA. As a result of this affiliation, the 
services and programs of the center expanded to include social services to strengthen families in the 
neighborhood. EMCC is actively seeking a Director of Academic Affairs for the ​Martindale-Brighwood 
Education Zone (MBEZ). This individual will serve as the primary liaison between the MBEZ and the greater 
community, and as the public “face” of the initiative.  
 
BACKGROUND:  
 
The MBEZ is set to launch in 2019. MBEZ is one of the 7 initiatives from the Martindale-Brightwood 
Community Plan. It seeks to connect families to the resources needed to ensure their children are born healthy 
and meet developmental milestones; access high-quality childcare; are kindergarten ready; achieve 
academically; and are prepared for college and careers. To do this, we continue our work to stabilize families 
through supports offered through Center for Working Families (CWF) , social services, CETA and other great 
head of household services in house and in our community. More than 40 organizations are now MBEZ partners 
with the list of partners growing to meet the needs of families. 
 
 
PURPOSE:  
 
The Director serves as the Chief Executive Officer MBEZ and has overall responsibility for the educational 
advancement of the community. The position is designed to improve the connectivity, vitality and attractiveness 
of the Martindale-Brightwood neighborhood; actively engage neighborhood residents in educational enrichment 
and community change; and provide opportunities for young people and adults alike with increased access to 
educational opportunities and services. 
 
The Director provides leadership and oversight for all aspects of the initiative, including academics, finance, 
healthcare, career training and other key areas. School leaders, health care professionals, clergy, and several 
other stakeholders will convene with the Director to measure effectiveness and service delivery. The Director 
works closely with community partners to ensure that the strategic direction and policies of the MBEZ are 
aligned with its mission. The Director reports to the President and Board of Directors in establishing policies to 
guide the initiative. As the Chief Executive Officer, the Director has principal responsibility for the planning, 
development, implementation, assessment, and improvement of all programs and policies.  
 
 
RESPONSIBILITIES: 
 
Serve as a compelling spokesperson for high quality education within the Martindale-Brightwood 
community and greater Indianapolis 
Be the chief advocate and leader of the community’s mission 
Address and meet the challenges facing education while enhancing offerings and accessibility for 
residents of Martindale-Brightwood 
Lead efforts to enhance and implement the strategic plan 
Cultivate a cohesive steering committee 
Assist in creating partnerships between families, residents, neighborhood-based organizations, 
faith-based organizations, city/state government, health and human service providers, community 
development corporations, job training, and educational institutions, housing, local businesses and other 
community assets 
Oversee the gathering and distribution of data and provide access to information for the benefit of 
residents, groups, organizations and institutions 
Preside over neighborhood meetings specific to educational advancements as related to quality of life 
planning 
Engage in neighborhood events for outreach and public relations of MBEZ 
Identify and pursue fundraising opportunities to enhance MBEZ initiatives  
Other duties as assigned

QUALIFICATIONS:

  • Minimum of a Masters Degree in Education or related field from an accredited institution required
  • Ed Specialist degree or valid Indiana Administrator License Preferred
  • Familiarity and experience working with the Martindale-Brightwood community
  • Ability to satisfy pre-employment screenings
Comments Off on All positions needed K-12

All positions needed K-12

Posted by | April 23, 2019 |

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.

Comments Off on High School English Language Arts Teacher

High School English Language Arts Teacher

Posted by | April 23, 2019 |

21st Century Charter School is looking for an energetic highly qualified person to teach English Language Arts to grades 6 and 9.  Candidates must show evidence of academic success. Salary is highly competitive

About Us:
21st 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 21st 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.

 

Job Summary:

Position is responsible for creating a classroom environment that develops in each student skills of listening, speaking, reading, and writing that is fundamental to effective communication and literate citizenship; that develops appreciation of good literature of all types; that motivates students to read widely for information and recreation; that develops standards for critical judgment of written and oral communications; and that discovers and develops special talents of students in the field of English to prepare each student to meet the Indiana Statewide Testing for Educational Progress-Plus (ISTEP .)

Licenses: 

Valid Indiana Teacher’s License in English or Language Arts. 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 area of Language Arts 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
Comments Off on Secondary Math Teacher

Secondary Math Teacher

Posted by | April 23, 2019 |

About Us:
21st 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 21st 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.

 

21st 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
Comments Off on Certified High School Science Teacher – Grades 9-12

Certified High School Science Teacher – Grades 9-12

Posted by | April 22, 2019 |

About Us:
21st 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 21st 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.

 

REQUIRED QUALIFICATIONS:

  •  A bachelor’s degree or higher or at least 24 credit hours in the content area
  • Valid Teaching License for Grades 9-12
  • Demonstrates strong writing skills as evidenced by a written response included with Application, answering the following questions:

Describe one experience where you made a significant difference in a student’s academic achievement.

Describe a time in which you have used student data to drive greater levels of student achievement.

Describe one way you have successfully integrated technology into your classroom.

Strong technical skills, particularly in integrating technology in the classroom to drive academic achievement

Demonstrated volunteer or community service.

 At least one (or more) of the following:

  • National Board Certification
  • TAP Experience (sign on bonus for TAP certification)
  • Core Knowledge Experience
  • Experience with Blended Learning
  • At least two years of successful teaching in an urban environment

 

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 area of Science 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 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
Comments Off on Principal – High School

Principal – High School

Posted by | March 27, 2019 |

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

Comments Off on Principal – Middle School

Principal – Middle School

Posted by | March 27, 2019 |

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 – Middle School
SALARY: $83,000 – $87,000.00
REPORTS TO: Emergency Manager
PURPOSE STATEMENT
To use transformational leadership, supervisory and administrative skills to create a nurturing
school climate that promotes student engagement and promotes academic performance.
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.
• Administers and coordinates curriculum and instruction for the assigned school.
• Monitors student progress and uses data and research to assist with improving student
achievement.
• Prepares and conducts staff development activities that are staff embedded.
• 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 according to local and state
guidelines.
• Collaborates with staff to address the needs of adolescents through instruction, support
and research-based learning opportunities.
• Makes recommendations concerning the school’s administration and instruction.
• Prepares and administers the school budget and supervises school finances.
• Prepares or supervises the preparation of reports and records as required at the local
and state levels.
• 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.
• Maintains active relationships with students and parents.
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 strategies.
• Initiating curriculum programs which would include middle level exploratory concepts.
• Effective instructional strategies for students of varied abilities.
Ability to:
• Develop leadership among the teaching staff
• Manage the school’s educational and extra-curricular programs, activities and
operations.
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 at the secondary level. Experience at the
secondary level preferred. Document skills in leading highly productive teams through
complex situations.
CERTIFICATION
Possess or be eligible for Indiana Certification for Secondary Administration/Supervision.
Required Testing: Drug Test
Clearances: Fingerprinting/Background Check

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

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Principal – Elementary School

Posted by | March 27, 2019 |

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

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Elementary Principal

Posted by | March 19, 2019 |

Elementary Principal Job Opportunity

 

A growing independent K-8 elementary school, in the Indianapolis region, is seeking applicants for the position of Principal.   The ideal applicant will have a strong focus on intellectual and academic development.

 

As part of a local and international network of schools, there is tremendous opportunity to grow professionally.  We seek highly motivated applicants, who can inspire teachers and build deep, meaningful relationships with families.  

The position offers a highly competitive salary and an extensive benefits package.  

 

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Senior Instructional Fellow, Relay Indianapolis

Posted by | March 5, 2019 |

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.

