Why WHIN?

WHIN Music Community Charter School is the first school of its kind! Built on the principles of El Sistema, WHIN is a place where children learn, grow, and make music together. At WHIN, we are building a nucleo, a community where staff, families, and students work together to make a powerful shift in public education that puts learners’ needs first.

Our Mission:

To provide our diverse student population with rigorous academic instruction, intensive music education and a positive learning environment so that every student can thrive academically and socio emotionally.

We believe…

• that all children deserve a high quality education, with access to academic rigor, music creation, and a holistic approach to developing character.
• that a collaboration with families ensures the greatest success for our learners.
• that restorative justice, inquiry-based hands on learning, and authentic learning experiences provide the most effective environments for growth, success, and joy.

We are looking for teachers who are…

• looking to grow and prosper in a collaborative work environment, including in co-taught classrooms.
• excited about teaching in a school and neighborhood where diversity is central.
• highly qualified and certified in Special Education, English as a New Language, and/or Early Childhood Education.

We support teachers by…

• coaching and professional growth to deepen instructional practices.
• peer-to-peer observations, feedback, and support as well as ongoing professional development.
• having two teachers co-teaching to ensure all learners’ needs are met and teachers can work collaboratively to be at their best.

In action, our mission looks like caring deeply about all aspects of our young learners’ potential. We make academics a priority while also ensuring students’ character and personal growth. With music at our core, students experience working together to create something bigger than their individual skills every single day, and this approach extends to our classrooms where project-based, hands on learning cultivates curious, creative, and hardworking learners.

WHIN is currently seeking high performing elementary teachers who are ready to help grow a unique school community where compassion, kindness, and curiosity drive each and every day.

Specifically, ICT Special Education teachers at WHIN are responsible for:

• Creating and maintaining a fun, engaging, and inclusive classroom culture where all students love to learn
• Differentiating instruction to meet learners needs to improve development of sensory and perceptual motor skills, language, cognition, and memory
• Developing, modifying, and implementing curriculum and assessments for students with disabilities as determined in a student’s IEP and/or 504 plan
• Implement Behavior Intervention Plans (BIPs) as needed
• Driving academic outcomes for all students by analyzing data, differentiating instruction, and supporting each learner’s unique needs
• Contributing to the Child Study Team’s assessments of student needs
• Collaborating with colleagues to implement an effective integrated co-teaching model to serve all students in an inclusive classroom
• Implementing a music-infused academic curriculum with support from the Director of Music and Directors of Curriculum and Instruction.
• Inspiring students and fellow staff to perform at his or her highest potential
• Developing and maintaining strong and professional relationships with WHIN families

Qualifications for the Elementary Special Education Teacher positions are:

• Bachelor’s Degree in education or related field; Masters preferred
• NYS or equivalent Special Education Teaching Certification
• Urban elementary teaching experience
• Experience teaching 3^rd Grade
• Demonstrated success raising achievement levels of all students
• An unwavering belief that all students can achieve at a high level
• Proven commitment and success working with students and families
• The ability to thrive in a startup environment
• The ability to excel in a fast-paced, dynamic, and exciting school
• A sense of humor and kindness towards your colleagues

Advanced proficiency in one or more of the following areas is strongly preferred

• Bilingual (Spanish)
• Music performance
• Early Childhood teaching experience and/or certifications
• Project Based Learning and Inquiry Based Learning
• Responsive Classroom, Love & Logic Student Management, and Restorative Justice models

Compensation and Benefits: WHIN Music Community Charter School offers a competitive salary and benefits, fun and professional working environment, as well as ongoing development opportunities.

Who We Are

New Visions for Public Schools is the leading non-profit organization dedicated to the improvement of public education in New York City.  Today, we support over 1,050 public schools and thousands of teachers, serving 700,000 students, in their most critical work: deciding what and how to teach, helping keep students on track to graduation, and preparing students for success beyond high school.  New Visions directly manages a network of 10 charter high schools across the Bronx, Brooklyn, and Queens. 

Who You Are

You’re a dedicated educator who is committed to serving students from all backgrounds.  You approach learning via a growth mindset and have a proven track record of engaging students.  You are reflective, seek and effectively apply feedback, and strive to learn from those around you.  You make informed decisions about lesson planning based on data and have demonstrated success in tailoring instruction to the needs of diverse learners. You work collaboratively with others to achieve common goals and are passionate about the mission of New Visions.

What You’ll Do

You’ll guide students in applying their subject matter knowledge and skills through evidence-based scientific explanations and arguments, and by challenging them to address real-world problems that impact the community students live in. You’ll prepare all students for success with New York State Regents Science exams and place an equal emphasis on developing scientific thinkers by inviting students to ask questions, develop models, carry out investigations, and analyze data. You’ll help students see the relevance of Science in their everyday lives, as well as equip their students with the tools necessary to be critical consumers and innovative problem solvers within modern day society. 

Why New Visions?

You can expect to receive enhanced instructional support, a range of professional development opportunities, access to flexible data tools and the opportunity to be part of a passionate team of colleagues. You’ll be empowered to meet each of your student’s needs through a collaborative and innovative learning environment. And most importantly, you’ll continue to inspire and make a difference in students’ lives.

Pay Range 

$67,250 minimum to $132,406 maximum

While the majority of new hires’ starting salaries shall be expected to be placed in the first half of the range(s) to allow space to grow in the job, for those who already have significant relevant experience at that level of the job, placement at the higher end of the range(s) is possible.

Apply Now! 

To apply and read the comprehensive job description, check out our careers site!

EEO

New Visions for Public Schools is an equal opportunity employer. We believe that our people and teams should reflect the diverse communities we serve, and that our culture and internal structures should be inclusive and equitable for all prospective and current employees.

Who We Are

New Visions for Public Schools is the leading non-profit organization dedicated to the improvement of public education in New York City.  Today, we support almost 2,000 public schools and thousands of teachers, serving over a million students, in their most critical work: deciding what and how to teach, helping keep students on track to graduation, and preparing students for success beyond high school.  New Visions directly manages a network of 9 charter high schools across the Bronx, Brooklyn, and Queens. 

Who You Are

You’re a dedicated educator who is committed to serving students from all backgrounds.  You approach learning via a growth mindset and have a proven track record of engaging students.  You are reflective, seek and effectively apply feedback, and strive to learn from those around you.  You make informed decisions about lesson planning based on data and have demonstrated success in tailoring instruction to the needs of diverse learners. You work collaboratively with others to achieve common goals and are passionate about the mission of New Visions.

What You’ll Do

You’ll develop accessible curriculum through team co-planning, co-teaching and co-assessing. You’ll collaborate with teachers, families and school-based support teams to meet your students’ needs. You’ll build students’ academic and socio-emotional skills while advocating to ensure that they receive appropriate supports. You’ll create plans for post-high school transition to ensure quality of life after high school.