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Teacher Education Accreditation Manager

Posted by | January 18, 2019 |

College of Education: The Manager of Teacher Education Accreditation manages overall assessment, reporting and continuous improvement for Teacher Education accreditation, with specific attention to the preparation and maintenance of national and state accreditation processes and procedures (e.g., CAEP), including continuous improvement procedures for teacher education at Purdue University in West Lafayette, Indiana.

Manage accreditation-related assessments for licensure programs, including, design and implementation of the quality assurance system for Purdue Teacher Education, nationally standardized assessment and reporting processes for continuous improvement, validity and reliability, e.g., edTPA, CPAST, and, key assessments and reporting processes adopted by individual programs, for areas including candidate recruitment and selectivity, content and pedagogical content knowledge, planning and assessing instruction, clinical experiences, among others. Manage unit accreditation reporting and visits, including, all aspects of national and state accreditation reporting, writing unit and program level self-study reports, and any related follow-up reports, state and national visits and facilitate the organization of data for use in accreditation and state approval processes, and, coordinate annual reporting to national and state accrediting bodies, such as the Council for the Accreditation of Educator Preparation (CAEP) and the state of Indiana. Manage accreditation reporting tools, requiring collaboration with the Director of Strategic Assessment and Director of Information Technology to coordinate the design and implementation of data and document collection, management, and usage. Manage teacher education continuous improvement, including accreditation and continuous improvement initiatives for assessment and reporting for state and national accrediting bodies. Maintain and strengthen a culture of assessment by routinely reviewing assessments and reports to determine necessary adjustments to existing curricula, assessments, data sources and activities, and if any new initiatives should be developed. Represent Purdue’s Teacher Education programs at relevant accreditation conferences and meetings, and consistently communicate accreditation status and progress to relevant internal and external stakeholders. Provide training to those involved in accreditation activities, including the development and evaluation of key assessments, data collection, analysis, and interpretation.

Qualifications: Candidates should have at least a Master’s degree in a relevant area (PhD preferred) and three to five years of direct experience with teacher education accreditation, including a deep knowledge of accreditation standards, procedures, processes, the ability to handle complex tasks, as well as strong skills in collaboration and communication with multiple stakeholders. Strong leadership ability and collaborative experience, knowledgeable about teacher education issues, including assessment, accreditation, academic program review and continuous improvement. Proficient written and verbal communication skills, excellent organizational skills with attention to detail, ability to develop, implement, and utilize information systems, integrate and utilize technology systems, ability to coordinate multi-level business functions.

Applicants should submit a cover letter, resume, and a list of three references through this link. Direct any inquiries to Kathryn Obenchain at kobench@purdue.edu. Application screening will begin January 28, 2019, and continue until the position is filled. This is a 12-month, full-time, professional position. Salary is commensurate with qualifications and experience.

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Director of Instructional Support

Posted by | December 12, 2018 |

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

System Support

•Support a portfolio of schools and charter systems to improve instruction in core academic subjects and support student growth

•Lead system instructional reviews to diagnose needs and develop a comprehensive sense of partners’ approaches, assets and needs

•Work closely with partners to develop actions plans in line with their values and resources to support instructional improvement

•Build relationships with school and system leaders to support implementation of action plans and adjust course where needed

•Connect partners to resources, information and research from within the network and across the sector to help schools and systems solve targeted instructional challenges.

•Serve as the primary point of contact to answer partners’ questions and help locate key resources and information

Management

•Manage a team to provide content-specific support to partners, including supporting assignment and staff growth

•Manage partner contracts and deliverables to achieve school-level goals based on instruction and student achievement

Training

•Plan cross-system support opportunities targeting common instructional challenges across the partner network, including:

•Planning and facilitating classroom visits and meetings for instructional leaders

•Researching and writing case studies of particular examples of instructional improvement

•Identify common instructional challenges across systems and propose, design and execute new services to target common challenges

•Facilitate adult learning experiences for school and system leaders both within and across systems

Candidate Qualifications and Traits:

•8+ years of educational experience and 3+ years of system-level instructional leadership

•Experience leading instructional improvement for a school, charter system and/or district, with a track record of improving student achievement

•Quick ability to understand the assets, needs and personalities of a school system in order to help develop plans that will work for their context

•Strong instructional instincts and experience across content domains; deep understanding of all content areas is not expected and Directors of Instructional Support will have content consultants they can call on – however, strong content knowledge is certainly valued

•Strong management skills and experience developing team members

•Great communication skills verbally and in writing, with an ability to develop quick rapport and build trust

•Detail orientation, organization and ability to keep multiple projects moving forward concurrently

•Data driven orientation and a commitment to whatever works best rather than attachment to pet theories or particular ideologies

•Versatility and a total learner mentality: comfort learning about new content areas and approaches to work

•Able to travel to schools and systems in Indianapolis weekly, to Nashville quarterly, to team meetings (location TBD) bi-annually, and nationally as needed

•Travel often includes early morning departures and/or overnight stays. A flexible schedule Monday through Friday is required. Instruction Partners covers all travel expenses.

Compensation:

Starting salary for this role is $90,000-$105,000, depending on experience. Detailed information about the organizational compensation philosophy is available upon application. Instruction Partners offers flexible work hours and location. Competitive benefits and private retirement investment options are available, as well as a generous vacation policy.

Application Process:

Please submit the application components, including a cover letter, through the online application system. The process will include a work exercise as well as multiple interviews with members of the Instruction Partners Team.

Timeline:

We expect to make decisions and offers to qualified candidates in the first quarter  with an expected start date in early 2019.

Instruction Partners provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability or genetics. In addition to federal law requirements, Instruction Partners complies with applicable state and local laws governing nondiscrimination in employment in every location in which the company has facilities. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training.

Who We Are:

At Instruction Partners, we are a team of educators obsessed with instructional excellence. We dig deep into the often overlooked practical actions that power progress to learn what works, and translate it into support for schools and educators. We believe we can get better faster, together, and make every classroom a place of great learning that prepares students for successful, rewarding lives.

What We Do:

We work shoulder to shoulder with schools and educators to improve the quality of instruction in core academics. We don’t offer one-size-fits-all solutions or push particular programs. Instead, we get into classrooms together and work through a collaborative process, with a singular focus of improving student outcomes. We work in two ways: we partner with schools and districts to support academic growth, and we provide deep-dive professional development for educators.

Our Core Values:

We are optimists: We believe that every student can succeed and that educators, with the right supports, can lead them to success. We aren’t scared of challenges, but have the courage and sense of possibility to overcome obstacles while holding high expectations and maintaining a sense of possibility for students, educators, and ourselves.

We are learners: We know there are always ways to improve. We believe our long-term success is a result of how well we learn. We seek to understand the best of what is known, we reflect on successes and challenges and we always look for ways we can grow.

We are big-hearted: We care deeply about each other and our work, and we know we can accomplish more together than alone. At all times, we communicate with kindness and empathy. We value diverse perspectives and honor individuality. We operate with no egos.

We are relentless: We pursue excellence by setting ambitious goals, working hard to overcome obstacles and boldly trying new things to ensure each student learns at a high level.

We are practical: We believe support should be thoughtful by meeting people, schools, and districts where they are. We look for ways to work smart, focus on the most relevant impact, and reduce friction to make it easier to take action.

We are direct: We honor each other by being honest, even when it is difficult.  We are straightforward about what we know and what we do not. Our respectful directness allows us to align our relationships and conversations toward our shared goals.

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Music Teacher

Posted by | October 10, 2018 |

The position includes both band and choral elements. Applicants with MYP and/or DP experience preferred but not required.  Professional development opportunities will be made available for the right candidate lacking MYP/DP training and/or experience.  Bachelor/teacher qualification required.