Why New Visions?

You can expect to receive enhanced instructional support, a range of professional development opportunities, access to flexible data tools and the opportunity to be part of a passionate team of colleagues. You’ll be empowered to meet each of your student’s needs through a collaborative and innovative learning environment. And most importantly, you’ll continue to inspire and make a difference in students’ lives.

Apply Now!

To apply and read the comprehensive job description, check out our careers site!

https://grnh.se/ff6d126f1us

Salary

$67,250 minimum to $132,406 maximum

While the majority of new hires’ starting salaries shall be expected to be placed in the first half of the range(s) to allow space to grow in the job, for those who already have significant relevant experience at that level of the job, placement at the higher end of the range(s) is possible.

EEO

New Visions for Public Schools is an equal opportunity employer. We believe that our people and teams should reflect the diverse communities we serve, and that our culture and internal structures should be inclusive and equitable for all prospective and current employees. 

South Bronx Literacy Academy (SBLA) is looking for general and special elementary school educators with structured literacy experience or those with a growth mindset who would like to learn to become Founding Teachers at a new district public school.

P.S.642 – The South Bronx Literacy Academy (SBLA) is the first stand-alone public school in New York City specifically designed to serve students with diagnosed dyslexia and/or language-based learning difficulties. SBLA is designed to meet the unique needs of students who are struggling to learn to read. Aligned with recommendations from the International Dyslexia Association, SBLA will offer intensive, tier 1 instruction in structured literacy – providing highly explicit, systematic, and multi-sensory teaching of the foundational skills and other important literacy components including vocabulary, comprehension, and writing. Additionally, SBLA will embed consistent and purposeful practices to support social-emotional learning and executive functioning skill development to meet the needs of our student population.

For further information go to www.literacyacademycollective.org

• Active member of the Bed Stuy New Beginnings High School Planning team, which will engage in a planning year for 2023-24 and open the high school with our first ninth grade in 2024-25. 
• With the High School Planning team, design the curriculum and instructional framework for high school, developing strong academic, social-emotional and interpersonal relationships with our class of 2028, who will be 8th graders in 2023-24.
• Partner with the schoole Special Education team to develop IEPs, annuals and triennials for students with disabilities and work closely with special education teachers and administrators to support the needs of all students.
• Follows and maintains knowledge of all BSNBCS policies and procedures.
• Partner with co-teacher(s) to design, create and implement lesson plans for appropriate instruction in accordance with students’ needs, BSNBCS curriculum, Common Core and state standards.
• Practice classroom management that is conducive to providing a positive learning environment for all students and that is aligned with BSNBCS positive behavior intervention support (PBIS) using restorative justice and responsive classroom management methodology.
• Plan a program of study that meets the individual needs, interests and abilities of students.
• Uses a variety of instructional techniques and instructional media, consistent with the needs and capabilities of the individuals or student groups involved.
• Assist in the selection of books, equipment and other instructional materials.
• Assign relevant homework.
• Grade papers, assignments, and assessments promptly and accurately.
• Prepare and administer subject/topical specific tests to measure student abilities and progress.
• Prepare report cards and progress reports.
• Facilitate conferences with students and parents.
• Complete required paperwork in specified time and manner.
• Conduct appropriate assessments of students’ work and maintain accurate and regular data on students in areas of attendance, grades and IEP progress, if applicable.
• Supervise students in hallways and in all school areas outside of the classroom environment before, after and between classes.
• Assist administration in implementing policies and rules governing student life and conduct.
• Work to establish and maintain open lines of communication with students and their parents concerning the academic and behavioral progress of their students through conferences, written messages, telephone calls and/or e-mail.
• Promptly report any serious accident or illness affecting students in the teacher’s charge or any incident which might affect the school, teachers or students therein.
• Assess the accomplishments of students on a regular basis and maintain such records as required by law and by BSNBCS policy.
• Take all responsible precautions to provide for the health and safety of the students and to protect equipment, materials and facilities.
• Appropriately maintains and secures confidential records and inquiries.
• Maintain appropriate certifications and training hours, as required.
• Cooperate with other members of the staff in planning instructional goals, objectives, curriculum and instructional methods.
• Professionally represent the school in interactions with parents, community, staff and students.
• Comply with applicable state, local and federal laws, rules and regulations.
• Take an active role in community outreach.
• Possess a strong understanding of and ability to implement the BSNBCS2 Mission, Vision and Values
• Attend work regularly and be punctual.

Requirements:

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.

Bronx Community Charter School (BxC) is seeking an Assistant Director for the middle school grades.

BxC is a small, K-8 learning community founded on the principle that children learn best when they are active participants in their own learning.  Our students raise questions about the world around them, engage with a wide range of materials, and learn through their interactions with each other and all of the adults in the school community.  Children learn to use their minds well, cultivating strong intellectual habits and skills to become self-directed learners with clear passions and ambitions.  Teachers know children deeply and develop powerful curriculum to meet the needs and interests of their students.  All members of our school community are committed to making thoughtful choices, advancing democratic values, and effecting change in the broader community.

BxC is located in the Norwood neighborhood of the Bronx and serves children and families from Community School District 10.  85% of students qualify for free or reduced-price lunch, 22% receive special education services, and 19% are classified as English Language Learners.

BxC teachers are deeply committed to collaboration and collective decision-making.  Every class is co-taught and most have a special educator and a general educator.  Through a two-week Summer Institute, weekly grade team and staff meetings, schoolwide committees, and more, BxC staff members’ voices and ideas are fundamental to the success of our school.  BxC is proud to be one of the few charter schools in NYC with a unionized staff.

Highlights of BxC’s middle school include

• All-school Black Lives Matter and Latinx Culture and History studies
• Deep and critical studies of gentrification in the Bronx, the school-to-prison pipeline, colonialism and resistance, and more
• Math curriculum that uses Illustrative Mathematics along with teacher-designed units to balance deeper understanding with computational fluency
• Investigative science, including dissecting cows’ eyeballs, studying forensic evidence, learning the science behind the spread of infectious diseases, and more
• Studies of whole-class novels such as The Hate U Give and The Poet X, complemented by independent reading supported by extensive classroom libraries
• Specialization in dance, drumming, spoken word, visual art, or technology, based upon student preference
• A strong emphasis on social and emotional learning, grounded in advisory
• Coaching from both school staff and outside consultants
• 1:1 support with the high school placement process, resulting in over 95% of our students getting matched with one of their top three choices
• Overnight trips in each grade, culminating in an 8th grade trip to Puerto Rico

JOB RESPONSIBILITIES

Leadership:

• Inspire a culture of collaboration, thoughtfulness, and quality in students and staff
• Promote BxC’s mission and the priority it places on helping its students develop their voice, choice, independence, and collaboration
• Cultivate a focus on supporting students’ social and emotional lives
• Unify diverse constituencies toward a common mission and vision
• Work to create a culture of engagement and participation among families
• Ensure a safe and stimulating environment for students, staff and families