We seek qualified applicants who are highly collaborative, effective communicators, have strong skills at building rapport with students, parents and colleagues and are solutions-oriented.

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School Leader/Principal

Posted by | October 3, 2018 |

Overview

Opportunity America is seeking an experienced educator to launch a new career-focused charter school in Indianapolis, Indiana.

The position is a unique and exciting opportunity for the right candidate to build a school from the ground up. Applicants should have knowledge and experience in the field of career education and a proven track record in meeting if not exceeding academic benchmarks.

The organization and the school

Opportunity America is a Washington, DC-based nonprofit promoting economic mobility – work, skills, careers, ownership and entrepreneurship for poor and working Americans. The organization’s principal activities are research, policy development and working to build consensus around policy proposals. Our primary area of interest is career education, secondary and postsecondary, and we have done extensive research on career-focused charter schools.

Once one of the most disparaged forms of education in the US, what used to be called vocational education, now renamed and reimagined as career and technical education, has emerged in the past decade as one of the most promising approaches to equipping students for the future. Many charter educators, traditionally focused on preparing disadvantaged students for a conventional academic path, have been slow to see the advantages of career education. But Opportunity America believes the flexibility of the charter model offers an ideal platform to launch a break-the-mold career-focused school.

Our ambitious goal: reinventing high school to produce not just students who are technically proficient and college- and career-ready, but the kind of employees employers in every industry say they want – flexible, adaptive, autonomous problem solvers who can change with the company as the economy changes, making the most of new technology and new ways of organizing the workplace. We aim to launch a school that will become a national model – proof of concept that can be replicated by educators and employers nationwide.

A vibrant, innovative city with a robust economy, Indianapolis is among the American jurisdictions most hospitable to charter startups. Several employers in the area have expressed interest in partnering with Opportunity America to launch a career-focused high school, and we anticipate a planning process in which school leader and employer sponsors work together closely over an extended period to develop curriculum, redesign the school day, plan a continuum of work-based learning and more. We are committed to the principle of diversity by design – a school that is racially, culturally and socioeconomically integrated.

Our promise to students: a rigorous STEM-focused academic course of study, state-of-the-art technical instruction, an intentional and robust focus on employability skills, an innovative and engaging day-to-day school experience, a series of opportunities for work-based learning – including in later grades, full-fledged internships for all students – a high school diploma, one or more industry-recognized credentials and some college exposure, including the opportunity to earn an associate degree.

Position

We are conducting a national search for a proven educator with substantial experience in a career-focused school and a proven track record for student achievement.

Essential attributes include a commitment to academic excellence, keen entrepreneurialism and determination to build a school that works for Indianapolis, meeting the needs of an Indianapolis neighborhood, Indianapolis employers and a broad range of Indianapolis students. The right candidate will be a proven innovator and self-starter eager to take on an array of tasks and responsibilities.

We anticipate a two-year planning and charter-application process. During this start-up phase, the school leader will be responsible for addressing a variety of academic and nonacademic challenges, including:

▪ Exploring the city of Indianapolis’ unique opportunities and barriers to establishing a first-class career-focused charter
▪ Developing a deep understanding of Indiana policies and regulations that pertain to secondary and postsecondary education
▪ Solidifying relationships with the school’s founding employer partners, establishing relationships with additional employer partners
▪ Establishing relationships with local community groups and institutions, building community support
▪ Establishing relationships with state and local education officials
▪ Establishing relationships with local colleges and universities
▪ Working with the school’s employer partners to plan a curriculum that embraces strong academics, work-based learning and industry-recognized skills certification
▪ Working with Opportunity America to establish an Indiana 501(c)(3) and build a board
▪ Working with Opportunity America to find and secure a suitable location for the school
▪ Applying for a charter with the Indianapolis Mayor’s Office of Education Engagement, overseeing the preparation of materials to be submitted, including a letter of intent, prospectus, full application and budget template
▪ Working with Opportunity America to secure funding, including state, local and federal support, as well as philanthropic grants
▪ Other duties as assigned

The chosen candidate will support Opportunity America as it applies for an Innovation School Fellowship with the Indianapolis nonprofit, The Mind Trust. Should our proposal be selected, the fellowship will provide for leadership development, executive coaching, assistance with essential tactical steps required to design and launch the school and an opportunity to learn from a cohort of exceptional fellows also working to build innovative charter schools.

Once a charter has been approved, the school leader will be responsible for:

▪ Cementing relationships with participating K-12, nonprofit, industry and college partners
▪ Finalizing curriculum that embraces strong academics, work-based learning and industry-recognized skills certification
▪ Recruiting students
▪ Recruiting passionate, effective teachers and school administrators
▪ Establishing goals and metrics for the school, including test scores, graduation rates, credentialing, internships, college and career placement and degree attainment
▪ Working with school staff to develop and implement strategies to achieve the school’s academic and career education goals
▪ Developing and implementing an annual budget, marshaling general fund, Perkins and capital funds to support school goals
▪ Identifying and pursuing opportunities to make use of external resources, optimizing the allocation of staff and resources
▪ Other duties as assigned

Qualifications

▪ Bachelor’s degree required, master’s degree preferred
▪ Minimum of three years of high school leadership experience as a principal or in another leadership role, preferably in a career education/early college setting
▪ Proven results that indicate student growth and achievement as measured by traditional academic metrics and career-education outcomes
▪ Evidence that the candidate has built and managed systems for observation and feedback of teachers and strong professional development of teachers
▪ An innovating, entrepreneurial personality
▪ A dedication to equity, diversity and inclusion as it relates to students, teachers, communities and governance
▪ An Indianapolis resident or someone willing to relocate to Indianapolis and make a long-term commitment to the city

Compensation

Two-year fellowship for planning and school start-up includes competitive six-figure salary and benefits.

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Digital Marketing Manager

Posted by | September 7, 2018 |

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

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

Who are you?

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

What background and skills do you have?

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

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

What will you be responsible for?

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

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

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

About Chalkbeat

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

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Designer/Developer

Posted by | September 5, 2018 |

Chalkbeat, the growing nonprofit news organization telling the story of education in America, seeks a designer/developer to join the product team.

Chalkbeat’s product team is predominantly responsible for our technology — the CMS, chalkbeat.org, analytics, and visual storytelling. But we’re also responsible for providing support for editorial and revenue initiatives that require product thinking, such as newsletters, investigative projects, and membership. That support comes in many forms and degrees, from envisioning strategy to tactical execution. As the designer/developer, you’ll have the opportunity to work on both large-scale product design — like our website and newsletters — and help us find innovative ways to create engaging storytelling. You will have a high degree of autonomy and trust in your expertise. This position will report to the Director of Product.

Who are you?

  • You have a proven track record of solving complex design challenges, and have an online portfolio to demonstrate your experience with real work examples.
  • You value user experience and have strong communication skills, deftly connecting design decisions to the organization’s goals.
  • You are highly organized and enthusiastic about building systems that are easy to scale and adapt to new features.
  • You are curious, seeking out new ideas and skills to continuously inform your work.
  • You are passionate about supporting a new journalism model and contributing to sustainable local news coverage with a focus on education.

What background and skills do you have?

  • A solid foundation in design thinking, user experience principles, and UI design
  • A background in visual design with an appreciation for the finer arts of typography, layouts, and spacing
  • 4+ years work experience, ideally in web design, UX/UI design, or frontend development
  • Fluency in HTML and modern CSS (including SCSS/SASS), and a working knowledge of modern JavaScript
  • An understanding of accessibility requirements and best practices
  • Experience or interest working remotely or with remote team members

We don’t expect you to check all of these boxes, and we also know you’ll bring interesting skills and experiences that we haven’t thought of. Whether you identify as a designer or a developer — or both — we want to hear from you. Don’t hesitate to apply and tell us about yourself.