Supervision:

• Facilitate and encourage collaboration among middle school staff
• Support co-teachers to develop effective collaboration, planning, and instruction 
• Observe instruction daily and conduct both informal and formal observations of staff
• Supervise, provide feedback to, and evaluate middle school staff
• Determine assignments and schedules for each middle school staff member
• Continue to improve structures for middle school professional development and collaboration

Collaboration:

• Support and help to implement the Co-Directors’ vision in all aspects of the middle school structures and program
• Work closely with other members of leadership on promoting an inclusive culture and ensuring the effective provision of special education services
• Collaborate with instructional coaches to define and guide the implementation of curriculum based on instructional priorities and school’s vision
• Report directly to the Co-Directors of the school

Academic Achievement:

• Foster a culture of critical thinking and demonstrable achievement and growth for students
• Lead initiatives to support and challenge all students, regardless of where they are on the academic spectrum, through rigorous and creative differentiation strategies
• Use a variety of data effectively to refine and improve teaching and learning
• Ensure that curriculum is highly engaging, social justice-oriented, and aligned with the Common Core Standards and reflective of the demands of state assessments
• Make sure that the needs of students with IEPs and English language learners are met throughout the day 

Supporting Students

• Be present and engaged with students throughout the school day, including supervising during arrival, hallway transitions, lunch, recess, and dismissal
• Strengthen supports for students, including advisory, counseling, and explicit training in executive functioning
• Provide opportunities for students through the arts, clubs, and athletics
• Proactively and reactively maintain a responsive and restorative system of discipline

QUALIFICATIONS

Requirements:

• At least 5 years of experience teaching middle school
• Demonstrated leadership experience through grade team leadership, mentoring colleagues, leading professional development, etc.
• Masters Degree in Educational Leadership, or current enrollment in a program

Preferred:

• Special education certification
• Proficiency in Spanish

COMPENSATION

• Salary to be determined based on experience
• Medical and dental benefits
• 401K plan with a match of up to 6% of salary after a year of service

Integration Charter School is dedicated to providing innovative pathways to college that fully integrate students living with emotional challenges and others with special needs. In building a family of associated schools that share this common mission, ICS strives to fill gaps in public education. When fully realized, ICS, in conjunction with local public schools, will provide Staten Island parents of special needs children with an array of options which is richer than that enjoyed by any other community in the United States.

The successful candidate will serve as the PowerSchool Analyst and oversee PowerSchool operations, create custom reports, dashboards and pages, as well as provide training and support.

Responsibilities will include, but not be limited to:

• Manage and maintain Student Information System (PowerSchool)
• Sets and provides training and support for PowerScheduler
• Provide information and/or training to staff on the use of the student information system and application of data from the system
• Coordinate with school staff to facilitate smooth operations and processes when collecting and reporting on student information. Provide feedback, coaching and developmental opportunities to ensure the team’s successful performance
• Develop custom reports and dashboards within PowerSchool
• Create customizations within PowerSchool
• Anticipate and address user concerns; create viable solutions to meet business requirements
• Provide technical assistance and support for PowerSchool and all linked programs/applications
• Monitoring of the student information system and audit for compliance with applicable requirements; implement recommendations and ensure that the system is flexible to meet user needs; incorporate user input and feedback to develop plans to enhance the system
• Complete annual system backup
• Systems setup (annual and as needed)
• Run regular audits to maintain accuracy

Candidate should possess the following:

• • College/technical degree
  • Excellent oral and written communication skills
  • Ability to meet established deadlines
  • Ability to work with a high degree of accuracy
  • Skills in the use of graphic user interfaces
  • Ability to troubleshoot hardware and software problems
  • Ability to exercise independent judgment in correcting data errors or omissions
  • Experience with developing standards and managing audits against standards
  • Experience with developing and delivering end user training on data systems
  • Experience in K-12 education
  • Experience with APEX and creating Plugins
  • Proficient in HTML, SQL

ICS is an Equal Opportunity Employer

ICS offers a competetive salary and benefits package.

2023-2024-002

Salary Range: $75,000 – $89,000

Integration Charter School is dedicated to providing innovative pathways to college that fully integrate students living with emotional challenges and others with special needs. In building a family of associated schools that share this common mission, ICS strives to fill gaps in public education. When fully realized, ICS, in conjunction with local public schools, will provide Staten Island parents of special needs children with an array of options which is richer than that enjoyed by any other community in the United States.

The successful candidate will serve as the PowerSchool Analyst and oversee PowerSchool operations, create custom reports, dashboards and pages, as well as provide training and support.

Responsibilities will include, but not be limited to:

• Manage and maintain Student Information System (PowerSchool)
• Sets and provides training and support for PowerScheduler
• Provide information and/or training to staff on the use of the student information system and application of data from the system
• Coordinate with school staff to facilitate smooth operations and processes when collecting and reporting on student information. Provide feedback, coaching and developmental opportunities to ensure the team’s successful performance
• Develop custom reports and dashboards within PowerSchool
• Create customizations within PowerSchool
• Anticipate and address user concerns; create viable solutions to meet business requirements
• Provide technical assistance and support for PowerSchool and all linked programs/applications
• Monitoring of the student information system and audit for compliance with applicable requirements; implement recommendations and ensure that the system is flexible to meet user needs; incorporate user input and feedback to develop plans to enhance the system
• Complete annual system backup
• Systems setup (annual and as needed)
• Run regular audits to maintain accuracy

Candidate should possess the following:

• • College/technical degree
  • Excellent oral and written communication skills
  • Ability to meet established deadlines
  • Ability to work with a high degree of accuracy
  • Skills in the use of graphic user interfaces
  • Ability to troubleshoot hardware and software problems
  • Ability to exercise independent judgment in correcting data errors or omissions
  • Experience with developing standards and managing audits against standards
  • Experience with developing and delivering end user training on data systems
  • Experience in K-12 education
  • Experience with APEX and creating Plugins
  • Proficient in HTML, SQL

ICS is an Equal Opportunity Employer

ICS offers a competetive salary and benefits package.

2023-2024-002

Start Date: 7/3/2023

Salary Range: $75,000 – $89,000

Integration Charter School is dedicated to providing innovative pathways to college that fully integrate students living with emotional challenges and others with special needs. In building a family of associated schools that share this common mission, ICS strives to fill gaps in public education. When fully realized, ICS, in conjunction with local public schools, will provide Staten Island parents of special needs children with an array of options which is richer than that enjoyed by any other community in the United States.

The successful candidate will serve as the Data Instructional Coach and will work closely with school and network leaders to allow for data driven decision making and monitoring the health of the organization.

Reporting to the Director of Program Evaluation, the Data Instructional Coach will analyze and present data, create dashboards and track implemented programs. The individual will manage all network and State assessments. In addition to working with leaders, the individual will work closely with other members of the program evaluation team, as well as other shared services.