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

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

About Chalkbeat

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

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Math Lead

Posted by | September 4, 2018 |

We seek to hire a full-time Math Lead to lead the effort to improve math instruction in partner schools and systems, to deliver support that leads to measurable change in instruction and to offer professional learning opportunities for teachers and leaders. We seek a self-motivated and detail-oriented educator with a strong background in mathematics and instructional coaching in grades K-12 as well as in developing and facilitating impactful adult learning experiences. Candidates should be passionate about improving instructional effectiveness and believe in the potential of students, teachers, and systems. The Math Lead reports to the Director of Instructional Support.

 

Responsibilities:

System Support

  • Accompany Directors of Instructional Support on school walkthroughs, use the Instructional Practices Guide (IPG) to observe and score math instruction, and give feedback on trends to system and school leaders and teachers
  • Conduct reviews and create reports on quality of assessments, curricula, pacing guides, scope and sequence guides, and other materials to inform system strategy for instructional improvement
  • Answer partners’ questions (directly and via Directors of Instructional Support) to support effective, informed decision-making
  • Supervise and train IPG specialists in the IPG Norming process during school walkthroughs
  • Work with partners’ math teams to support their instructional improvement cycle, including school visits, classroom observations, professional development, and content support
  • Assist with the build-out of curriculum implementation playbooks for systems

Content Development & Delivery

  • Develop content, such as model lessons, content exercises, and training session materials and PowerPoints
  • Lead professional development for teachers and leaders, and train content specialists to deliver training content
  • Support development of curriculum-specific transition and implementation plans and resources
  • Prepare materials for and lead the math portions of professional learning opportunities for teachers and leaders
  • Prepare materials for and lead sessions during topical meetings, quarterly network meetings, and other events as needed

Team Coordination

  • Train and manage part-time math content specialists to assist on content development and delivery

 

Candidate Qualifications and Traits:

  • Commitment to excellent daily instruction for all students
  • 3+ years of experience as a math teacher and 3+ years as an administrator or instructional coach, with a record of success achieving clearly-defined outcomes and improving student learning
  • Deep knowledge of math content and pedagogy in grades K-12
  • Deep understanding of the math standards, assessments, and instructional implications
  • Detail orientation, organization, and follow through
  • Very strong oral and written communication skills
  • Experience building positive relationships with diverse team members and stakeholders
  • Able to travel to schools in Indianapolis weekly and to team meetings (location TBD) bi-annually
    • Travel often includes early morning departures and/or overnight stays. A flexible schedule Monday through Friday is required. Instruction Partners covers all travel expenses.

 

Compensation:

Compensation is competitive with charter and nonprofit sector positions and is commensurate with experience. Detailed information about the organizational compensation philosophy is available upon application. Instruction Partners offers flexible work hours and location. Competitive benefits and private retirement investment options are available, as well as a generous vacation policy.

Location:

We are looking for candidates in Memphis and Indianapolis. Remote candidates who are able to travel will also be considered.

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Design Teacher

Posted by | August 17, 2018 |

Job Description

PPHS is seeking passionate, flexible, and optimistic teachers who will thrive in a dynamic environment.  Our teachers are personal learning coaches that help each student investigate what interests and drives them.  Fulfilling the role as a personal learning coach means encouraging students to demonstrate high levels of social responsibility, personal accountability, and independent thinking.  Thus, at PPHS, teachers are referred to as “coaches”. A PPHS coach embodies design-thinking by empathizing with students, parents, guardians, and co-workers. Coaches also prototype and iterate upon systems to best support student achievement.   Through this, our coaches help students discover their superpower and unique capabilities in order to prepare them for jobs that do not yet exist.

 

A Purdue Polytechnic Personal Learning Coach is a…

Collaborator

  • Successful working in a team environment
  • Skilled in motivating students
  • Able to relate to a diverse population
  • Desire to learn from multiple sources to grow professionally and personally

Communicator

  • Superior verbal and written communication skills
  • Knowledge of technology applications to enhance instruction and perform administrative tasks
  • Experience working with online learning is a plus
  • Dedication to building a rapport with student families and the surrounding community

Innovator

  • Adaptable to shifting priorities while attaining a positive learning environment
  • Able to think and act creatively
  • Passionate about shaking up the traditional curriculum status quo
  • Strategic in using multiple sources to plan and implement supports for exceptional student

 

In addition to the qualifications above, we are seeking someone with the following:

  • Current Teaching Certification in subject specialty, dual licensure preferred
  • Experience working with high school age students in a non-traditional setting highly preferred
  • Experience and dedication working with restorative practices
  • Able to gather and analyze data for informed decision making

 

Personal Learning Coach Duties

  • Create and support an outstanding experience for each student.
  • Analyze and interpret data (academic, personal growth, and 21st-century skills) and make necessary adjustments to ensure students are fully engaged and achieving to the best of their ability.
  • Mentor all students on academic, social, and emotional growth.
  • Assist in activities such as recruitment, enrollment, culture establishment, and curriculum development.
  • Reflect and promote PPHS core values at all times, including in serving as the school’s main point of contact between a student and their guardians.
  • Additional responsibilities as assigned

 

What Purdue Polytechnic High School offers:

As a coach at PPHS, you will have the opportunity to reinvent high school by analyzing the future of work, partnering with local organizations, and coaching students how to learn and problem solve. You will expose students to different career pathways, work-based learning opportunities, and internships to help them better prepare for their future. You will have a dedicated and mission-driven team for continuous collaboration. Finally, you will have dedicated instructional coaching and support to help you grow professionally.  

 

Additional Information

  • Purdue Polytechnic High School Indianapolis is an Equal Opportunity Employer.
  • Purdue Polytechnic High School Indianapolis offers competitive compensation and benefits.

 

Comments Off on Engagement Editor

Engagement Editor

Posted by | August 17, 2018 |

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

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

Who are you?

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

What background and skills do you have?

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

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

What will you be responsible for?

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

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

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

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

About Chalkbeat:

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

Comments Off on Director of Product

Director of Product

Posted by | March 16, 2018 |

Chalkbeat, the nonprofit news organization covering educational change efforts in the communities where improvement matters most, is seeking a director of product to lead our product and UX team.

Who are you?

You thrive in smaller organizations where you can make a huge impact, and you can draw clear lines from broad organizational goals to products that delight users and drive results. You translate strategy into execution and enjoy doing the work, not just calling the shots. You might be a news nerd or someone who loves reading policy papers, but you’re definitely inspired by our daily journalism and our mission of educational equity. You excel at communication and recognize the importance of conveying the why and how in addition to the what. You’re skilled at presenting data findings, knowing that product strategy is meaningless without the data to support it. You shine at problem-solving in highly collaborative environments and bring clarity to complex situations.

What background and skills do you have? (Not all are required, but we hope you’ll have several of these.)