Responsibilities will include, but not be limited to:

• Analyze and present data to school and district leaders
• Track school and district programs and provide data related updates
• Development and maintenance of school performance dashboards that are aligned to the organization’s performance management framework key metrics
• Run monthly district and school data meetings
• Convenes regular meetings with school-based data managers to provide professional development
• Compile longitudinal data sets linking historical standardize test score data, internal assessments, and other academic or non-academic data elements
• Order, print, and scan all network assessments
• Create testing groups based on student need and school parameters

Candidate should possess the following:

• Master’s degree with at least 9 credits in STEM
• Excellent oral and written communication skills
• Ability to meet established deadlines
• Ability to work with a high degree of accuracy
• Ability to interpret and explain data
• Experience in K-12 education
• Proficient in MS Excel/PowerBI
• Proficient in Google Suites

ICS is an Equal Opportunity Employer

Salary Range:  $100,000 – $110,000

Start Date: 7/3/2023

2023-2024-001

Integration Charter Schools (ICS) located on Staten Island is seeking full-time Licensed Master Social Workers (LMSW) or Licensed Clinical Social Workers (LCSW) for the 2023-2024 school year.

Responsibilities for the School Social Worker will include, but not be limited to:

• Working within a clinically experienced counseling team;
• Working with middle school students on the high end of the Autism Spectrum in an integrated school setting;
• Computer and documentation skills.

Prior clinical mental health experience with students in grades K-12 is required.

Supervision and training will be provided.

Spanish speaking candidates preferred.

ICS offers a highly competitive salary, commensurate with experience, and a great benefits package.

ICS is an Equal Opportunity Employer

2023-2024-014

Start Date: 8/21/2023

Salary Starting at $70,000

What are Affinity Partner Schools?

New Visions partners with 71 district high schools in all five boroughs as part of our Affinity Network. These schools receive support from New Visions with school management tools, instructional resources, extensive coaching through our continuous improvement models, and more!  In 2021-22, graduation rates in our Affinity partner schools reached 92% and our support for postsecondary readiness has expanded exponentially.

Why Teach With Us?

We seek the most talented and dedicated educators to bring their skills, experience, and energy to a collaborative and innovative learning environment where teachers are empowered to meet each student’s unique learning needs and open the doors to new and rich opportunities. Our teachers are dynamic and innovative pedagogues who are committed to urban students and the issues they face every day.

Advantages of teaching at a New Visions Affinity Network school (employed by the NYC Dept of Education) include:

• Emphasis on knowledge sharing practices, frequent training, and targeted professional development opportunities
• Eligibility to apply for grants and fellowships to support the personal and professional development of exceptional teachers
• Access to leadership development programs and career opportunities from the classroom to school administration to educational reform
• Support with data tools needed to effectively support students

Who You Are

You’re a dedicated educator who is committed to serving students from all backgrounds.  You approach learning via a growth mindset and have a proven track record of engaging students.  You are reflective, seek and effectively apply feedback, and strive to learn from those around you.  You make informed decisions about lesson planning based on data and have demonstrated success in tailoring instruction to the needs of diverse learners. You work collaboratively with others to achieve common goals and are passionate about driving student success.  NYS content certification is required for all DOE positions.

What You’ll Do

Our teachers work with a diverse range of students to develop content knowledge and skills through collaborative classroom work, reading, writing, discussion, and authentic exploration/experimentation.   Our vision is that all learners have equal access to educational opportunities where barriers to learning are reduced and learner diversity is recognized, supported, and embraced.

Apply Now!

To apply and read the comprehensive job description, visit our careers site:

https://grnh.se/0549b7b51us

Network with DOE Affinity Partner Schools hosted by New Visions – May 4, 2023 4:30-7pm

We are hosting an in-person recruitment event for our 70+ DOE Affinity High School Network to support hiring for the upcoming school year. Meet representatives from our schools to discuss opportunities for SY23-24. The event will take place in our central office near Grand Central from 4:30-7pm.

Register here:

https://sites.google.com/newvisions.org/newvisionsaffinityevents2023/home

Salary Information

We follow the DOE and city salary schedules found here: https://www.uft.org/your-rights/salary/doe-and-city-salary-schedules

Pay Range

$61,070—$128,657 USD

New Visions is an equal opportunity employer. It is the policy of New Visions that all employees and applicants for employment will be treated in all respects on the basis of their merit and qualifications and without regards to their race, color, national origin, age, disability, sexual orientation, religion, gender, military status, marital status, ancestry, or any other reason prohibited by law.

POSITION: Math-SETSS Interventionist (Middle School)

QUALIFICATIONS

• Bachelor’s degree in Education or similar required
• Master’s degree preferred
• Required NYSED Certification: Students with Disabilities or Special Education
• 3+ years teaching experience preferred (K-12)
• Bilingual (Spanish) desirable

Key Responsibilities:

• Provide and plan units of study from the Illustrative Mathematics curriculum
• Uses the curriculum to create lessons that are inquiry-based and student-centered
• Incorporate various math centers/manipulatives to develop and monitor content growth
• Extensively checks for student understanding and utilizes various scaffolded tasks to help students who need enrichment or struggling with concepts
• Uses research-based and impactful instructional strategies to engage students in learning mathematical content
• Conduct comprehensive assessments that measure growth as well as help prepare students on how to navigate questions and language on standardized tests
• Demonstrates knowledge of the New York State Next Generation learning standards
• Lead an advisory group
• Actively participate, advocate, and collaborate with staff members during grade level/department meetings and professional development sessions
• Collaborate with student support coordinator and teachers to create remedial math plans
• Maintain strong and effective communication and relationships with teachers, administration, and families

The ideal candidate is:

• Dedicated to the AoC mission and an anti-racist curriculum/education
• Aligned to AoCMS core values
• Able to ensure our students have the tools they need to attend high school/college and help instill a perseverance attitude
• A “go-getter” that has a sense of urgency in closing the achievement, opportunity, and digital gap
• A team player that has a desire to work in a team-oriented environment and collaborate with colleagues
• Able to keep a growth mindset, they are able to receive frequent feedback with humility and has a strong desire to reflect, grow, and develop as an educator
• Able to analyze student data, be an advocate for student academic needs, and have collaborative discussions with teachers
• Willing to work in an ever-changing environment and face challenges head-on with a positive and professional attitude
• Believe in restorative justice practices and is able to implement an interdisciplinary and holistic approach to meeting students’ needs

SALARY: Commensurate with experience (Range begins from $60,000)

BENEFITS: This is a union position. AoCMS teachers are part of a United Federation of Teachers (UFT) chapter. The candidate will receive a comprehensive benefits package which includes programs like TransitChek, a retirement 403(B) plan, and UFT dental/vision & medical benefits. Free parking for employees is available on site.

ACADEMY OF THE CITY CHARTER SCHOOL IS AN EQUAL OPPORTUNITY EMPLOYER AND DOES NOT DISCRIMINATE ON THE BASIS OF RACE, SEXUAL ORIENTATION ETHNIC ORIGIN, SEX, OR DISABILITY IN ITS EMPLOYMENT POLICIES.

About the Position:

We are looking for a Middle School Math/Science teacher for the upcoming 2023-2024 school year. This position will be an Integrated Co-Taught (ICT) class.

About Us:

Community Roots Charter School (CRCS) is a K-8 school in Fort Greene, Brooklyn. As a diverse by design school, we are committed to being inclusive and centering anti-bias/anti-racist education. We provide all students with an educational environment where learner variability is acknowledged, valued and supported. We view this variability as an inherent strength of our community and use it to inform classroom practices and lesson design. We also establish a strong sense of community where students reflect on their identities, learn from each other, develop critical reading and thinking skills, and are equipped with strategies to take action on issues they care about.

Teaching and learning at CRCS is embedded in a meaningful real world context, where we teach children to see the connections between school and the world. Through a rich social studies focus and a social-emotional curriculum, we aim to equip all of our students with the skills and perspectives that will support them in developing into fully engaged members of their communities.  

Please visit our website for more information about our school: www.communityroots.org  

Benefits and Compensation:

• CRCS’ salary scale for 2022-23 ranges from $63,648.00 to $118,681.80

• Salary works to be competitive with the DOE salary scale
• 403b employer match of retirement contributions 
• Single and family dental, vision, and health care
• Pre-tax commuter benefits
• Available funding for professional development opportunities
• Community of teachers and staff who are driven, compassionate and supportive

Qualifications:

• Preference for New York State Teacher Certification
• Prior teaching experience with demonstrated success
• Preference for dual certification in Teaching Students with Disabilities (Special Education) and a content area

Community Roots seeks individuals who:

• Believe that all children have the right to an exceptional education, understand that children learn in different ways, and work hard to provide/create the support each student needs
• Believe that working and educating children in a diverse and inclusive environment is essential
• Are committed to anti-bias/anti-racist education, profesionally and personally
• Are capable of building a safe, nurturing, supportive and high achieving school culture
• Believe that communicating and building relationships with children’s families is essential
• Believe that a combination of creativity and research generates engaging curriculum
• Believe in and are capable of high levels of collaboration and communication
• See themselves as active learners committed to ongoing professional development
• Are reflective and embrace feedback 

How to apply: Please apply online at www.communityroots.org/jobs

About the Position:

We are looking for a Spanish teacher for our middle school 7th and 8th Spanish classes for the upcoming 2023-2024 school year. 

About Us:

Community Roots Charter School (CRCS) is a K-8 school in Fort Greene, Brooklyn. As a diverse by design school, we are committed to being inclusive and centering anti-bias/anti-racist education. We provide all students with an educational environment where learner variability is acknowledged, valued and supported. We view this variability as an inherent strength of our community and use it to inform classroom practices and lesson design. We also establish a strong sense of community where students reflect on their identities, learn from each other, develop critical reading and thinking skills, and are equipped with strategies to take action on issues they care about.

Teaching and learning at CRCS is embedded in a meaningful real world context, where we teach children to see the connections between school and the world. Through a rich social studies focus and a social-emotional curriculum, we aim to equip all of our students with the skills and perspectives that will support them in developing into fully engaged members of their communities.  

Please visit our website for more information about our school: www.communityroots.org  

Benefits and Compensation:

• CRCS’ salary scale for 2022-23 ranges from $63,648.00 to $118,681.80

• Salary works to be competitive with the DOE salary scale
• 403b employer match of retirement contributions 
• Single and family dental, vision, and health care
• Pre-tax commuter benefits
• Available funding for professional development opportunities
• Community of teachers and staff who are driven, compassionate and supportive

Qualifications:

• Preference for New York State Teacher Certification
• Prior teaching experience with demonstrated success
• Preference for dual certification in Teaching Students with Disabilities (Special Education) and a content area

Community Roots seeks individuals who:

• Believe that all children have the right to an exceptional education, understand that children learn in different ways, and work hard to provide/create the support each student needs
• Believe that working and educating children in a diverse and inclusive environment is essential
• Are committed to anti-bias/anti-racist education, professionally and personally
• Are capable of building a safe, nurturing, supportive and high achieving school culture
• Believe that communicating and building relationships with children’s families is essential
• Believe that a combination of creativity and research generates engaging curriculum
• Believe in and are capable of high levels of collaboration and communication
• See themselves as active learners committed to ongoing professional development
• Are reflective and embrace feedback 

How to apply: Please apply online at www.communityroots.org/jobs

We’re excited about special education elementary school teachers who are fired up about their lessons—who want to spend their time discussing, preparing, and immersing themselves in the rich content they teach. We value teachers who truly listen to what students are saying—who create a space for students to think their way through to answers, and who praise their insights and curiosities along the way. We value educators with a hunger for feedback and professional growth, and a dedication to excellence.

Our teachers embrace a rigorous liberal arts program and a positive approach to discipline, believe in the power of family and community partnerships, and commit to helping students succeed in college and beyond.

Why Ascend

Ascend is the largest Brooklyn-based public charter school serving nearly 6,000 K-12 students in 16 schools. We exist to serve every student – to help them embody their inherent excellence by providing rich, joyful learning experiences that unlock a life of boundless choice.

Access to education is a social justice issue. As educators, we center justice and live out our commitment to Diversity, Equity, Inclusion, and Anti-Racism (DEIA) by ensuring that our students have the skills, tools, and confidence they need to thrive today and in the future. We are proud to have a workforce that mirrors the diversity seen in our students. Working at Ascend provides a community focused on developing an environment of support and belonging. Educators collaborate closely and encourage each other to achieve great outcomes.

Our schools honor, nurture, and challenge the whole child. Ascend fosters critical thinking skills and a love of learning through an inquiry-based learning approach, Responsive Classroom model, and anti-racist education. Students at Ascend benefit from a rich and rigorous liberal arts curriculum that nurtures natural curiosity about the world and guides them to think critically and independently.

Ascend invests in employees by providing ongoing professional development, coaching, and career pathways in our schools. We are proud to provide a generous benefits package, which includes flexibility in our healthcare plan, and 403(b) matching starting at year one. At Ascend, we care about our workforce’s mental health and offer services covered by insurance and additional time off for our staff to utilize for their personal care.

For more information on Ascend Public Charter Schools’ model, approach, and core values, please visit our website.