  • Significant product management experience, ideally at a news organization
  • Background in UX and/or design and an innate sense for what looks good and works well
  • Experience using data to influence product strategy and the ability to present data findings in an authoritative way
  • Strong skills in data analysis and interpretation; experience with analytics platforms (e.g. Google Analytics) and A/B testing methodologies
  • Strong technical background, including knowledge of frontend, backend, and infrastructure technologies, and experience managing developers
  • Understanding of data visualization
  • Proven record of successfully launching and scaling products while working with multiple inputs
  • Outstanding communication: stellar listening skills, the ability to clearly capture other people’s viewpoints, and a knack for driving consensus and decision-making across the organization
  • Past creator of roadmaps/project plans, style guides, user manuals, and other relevant process documentation
  • Familiarity with best-in-class digital products across the journalism landscape and beyond, plus existing relationships with other news and/or product organizations
  • Interest in education and passion for Chalkbeat’s equity mission

What will you do?

  • Develop a product strategy that advances Chalkbeat’s mission, resonates with our audience, and drives toward our key performance indicators: readership, loyalty, and revenue
  • Define and own the product roadmap and feature prioritization to build and improve the user experience and outcomes
  • Establish ideal product development process and oversee product requirements and documentation
  • Communicate evolving priorities across the company, respond to requests from the newsroom and business teams, and design effective tools to document processes and train people to follow them
  • Use data to test assumptions, make recommendations, and drive actions
  • Build use cases and user stories and communicate them effectively
  • Serve as player-coach: You’re a manager, but you’re also a doer. You demonstrate capability to inspire a team while moving quickly to deliver on organizational objectives.
  • Coach, mentor, and manage your direct reports, including a full-stack developer and digital producer, plus oversee relationships with outside web development and design consultants

This position is ideally based in New York City or one of Chalkbeat’s other locations: Chicago, Denver, Detroit, Indianapolis, or Memphis. We will also consider remote candidates. This position will report to Chalkbeat’s executive editor.

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 five locations and growing, we seek to provide deep local coverage of education policy and practice that informs decisions and actions, leading to better schools. Read more about our mission and values.

Comments Off on Story Editor (Part-Time)

Story Editor (Part-Time)

Posted by | March 14, 2018 |

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

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

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

Who are you?

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

What background and skills do you have?

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

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

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

About Chalkbeat:

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

Comments Off on Indiana Standards Bootcamps Content Coach

Indiana Standards Bootcamps Content Coach

Posted by | March 13, 2018 |

This is a part-time, contract position located in Indianapolis, Indiana.

The application deadline is March 30. Applicants will be notified regarding whether or not they have been selected by April 13.

 

Who We Are:

At Instruction Partners, we are a team of educators obsessed with instructional excellence. We dig deep into the often overlooked practical actions that power progress to learn what works, and translate it into support for schools and educators. We believe we can get better faster, together, and make every classroom a place of great learning that prepares students for successful, rewarding lives.

 

What We Do:

We work shoulder to shoulder with schools and educators to improve the quality of instruction in core academics. We don’t offer one-size-fits-all solutions or push particular programs. Instead, we get into classrooms together and work through a collaborative process, with a singular focus of improving student outcomes. We work in two ways: we partner with schools and districts to support academic growth, and we provide deep-dive professional development for educators.

 

Position Description:

This summer, Instruction Partners is offering Standards Bootcamps, three-day intensive trainings offered in both math and ELA for K-2, 3-5, 6-8, and 9-12 grade bands, focused on the most challenging domains for each content area. The goal of Standards Bootcamps is to provide cross-system, grade- and content-specific support to educators in various roles, especially teachers.

Content Coaches are current educators, ideally classroom teachers or instructional coaches, in the grade band and content area they coach. We are seeking educators who know their content deeply, have a strong command and understanding of the rigor and expectations of the standards, and are passionate about helping other teachers. Ideally, Content Coaches will have taught for several years in the content area and grade band and have experience in leading professional development or other learning experiences for adults.

As a Content Coach, you can expect:

  • Deep, personal learning around the focus domains
  • To have your thinking and understanding of the content and standards challenged
  • Training to strengthen knowledge and skill in facilitating adult learning
  • To work directly with teachers to build their understanding of the standards and the underlying content
  • To build your network of passionate, committed educators from across Indiana

We are seeking a cohort of Content Coaches in the following grade bands and content area:

  • K-2 ELA (June only)
  • K-2 Math (July only)
  • 3-5 ELA
  • 3-5 Math
  • 6-8 ELA
  • 6-8 Math
  • 9-12 ELA
  • 9-12 Math

 

Key Qualifications

  • Deep belief in the ability of all students to meet high expectations
  • Passion for supporting teachers through building their knowledge of the standards and skills for teaching
  • 3+ years of experience as a teacher or instructional coach in ELA or math, with a record of success improving student learning
  • Deep understanding of the math or ELA standards, assessments, and instructional strategies and implications
  • Experience leading adult learning experiences
  • Detail orientation, organization, and follow-through
  • Strong oral and written communication skills
  • Ability to attend one in-person training on May 11-12, and Bootcamps on June 26-28 and/or July 17-19

 

Estimated Time Commitment

Content Coaches are part-time contractors. All work for this position can be done outside of regular school hours, in the evenings, weekends, or over the summer. Facilitation opportunities may vary depending on enrollment. Please see below for expected Content Coach activities and time estimates.

 

Preparation

To prepare to serve as a Content Coach during Bootcamps this summer, you will engage in virtual meetings throughout the spring, as well as a two-day, in-person training. During the virtual training, you will first engage with the content deeply as a learner to challenge your own understanding and practice. During the in-person training, you will turn your attention to preparing to lead the training experience for your peers. These trainings will also provide an opportunity for you to network with other great educators.

May:

  • Attend Virtual Content Coach Orientation (1.5 Hours)
  • May 11-12: In-person facilitator training in Indianapolis (4:00-8:00 EST on Friday, 9:00-4:00 EST on Saturday)

June

  • Attend Virtual Content Coach Training (1.5 Hours)
  • Complete Virtual Bridge-to-Practice Assignment (1.5 Hours)
  • June 26: Facilitate Standards Bootcamps (8 Hours)
  • June 27: Facilitate Standards Bootcamps (8 Hours)
  • June 28: Facilitate Standards Bootcamps (8 Hours)

July

  • Attend Virtual Content Coach Meetings (1.5 Hours)
  • Complete Virtual Bridge-to-Practice Assignment (1.5 Hours)
  • July 17: Facilitate Standards Bootcamps (8 Hours)
  • June 18: Facilitate Standards Bootcamps (8 Hours)
  • June 19: Facilitate Standards Bootcamps (8 Hours)

 

Compensation

Travel expenses to in-person training and facilitation for Content Coaches will be covered. Selected Content Coaches will earn $500 per day for in-person facilitation and $50 per hour for virtual work, such as reviewing and providing feedback on participant learning checkpoints.

Comments Off on National Reporter

National Reporter

Posted by | March 2, 2018 |

Chalkbeat is looking for a passionate, enterprising reporter to join our national reporting team.

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. Read more about our mission and values.

We’re currently in six locations — Colorado, Detroit, Indiana, Newark, New York, and Tennessee — and we’re about to be in one more, Chicago. Now, we’re looking for an additional reporter to join our two-person national team to help cover the organizations and ideas that span the country and shape what happens locally.

You’ll be responsible for writing a range of stories at a fast clip. A typical week in your reporting life might include profiling a growing charter school network, breaking news about a national teachers union, and synthesizing local stories about challenges facing refugee students.

You’re a good fit for this position if most or all of these apply:

  • You’re excited about holding powerful organizations accountable to the public.
  • You’ve thrived as a journalist in a fast-paced, high-volume news environment.
  • You’ve previously covered education locally or nationally and have more questions than when you got started.
  • You believe high-quality journalism can make a difference to the lives of students, the work of policy makers, and the strength of our democracy.

The ideal candidate would be based in or willing to relocate to New York City, but we’re open to someone working elsewhere, especially from another Chalkbeat bureau.

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.

Comments Off on Director of Curriculum

Director of Curriculum

Posted by | January 26, 2018 |

Summary
Act in accordance with the network team and school level leadership to provide leadership in planning developing,
maintaining, and evaluating the curriculum and instruction; to coordinate, organize, perform duties dealing with instructional
support, supervision, budgeting, investments, and professional development; collaborate with instructional program
leadership and is responsible for representing the best interests of the school programs; provide direct supervision
of staff responsible for curriculum and instruction development; provide leadership to the network in complying with federal
and state laws and regulations.

Education and Experience
• Master’s Degree in education, curriculum, or related field
• Five (5) years’ experience in the area of curriculum and instruction
• At least three (3) years of teaching experience
• Valid Indiana Teaching License
• Valid Indiana Administrative license preferred; not required

Qualifications
● Experience with STEM, preferred
● Knowledge of curriculum and instruction
● Strong knowledge of Indiana State Academic Standards and Graduation Requirements
● Knowledge of state assessment requirements
● Ability to evaluate instructional programs and teaching effectiveness
● Ability to manage budget and personnel
● Ability to implement policy and procedures
● Ability to interpret data
● Strong communication, public relations, and interpersonal skills

Duties
● Plans and carries out a program of curriculum review and development that is aligned using the Design Thinking
Process.
● Align certification and work experiences to Indiana State Standards to allow for credit application.
● Manage teacher licensing and renewals
● Apply research and data to improve the content, sequence, and outcomes of the teaching-learning process
● Work with appropriate faculty to develop, maintain, and revise curriculum documents based on systematic review
and analysis
● Involve instructional faculty team in evaluating and selecting instructional materials to meet student learning
needs.
● Monitor professional research and disseminate ideas and information to others.
● Ensure the use of technology in the teaching-learning process.
● Plan the necessary time, resources, and materials to support accomplishments of education goals.
● Obtain and use evaluative findings (including student achievement data to examine curriculum and instruction
program effectiveness.
● Provide effective staff development activities that incorporate the mission of the school, program evaluation
outcomes, and input from teachers and others.
● Acts as a liaison with other networks, universities, and State Department personnel in order to keep abreast of
new educational developments and ideas.
● Keeps current with educational developments and the literature in the field of education and participates in the
affairs of state and national professional societies devoted to the advancement of education.
● Assists with all assessment and accountability programs, data analysis and interpretation.
● Provides leadership in the evaluation of instructional methods and programs, and recommends such changes and
improvements as are needed.
● Guides individual professional development experiences
● Supervises the instructional and professional development programs of the staff
● Assist in the planning and implementation of effective programs of supervision and evaluation.
● Designs, recommends, carries out educational initiatives; disseminates and interprets the results to
administrators, teachers, and parents as appropriate.
● Supervises and coordinates the work of curriculum resource consultants.
● Provides guidance in the selection and use of instructional materials
● Works with teachers in the preparation of curriculum materials.
● Perform other duties consistent with the position assigned.

Comments Off on English, Math, Science, or Social Studies Teachers

English, Math, Science, or Social Studies Teachers

Posted by | January 24, 2018 |

Math, Science, English, or Social Studies Teacher

Summary

Teachers of Purdue Polytechnic High School will facilitate an academic experience with social supports tailored specifically to the needs of students. Teachers and students work together to schedule time for instruction, which can occur individually, in small groups, or in large groups depending on the learning styles of the students. Fulfilling the role as a personal learning coach, teachers will encourage students to demonstrate high levels of social responsibility, personal accountability, and independent thinking. Through design-based problems and projects teachers will facilitate student learning in a variety of formats to master Indiana state standards, pass state high school graduation exams, and meet college requirements.

Education

  • Bachelor’s degree in subject specialty required. Prefer a minimum of 2 years teaching experience.

Qualifications

  • Current Indiana Teaching Certification in subject specialty, dual licensure preferred.
  • Experience working with high school age students in a non-traditional setting highly preferred.
  • Demonstrated success meeting educational needs and understanding student learning styles.
  • Demonstrated success in working in a team environment.
  • Has working knowledge of technology applications to enhance instruction and perform administrative tasks.
  • Superior verbal and written communication skills.
  • Strong motivational skills.
  • Ability to effectively collaborate with others.
  • Adaptable to shifting priorities while attaining a positive learning environment.
  • Ability to relate to a diverse population.
  • Experience working with online learning is a plus.
  • Bi-lingual in English and Spanish, highly preferred.
  • Must be able to successfully pass a background check.
  • Ability to gather and analyze data for informed decision making.
  • Possess the essential mindset that all students can succeed.

 

Duties

  • To provide support for learning that contributes to an outstanding student experience from the start of the PPHS journey to progressing into further study or employment.
  • To work directly with Facilitators, Peers and Partners to ensure students are fully engaged with all aspects of student personal learning and achieving to the best of their ability.
  • To provide, on a one to one and group basis, high quality interventions that encourage learners to engage and enable the achievement of realistic yet challenging goals to support future success and progression.
  • To measure the impact of personalized learning and project management to evaluate effectiveness and inform continual improvement.
  • To assist in activities such as recruitment events, enrollment activities and assessment of support needs.
  • To understand barriers to learning and to support learners to overcome these by guiding students in developing a growth mindset and delivering a consistently outstanding service.
  • Establishes and maintains PPHS core values and guides all interactions between students, parents, community and industry members to achieve a positive learning environment conducive to the success of the students.
  • Manages and monitors students’ learning experience to ensure student engagement and accomplish learning goals.
  • Analyze and interpret data and make necessary adjustments to achieve learning goals
  • Attend all team and professional development meetings.
  • Evaluate academic, personal growth, and 21st Century skills data.
  • Accepts responsibility for appropriate utilization of and the care of equipment, materials, and facilities.
  • Performs such other duties as assigned that will lead towards the success of the PPHS

 

Comments Off on 2018 Standards Training Facilitator, K-12 ELA & Math + Leadership

2018 Standards Training Facilitator, K-12 ELA & Math + Leadership

Posted by | January 10, 2018 |

This is a contract position requiring three in-person days in the spring (as well as roughly 10 hours of virtual work) and is based in Indianapolis, IN.

The application deadline is January 26, 2018.

 

Who We Are:

Instruction Partners is a team of educators guided by a simple belief: you should be able to walk into any classroom and see every student engaged in the kind of challenging, inspiring, and supportive learning that will open doors and help them reach their potential. We believe this vision can be a reality for every child, in every classroom, in every school, in every district.

 

What We Do:

We believe if we can unlock the practical actions that have powered student growth and translate it into effective support for educators, we can get better faster, together, and make every classroom a place of great learning that prepares students for successful, rewarding lives. We do this by working shoulder-to-shoulder with teachers and leaders to improve the quality of instruction in core academics. Specializing in small schools and districts, we work in two ways: through partnerships with districts and schools to assess and pursue options for instructional improvement, and by providing teachers and leaders with targeted support to solve the real-world instructional challenges they face in their classrooms.

 

Position Description:

This spring, Instruction Partners is launching a three-part training series on the Indiana standards and instructional shifts. The goal of this training is to build Indianapolis instructional leaders’ understanding of the standards and underlying content to ensure students consistently receive rigorous instruction.

We are looking for local Indianapolis practitioners to help co-facilitate each of the five tracks we plan on offering: K-5 Math, 6-12 Math, K-5 ELA, 6-12 ELA, and a CAO/Leadership track.