Responsibilities

The lower elementary special education ICT teacher will develop and teach engaging lessons that follow the rigorous, Common Core aligned Ascend curriculum and provide individual or small group instruction for students who require additional academic support. Additionally, the special education ICT teacher will:

• Differentiate small group instruction for students with special needs
• Prepare student individualized education plans in consultation with staff and families to ensure success for all scholars
• Utilize formal and informal assessment data to drive instruction and ensure student mastery of standards
• Build a warm and inclusive classroom environment, implementing the practices of Responsive Classroom
• Create and maintain strong relationships with students and families
• Actively participate in grade-level meetings, collaborative planning, and professional development, including an annual summer institute
• Accept ultimate responsibility for the academic progress of his or her students, and work to actively overcome setbacks

Staff and reporting relationships

The special education ICT teacher reports to the assistant principal and also works closely with the student services coordinator.

Qualifications

• A master’s degree and NYS charter certification required
• NYS certification in any subject/grade level OR meets one of the four uncertified criteria for charter school teachers:
  • TFA alumni
  • 3+ years K-12 teaching experience
  • 3+ years adjunct professional teaching experience
    exceptional professional in the content area he/she will be teaching (e.g. published writer applying for ELA)
• The ability to create a classroom environment where students feel safe, supported, and challenged
• Passion and commitment to teaching scholars in underserved areas and to closing the achievement gap
• Relentless drive to set and achieve ambitious goals
• Strong collaboration and teamwork skills
• Growth mindset and ability to use feedback to improve practice
• Experience teaching in underserved areas a plus

Compensation

Initial salary offers for this position range from $60,000-$90,000. Salaries are determined using an equitable compensation scale that accounts for years of experience and levels of attained education.

Early Hire Bonus

If you receive an early offer to join us for the 2023-24 School Year after undergoing our talent processes, and sign prior to May 1st, 2023 you are eligible to receive a one-time $5,000 bonus.

*see further details below

Diversity at Ascend

Ascend is committed to building a diverse and inclusive community, both through our hiring practices and our focus on creating a culture and environment where diverse perspectives, ideas, and identities are valued and integrated into our way of working and educating students. Ascend staff represent a wide diversity of racial, socio-economic, gender, religious, and national identities—opening a window to the entire Ascend community on the richness of humanity. We welcome all applicants who share our mission and vision to join us in our deeply consequential work.

*the early hire bonus is conditional and subject to all required taxes and withholdings, good standing status, to be paid within ninety (90) days following your first day of work.

The Academy for Careers in Television and Film (TvF) is a Career & Technical Education high school that opened in 2008 in Long Island City, Queens. While TvF is non­selective in its admissions, the school has a deeply rooted commitment to providing all its students with an engaging and high quality educational experience comparable to the most selective programs throughout New York City. Since graduating its first cohort in June 2012, TvF has maintained a graduation rate of 96% or higher every year. TvF greatly values its faculty and staff, who are always supported in strengthening their practice and skills and to grow into leadership roles within the school. Read more about the school and the school’s team here!

TvF is seeking a Social Worker to join our team for the 2021-2022 school year.

Interested candidates should send a resume and cover letter to employment@actvf.org 

Qualifications:

• Licensed Master’s level degree in Social Work
• NYS certification (or in process of reciprocity)
• Experience meeting the social, emotional, and behavioral needs of adolescents in a diverse community 
• Knowledge of evidence-based practices, different counseling modalities, and crisis management
• Effective interpersonal communication skills when working with colleagues, parents, students, and community stakeholders
• Familiarity with the IEP process and relevant documentation

About Overdeck Family Foundation

Overdeck Family Foundation (“the Foundation”) was founded in 2011 by John and Laura Overdeck with the goal of providing all children the opportunity to unlock their potential. The Foundation focuses exclusively on enhancing education, funding efforts both inside and outside of school in the areas of early childhood, informal STEM education, and K-9 programs that include supporting educators and student-centered learning environments. Our grantmaking and strategic support focus on unlocking innovation, evidence, and growth opportunities for organizations and researchers that are committed to accelerating key academic and socioemotional outcomes for all children. The Foundation funds both direct impact organizations and ecosystem efforts that clear the path to scale for our grantees and the work that they do. 

The Portfolio Manager, Inspired Minds Position

The Foundation is seeking a full-time Portfolio Manager to lead the Foundation’s Inspired Minds portfolio, which seeks to build the next generation of creative problem-solvers by expanding access to engaging and challenging STEM learning experiences that deepen family engagement, build STEM mindsets, and inspire students with joyful and rigorous learning. The ideal candidate is passionate about the power of STEM as a vehicle to unlock the potential for children in this country and is energized to source, secure, and support grantees to drive this work.

Reporting to the Associate Program Director, and managing an Associate, the Portfolio Manager will work collaboratively to refine investment strategy, build and nurture relationships across the out-of-school STEM ecosystem, and support early stage and growth stage ventures, aiming to cost effectively and sustainably scale programs that improve academic and socioemotional outcomes for kids  Given the nature of this work, the Portfolio Manager should expect 10-20 percent of this role to include travel for grantee site visits, conferences, and funder meetings. 

Visit www.overdeck.org for more information. To learn more about our Inspired Minds portfolio, visit the websites of some of our partner organizations: EiE, Learn Fresh, Camp/Club Invention, FIRST, Almost Fun, and Afterschool Alliance. 

What You’ll Help Us Do: 

• Design, monitor, and evolve a portfolio strategy: 

• • Lead the development of a coherent portfolio strategy, which evolves from setting ambitious portfolio goals that are grounded in the analysis of evolving market opportunities, trends, and gaps in the education and philanthropic landscapes
  • Define a clear and differentiated position for Overdeck Family Foundation within the portfolio strategy issue area that is grounded in evidence, research, and efficiency of investment
  • Measure, evaluate, and capture lessons from investments to inform strategy iteration and to build strong pattern recognition for how to best provide strategic support to portfolio investments to achieve stated goals

• Propose investments in early and growth stage nonprofit organizations: 

• • Identify organizations aligned to the portfolio strategy and conduct rigorous diligence on prospective investments that are grounded in the foundation’s investment criteria
  • Form a hypothesis and narrative for each investment to create actionable, written grant recommendations and present these to the Board of Trustees
  • Build a balanced portfolio of investments grounded in the potential of each organization to spur innovation, build evidence, and grow to deliver impact while also ensuring that the overall portfolio realizes ecosystem-level impact with minimized risk

• Provide strategic support to grantees: 

• • Serve as a strategic advisor to grantees by developing a strong and trusting partnership—inclusive of providing support, coaching and/or taking on board roles when appropriate—to help grantees understand their organizational needs and achieve their vision for impact
  • As a credible and valuable partner to grantee organizations, manage and prioritize allocation of strategic supports in service of grantee and portfolio goals, grounded in an understanding of the holistic needs of individual grantees and the portfolio, including direct supports, third-party supports, and portfolio-wide learning experiences 
  • Knowledgable in program or product evaluation and can both understand and advise on an organization’s ability to be cost-effective, scalable, impactful, and sustainable

• Influence the field: 
  • Build momentum for positive change related to the portfolio strategy by proactively developing relationships with influential stakeholders
  • Develop and maintain an extensive and diverse network of partnerships across nonprofit, philanthropic, public, and private sectors to advance the mission and goals of the portfolio grantees
  • Partner effectively with peer funders to build awareness of the Foundation’s strategy, identify ways to support each other, and elevate promising grantees to attract additional funding
  • Build awareness of the portfolio strategy and learnings while elevating and amplifying high-performing grantees through strategic public engagement and thought leadership, including speaking at conferences, hosting and participating in key meetings, and engaging in thought leadership writing 

• Manage and coach Associate: 
  • Support Associate to identify a pipeline of prospective investment opportunities and conduct due diligence of those opportunities against Foundation investment criteria
  • Collaborate with Associate to create their professional development plan; regularly revisit progress on growth by taking an active and supportive coaching role to ensure Associate has a clear path to recognize and expand their strengths, while also addressing opportunities to improve
  • Support Associate to navigate obstacles using effective problem solving, as well as discussing and identifying connections, networks and/or opportunities to advance portfolio or grantee goals
  • Engage in joint decision making around grantmaking, including measurement, reporting, and monitoring targets

Who You Are:

An outcomes-oriented strategist who is able to synthesize information to arrive at an evidence-based approach to making investments and supporting grantees. You have experience with early stage and growth stage organizations and understand the challenges they face as they clarify and scale their models. You can build deep relationships across grantees, understand their challenges, observe patterns of need, and build and nurture meaningful and efficient supports to help them succeed. You are analytically natured, curious, and learning oriented. You leverage data and evidence to drive strategic decisions around investments and portfolio support in service of goals. You are comfortable with ambiguity—confidently exploring your hypotheses while remaining flexible and viewing learning from failure as a path to success. 

An authentic and empathetic leader who builds deep and candid relationships with ease. You possess a strong presence and gravitas and can clearly communicate a message tailored to your audience. You build trusting relationships internally and externally because you are authentically you and you value candor and kindness in your interactions. You operate with a high level of self-awareness, humility, and emotional intelligence and you value the same in your colleagues. You engage in conflict confidently and with kindness and navigate tensions by seeking understanding and valuing multiple perspectives. You are able to hold and honor values and perspectives that are different from your own.

Someone who understands STEM education sector. You understand and have developed relationships within the relevant ecosystems and can serve as a credible advisor to organizations. You are familiar with current trends, emerging issues, policy interventions, and innovations focused on joyful and rigorous learning opportunities beyond school hours. You understand product market fit, business/revenue models, and scale and distribution channels specific to work outside and adjacent to the K-12 school system. You are able to evaluate an education intervention to understand if it is cost-effective, scalable, impactful, sustainable, and grounded in educator and student needs.

A team leader who enjoys managing, coaching, and developing direct reports. A colleague who seeks reciprocal learning and growth from colleagues at every level. You deeply believe in the potential of all professionals to learn and grow. You look forward to building and sustaining an effective, growth-oriented, and inclusive team. You are able to collaboratively set a clear vision for the Inspired Minds investment portfolio and you can map individual roles and responsibilities in service of this vision across your team.

Someone who is comfortable in a fast-paced, entrepreneurial environment. You can successfully manage numerous priorities and projects. You are excited about working in an environment where complex problems are being considered and can proactively develop creative solutions. You value innovation and can see potential in new ideas and bring them to life. 

What You’ve Done:

Required experience:

• Bachelor’s degree
• Minimum of 10 years of work experience, including time spent leading teams to deliver results in or adjacent to early and/or growth stage organizations
• Direct experience and content expertise in STEM education or STEM related focus within a youth development, nonprofit management, philanthropy, or research or policy role or organization
• Demonstrated experience growing an organization, including formulating and executing strategy, identifying challenges, and implementing solutions
• Demonstrated strength in quantitative analysis and data-driven decision making
• Demonstrated management experience, focused on staff development and growth

Preferred experience:

• Master’s degree in relevant field of education, policy, business, law, statistics, math, science, nonprofit management, or engineering
• Venture philanthropy experience supporting organizational growth and development through informal and formal support (i.e. grants, board experience, consulting, providing capacity-building support)
• Experience conducting cost benefit analysis and/or cost effectiveness analysis

How to Apply:

Overdeck Family Foundation is partnering with RCG Talent Solutions to find our next Portfolio Manager, Inspired Minds. Please follow this link to submit your application and direct all questions to openroles@rcgtalent.com.

Working at Overdeck Family Foundation:
Overdeck Family Foundation is committed to providing a total rewards package (both base salary and benefits) that is competitive within the philanthropic sector. The base pay for this role is anticipated to be between $112,500 and $165,000. The anticipated base pay range is based on information as of the time this post was generated. Actual compensation for successful candidates will be carefully determined based on a number of factors, including their skills, qualifications, and relevant work experience. Additionally, employees are eligible for a discretionary annual performance bonus.

We offer competitive core benefits, including fully paid medical and dental insurance premiums for employees and dependents, competitive 401(k) match, $3,000 annual professional development funds, tuition reimbursement, generous vacation time, unlimited sick days, and employer-paid life and disability insurance. Overdeck Family Foundation requires all employees to live within a commutable distance from the office in the SoHo neighborhood of New York City. Each week, employees must work in the office on Tuesdays and additional “team days” for collaboration, with the option to work remotely on all other days. Perks of being in the office include on-site gyms with laundry service, wellness classes, snacks, and a casual dress code in our beautiful office in SoHo.

Equal Opportunity Employer:
Overdeck Family Foundation is dedicated to the work of unlocking every child’s potential. We are committed to creating a workplace where employees thrive both personally and professionally. We also believe our employees should reflect the rich diversity of the children in the education system we aim to support—in race, gender, age, culture, and beliefs—and we support this diversity through all of our employment practices.

All applicants and employees who are drawn to serve our mission will enjoy equality of opportunity and fair treatment without regard to race, color, age, religion, pregnancy, sex, sexual orientation, disability, gender identity, gender expression, national origin, genetic information, veteran status, marital status, and prior protected activity.

This summer, be part of a transformative experience for students from low-income and historically marginalized communities with exceptional potential in math.

Bridge to Enter Advanced Mathematics (BEAM), a project of the Art of Problem Solving Initiative, Inc., is seeking enthusiastic mathematics instructors for a 5 week long summer day camp. Faculty teach at least one course of their own design (pre-packaged courses designed by BEAM are available to teach as a second course if desired) to curious middle school students from low-income and historically marginalized communities and help us to build a community of math-lovers. Ideal Faculty candidates are middle school and high school teachers interested in enrichment math. We also welcome applications from college or university professors with strong teaching backgrounds. Junior faculty positions are also available for graduate students and early career teachers.