We are seeking current educators, ideally classroom teachers or instructional coaches, with experience in leading professional development or other learning experiences for adults. We are looking for candidates who know their content deeply, have a strong command and understanding of the rigor and expectations of the standards, and are passionate about helping other educators.

 

Responsibilities:

  • Facilitate professional development sessions for three days from February-April 2018
  • Participate in three one-hour training sessions in preparation for facilitation
  • Review predesigned training materials, including PowerPoints, facilitator notes, and digital and print participant materials

 

Candidate Qualifications and Traits:

  • 3+ years of experience as a teacher, with a record of success achieving clearly-defined outcomes and improving student learning
  • 3+ years as an instructional coach or content developer, with a record of success achieving clearly-defined outcomes and improving student learning
  • Experience leading adult learning experiences
  • Passion for supporting teachers through building their knowledge of the standards and shifts
  • Deep belief in the ability of all students to meet high expectations
  • Deep knowledge of content and pedagogy in candidates’ chosen track
  • Deep understanding of the rigorous academic standards, assessments, and instructional implications
  • Detail orientation, organization, and follow-through
  • Strong oral and written communication skills

 

Dates of Training

K-5 Math:

  • Session 1 Date: February 13
  • Session 2 Date: March 12
  • Session 3 Date: April 10

6-12 ELA:

  • Session 1 Date: February 13
  • Session 2 Date: March 21
  • Session 3 Date: April 10

K-5 ELA:

  • Session 1 Date: February 15
  • Session 2 Date: March 22
  • Session 3 Date: April 11

6-12 Math:

  • Session 1 Date: February 15
  • Session 2 Date: March 22
  • Session 3 Date: April 11

CAO/System Leaders:

  • Session 1 Date: February 15
  • Session 2 Date: March 22
  • Session 3 Date: April 11

 

Compensation:

Facilitators will earn $500 per day for in-person facilitation and $50 per hour for virtual work, such as participating in the three facilitator trainings and reviewing and providing feedback on predesigned session materials.

Comments Off on Indiana Policy Associate

Indiana Policy Associate

Posted by | October 30, 2017 |

Overview of Teach Plus

Mission. The mission of Teach Plus is to empower excellent, experienced teachers to take leadership over key policy and practice issues that affect their students’ success.

Programs. Teach Plus programs are designed to place highly effective teachers at the center of improvements in schools as leaders of their peers and outside schools influencing policy decisions that affect their classrooms.  The programs develop excellent teachers into leaders who achieve change and mobilize others in their school, district, state, and across the nation to bring change to scale.

Impact. Teach Plus ensures that effective teachers have influence beyond their classrooms as:

  • a key voice in legislation in local, district, state, and federal policy
  • change agents in transforming student learning across a school
  • leaders of other teachers in improving practice
  • a grounded perspective in the media and on research

Position Responsibilities

Reporting to the Indiana Policy Manager, the Indiana Policy Associate is primarily responsibility for supporting teacher directed communications around our Policy Fellowship and additional events, opportunities, and programs for teachers.  In addition the Indiana Policy Associate will support the basic management and operations for the Policy Fellowship and greater teaching network. The role will include opportunities for professional growth in education policy and nonprofit management. Primary responsibilities will include:

Communications

  • Update social media and other forms of communication to keep local teachers informed about key educational issues and to promote Teach Plus.
  • Identify opportunities for teacher leadership and publicize them through a monthly Teacher Leadership Email and social media outreach.
  • Review major publications covering education policy and drafting tweets highlighting key articles for the @teachplusindy Twitter handle.
  • Maintain certain local pages of the Indiana website.

Events Management

  • Manage logistics and set up for monthly Fellows Sessions (in-person and virtual) including, but not limited to, building and sharing surveys, sending follow up emails with pre-work, and communicating logistics with fellows.
  • Support and implement marketing for upcoming teacher leadership and policy events.
  • Create PowerPoint presentations, handouts, and other relevant materials to support events.
  • Coordinate logistics for policy events, including site research, vendor research, set up, technology support, and ordering necessary food and supplies.

Recruitment and Selection of Program Participants

  • Support the recruitment and selection process across the policy fellowship programs in collaboration with the Program Coordinator by helping to craft messaging, support logistics, promote opportunities, etc.
  • Support the Program Coordinator in communicating application requirements and program details to applicants through multiple channels across the state, including in-person presentations, webinars, etc.

Policy Support

  • Provide administrative, logistical, and editorial support for the policy work as needed including but not limited to, policy briefs, policy memos, testimonies, and op-eds.

Data Management

  • Maintain accurate and timely data and enter appropriate information as it relates to the policy programs into the Salesforce database for ongoing accountability reports.

Administrative Support

  • Support the daily needs of the office including scheduling meetings, greeting and directing office visitors, initiating and answering telephone calls, and responding to direct requests for information.
  • Provide meeting support as needed, e.g. preparing materials, logistics.
  • Support the daily operational needs of the office such as ordering necessary supplies, technical requests, etc.

Qualifications

In order to be successful in this role, ideal candidates should have:

  • Demonstrated passion for policy and ensuring that all urban students have access to highly-effective teachers
  • Bachelor’s degree
  • Excellent writing skills
  • Comfort with Excel and database programs
  • Strong project management skills
  • Comfort working in a fast-paced, highly entrepreneurial environment and the willingness to contribute as needed to a growing organization
  • Excellent time management skills
  • Excellent relationship-building and interpersonal skills
  • Attention to detail and dedication to data-informed decision-making
  • Solutions-orientation
  • Sense of humor
  • Teaching experience a plus

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.

Compensation and Benefits

Salary is competitive and will be based on prior experience and qualifications. Full benefits package includes medical, dental, retirement, disability, life insurance, and generous paid time off benefits.

How to Apply

To apply, please complete an online application found here. The online application will require you to upload a resume and cover letter.  The cover letter should include an explanation of your interest in the position as well as a summary of relevant qualifications and experience. Teach Plus will receive applications until the position is filled.

Application Link:  https://www.tfaforms.com/4643487

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Indiana Bureau Chief

Posted by | October 24, 2017 |

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

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

Who are you?

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

What background and skills do you have?

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

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

About Chalkbeat:

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

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Story Editor

Posted by | September 12, 2017 |

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

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

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

Who are you?

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

What background and skills do you have?

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

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

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

About Chalkbeat:

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

Comments Off on President

President

Posted by | August 3, 2017 |

Reporting directly to the Board of Directors, the President will be a dynamic leader committed to the mission of Catholic education and the Cristo Rey model. The President will be expected to demonstrate a record of executive and fiscal management, along with the achievement of strategic and operational goals. The ideal candidate is a practicing Catholic and leader who can effectively articulate the school’s mission to its various constituencies. Preference will be given to candidates with a mission orientation that incorporates Catholic education and Cristo Rey ideals with a strategic vision for the development of all aspects of the school and students—mission, academics, work-study, finance, operations, admissions, and advancement.  Bachelor’s degree required, master’s preferred.  A competitive salary and benefits package is offered.  Expected start date is November 1, 2017.

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High School Principal (18-19 SY)

Posted by | July 31, 2017 |

Indianapolis Public Schools is reinventing the high school experience by offering more college and career options and 100 percent school choice in the 2018-2019 school year.  We know that our vision requires bold and innovative school leadership.  With an increased salary range up to $150,000 annually and significant building autonomy, we are looking for leaders who are able to articulate a vision for excellence and work relentlessly to achieve this vision alongside students, staff, parents, and community members.  Access and apply for the position posting here.

If you are interested in learning more about high school leadership with Indianapolis Public Schools, complete this short form, and a member of our leadership search committee will be in contact. If you have any questions, please email Alex Moseman at MosemanR@myips.org.

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SUMMARY: Indianapolis Public Schools (IPS) is looking for exceptional founding principals to lead our new, autonomous high schools focused on college and career readiness through innovative choice programs and career themed academies.  By 2020, we expect every high school student in IPS to have either chosen a career pathway, be actively engaged in researching pathways, or be enrolled in one of IPS’ existing, high -performing choice programs.

Our new High Schools require bold and visionary leadership combined with relevant career experience and a demonstrated skill set.  Specifically, we are looking for leaders who are able to articulate a vision for excellence and work relentlessly to achieve this vision alongside students, staff, parents, and community members.  In addition to demonstrated instructional leadership, we are seeking individuals who are strong human capital managers and skilled in hiring, developing, and retaining mission-driven team members.  Our principals must be able to navigate uncertainty, operate with autonomy, demonstrate strong judgement, and deliver results in an outcomes-oriented environment. Above all, we are looking for individuals who believe in the potential of our students and are passionate about demonstrating what is possible in secondary education.

As principal, you are the chief building administrator responsible for developing and implementing policies, programs, curriculum activities and budgets in a manner that promotes the educational development of each student and the professional development of each staff member.  The principal is responsible for managing and overseeing all functions of the individual school site including all aspects of the instructional program, school environment, and the operational and fiscal health of the school. As IPS high schools continue to expand to serve more students, the principal will develop and refine a comprehensive strategic plan to ensure every high school student is on the path to be enrolled in a two or four-year college or university, enlisted into the military or employed with a livable wage upon graduation.

Essential Duties and Responsibilities include the following:  

  • Develops and Implements Plans to
    • Increase student achievement
    • Increase graduation rate
    • Increase attendance
    • Strengthen instructional opportunities
    • Provide a safe learning environment
    • Provide student services
    • Ensure all students are employed, enrolled, or enlisted upon graduation
  • Communicates, collaborates, and builds strong relationships with key stakeholders including:
    • Teachers and staff
    • Students and parents
    • Community and business partners
    • Other members of the school and district community
  • Selects and mentors a highly quality school staff through professional development, formal, and informal observations.
  • Develops and maintains quality data, a balanced budget and operational systems closely tied to instructional priorities.
  • Directs and maintains records on the materials, supplies and equipment, which are necessary to carry out the daily school routine.
  • Other duties may be assigned.

QUALIFICATIONS: A strong record of helping students achieve academic success, primarily with minority and low-income students. A minimum of 3-5 years of developing instructional expertise in a low-income school with demonstrated exemplary results.

  • At least three years of leadership in a low-income school with demonstrated exemplary results
  • A record of success in leading adults; prior experience with direct management, supervision and growth of employees with high staff retention rates.
  • A deep passion for social justice and equity for all children; believes that all students can achieve at the highest levels, regardless of demography
  • Alignment with IPS Core Commitments and Beliefs
  • A history of leadership in engaging a team in the development of task-focused, organized and systematic work habits.
  • Advanced computer skills, including Microsoft Office Suite programs (Word, Excel, PowerPoint, and Outlook)

Education/Experience: Master’s degree required.  A minimum of three years’ teaching experience and experience in an administrative or supervisory capacity.  Must possess successful experiences working with a diverse population of students and faculty.

Comments Off on Teachers, Elementary Education

Teachers, Elementary Education

Posted by | May 8, 2017 |

Title: Teacher, Elementary Education (K – 6)

 

 

Phalen Leadership Academies (PLA) is a growing network of public charter schools in Indianapolis. We employ a “blended” instructional approach, utilizing whole-group, small group, and computer-enabled instruction on award-winning educational software to provide research-based and rigorous instruction in core academic subjects. Our certified teachers and teacher’s assistants lead instruction ultimately, creating a highly personalized learning experience. The PLA model also incorporates other best practices from the nation’s top schools emphasizing social-emotional growth, art and music programs, character education, and college readiness. Check us out at http://www.phalenacademies.org.

 

The passionate dedication of our teachers is the foundation of our success.

 

At PLA, we maintain high expectations of teachers and students, and we work together to ensure that all PLA Teachers perform in the capacity of self-contained academic practitioners able to use the Phalen model, which is a blended learning curriculum. PLA Teachers effectively lead lessons and activities for scholars that will support academic skill development and support the core learning objectives.  Our expectation is that under the direct teaching and guidance of our PLA Teachers, our scholars:

 

  • Can articulate what they are learning, why it matters to their lives, and how it contributes to college and career readiness
  • Assume ownership for routines and procedures in an orderly, efficient, self-directed manner
  • Feel emotionally and physically safe and secure in their classroom, and feel empowered to seize academic risks and persist through difficult tasks or texts
  • Make genuine connections to prior experience, personal interests or their community context to deepen understanding of the ideas and narratives presented in rich texts
  • Strive to achieve personal goals and are motivated to learn and improve, not merely to win prizes or surpass their peers.

 

 

PROFESSIONAL QUALIFICATIONS:

  • A passion for working with students and families in under-served communities
  • High sense of possibility; unwavering commitment that every student receives a quality instruction & achieves at high levels
  • Demonstrates a wide range of instructional techniques based on instructional and content based best practices
  • Previous experience with blended-learning and/or technology based curriculum preferred
  • Effective pedagogical skills that are driven by curriculum standards and data driven assessment; and promote critical thinking, and problem solving
  • High proficiency of grade-level standards, benchmarks, and curriculum
  • Proficiency in backwards planning and unit design
  • Experience informing parents about student progress, providing daily, weekly and quarterly feedback
  • Bachelor’s degree or higher from an accredited college or university
  • Indiana Teachers Certificate or out of state equivalent for appropriate grade level and/or subject area assignment; no license, expired license and/or emergency license does not meet position eligibility
  • Experience teaching primary, upper elementary and middle school grade-levels

 

 

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Director of Engagement – Education

Posted by | April 10, 2017 |

The Ewing Marion Kauffman Foundation has engaged EFL Associates in a search for a Director level role, which will be responsible for working with the Vice President of Public Affairs to serve as an advocate and constituency builder for the Foundation’s key urban educational outreach programs.

Based in Kansas City, Missouri, the Kauffman Foundation (www.kauffman.org) is among the thirty largest foundations in the United States with an endowment base of approximately $2 billion.  The Foundation works with partners to advance entrepreneurship in America and improve the educational achievement of urban youth, and spends approximately $47 million annually on education programs. We are seeking candidates who possess:

At least 5 years of experience in constituency-building or advocacy roles involving the development and execution of strategic plans.

  • Significant knowledge of urban education environments and an understanding of national trends in urban school improvement practices.
  • Strong project management skills with demonstrated ability to mobilize both internal and external resources to achieve goals.
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IPS Opportunity Culture

Posted by | February 8, 2017 |

IPS has adopted an Opportunity Culture model for teachers to develop a world class staff for our students. This innovative staffing structure creates high impact roles for exceptional teachers by increasing the number of students they reach and investing in their ongoing development. This initiative creates empowered teams of educators who are able to collaborate and obtain measurable results, transforming the schools, students, and the city of Indianapolis. We are looking to grow the number of OC roles in the district by more than 70% and are eager to see the direct impact that these teachers will make on over 5000 students across Indianapolis.

 

Application for Opportunity Culture teacher leadership positions are now open; Priority applications will be accepted until February 17th and will receive notice of next steps by March 6.

To stay up to date with opportunities and important deadlines sign up here.

Learn more about Opportunity Culture, click here.