Covid-19 Note:  While our intention is to hold our programs in person, we reserve the right to hold our programs virtually for the Summer of 2023 depending on community spread of COVID-19. We will continue to monitor the situation and give updates as needed. All employees that work in-person at Summer Away sites must be fully vaccinated against COVID-19 prior to their first day of work  as a term and condition of employment at BEAM.  In addition to being fully vaccinated, BEAM requires all eligible employees to receive a booster. Proof of vaccination will be required.

For more information, please review our Safety Policies.

What You’ll Do:

As a Faculty member, you are a key component of the structure of our program. It is important to us that students are presented with challenging mathematical topics and that they are at the center of the math that happens in the classroom.  Our students are inquisitive and enjoy working hands-on, discovering deep mathematics to grow as mathematicians. In a BEAM classroom, students work to discover patterns, connect with each other over their discoveries, make conjectures, and share arguments in favor of or against those conjectures with classmates and their instructor. You’ll support that by:

• Teaching interesting mathematics courses to engaged middle school students. Full-time faculty members teach two 5-week courses that run concurrently (one in the morning, one in the afternoon) and have two sections each. Part-time faculty members teach just one 5-week course with two sections (both in either the morning or the afternoon). Courses at BEAM Discovery can be:
  • Logical Reasoning introduces logical reasoning including deductive logic, case analysis, working methodically, and proof by contradiction
  • Math Fundamentals leads students to understand mathematics from school (especially foundation, elementary topics) on a deeper, more conceptual level
  • Creative Problem Solving exposes students to problems that require creativity, often through math contest problems (or topics that appear often in middle school math contests)
  • Applied Math introduces students to applications of math, such as programming, astronomy, mathematical biology (such as predator and prey models, or genetics), or estimation and Fermi problems
• Preparing class materials that allow students to do mathematics (rather than hear about mathematics)
• Leading classes designed to provoke student curiosity and inquiry; ideally, this would be done via activities built to allow students to explore/develop the math directly through their work (as opposed to copying examples and applying them) and where students are given time and space to  productively struggle and to get through that struggle
• Supporting student learning, growth, and love of mathematics by fostering positive relationships and being an engaged member of the community during camp activities, such as working with students during Open Math Time, judging Relays,  and/or (optionally) eating lunch with students
• Attending staff meetings (typically 1-2 times a week) that include time for building community amongst summer staff, engaging in professional development, and aligning on upcoming priorities

BEAM Discovery is a day camp, so it isn’t necessarily a typical teaching job, but we think that’s one of the great things about working with us! Our faculty teach courses they are passionate about and our students have the ability to choose which classes they take: this fosters a strong, positive relationship between enthusiastic learners and faculty who get to share their love of mathematics with them each day.

Who You Are:

Strong candidates will work well on a close-knit team and will be able to bring unique curriculum perspectives to the program. Experience with mathematics curriculum design for middle school audiences, with students from low-income or historically marginalized backgrounds or at Title 1 schools, and with other extracurricular outreach programs (such as math summer programs or math circles, MATHCOUNTS, programming workshops, or similar) are all beneficial. We will provide mentorship, textbooks, and other resources as needed. Beyond the classroom, we expect that faculty will create a fun and inclusive community with the students.

We’re interested in hiring people who are committed to growth. Faculty often return to work with us for multiple summers, and the feedback we get is that working for us allows them to identify and tackle growth opportunities that translate to their year-round jobs. We believe that we have as much to learn from our students as they do from us!

Details:

Location: BEAM Discovery’s Los Angeles campus is in the Pico-Union/Koreatown area. The exact names of the campus location will be provided later.

Program dates:

• The LA dates will be June 20 – August 1, 2023*
• The NYC dates will be June 30 – August 15, 2023 (with July 3-4 off)*

* These dates are inclusive of the 5-week camp as well as pre-camp training and set-up and post-camp wrap-up. During this period, you would work Mondays – Fridays.

Compensation: $5,670 for Faculty for the time that the program runs. Part time positions are available and paid hourly with an expected compensation rate of around $3360. We do have a Senior Faculty position with $7,350 compensation for candidates who have grown with us over multiple summers or are exceptionally strong fits for the role. Eligibility for the Senior Faculty position will be assessed during the Faculty hiring process.

Applicants must be authorized to work for any employer in the US. We are unable to sponsor or take over sponsorship of employment Visa at this time. International graduate students able to obtain CPT or OPT are welcome to apply.

Application Process and Deadline:

The initial step is to submit your application, including resumé and responses to a few short application questions, via our online portal. When your application is complete, we will follow up with next steps.

Next steps in our process will include submitting a course proposal that outlines the objectives and a sample lesson from a course you would like to teach at BEAM this summer.  We believe in the importance of demonstrated ability and providing opportunities that allow candidates to demonstrate relevant skills for the role throughout our process. For more specifics on what we’re looking for in this next stage, you can refer to this document. The final step of our process is a final interview with the hiring lead for Faculty positions.

We are still accepting applications for BEAM Discovery positions! We will review applications on a rolling basis until all positions are full.

For more information and the application, contact us at emily@beammath.org or visit our website at www.beammath.org/beam-discovery-faculty-info. For information on working at our residential summer camps, check out our BEAM Summer Away postings!

The New York City Independent Budget Office (IBO), a nonpartisan city agency, is seeking an experienced and self-motivated budget and policy analyst to join our public education team. The City Charter and State Education Law directs the IBO to provide analyses and issue public reports on the city’s public education budget, policy, and outcomes and to enhance official and public understanding of such matters.

A successful candidate for this position will evidence a deep understanding of public budgeting and finance as well as awareness of the range of issues related to public education in an urban setting. Experience with analysis of the New York City budget and federal or New York State funding streams for education, and knowledge of the New York City Department of Education budget or budgeting processes, or the city’s Financial Management System, are definite pluses. The successful candidate will also demonstrate strong awareness of the relationship between budgeting and policy.

Qualifications:

Candidates should be detail-oriented, analytic, demonstrate skills necessary to work with large data bases of individual and school level data, and have experience with public budgeting systems. Candidates should have experience in quantitative research and rigorous policy analysis, demonstrate strong writing skills to convey complex content clearly and simply for a wide range of audiences, and be able to manage multiple projects simultaneously. Commitment to impartial and independent research is essential. Ability to take initiative and meet deadlines is critical, as is the ability to work as part of a multi-disciplinary team. Experience with SAS, R, or similar statistical package is a plus.

A graduate degree in public policy, administration, economics, or a related area of social science research, along with two to five years of experience, is preferred; equivalent work experience may substitute.

Salary range: $70,000-$85,000, depending upon experience.

Other Information:

New York City residency must be established within 90 days of appointment and is required for the first two years of city service, after which employees may reside in Nassau, Orange, Putnam, Rockland, Suffolk, or Westchester Counties. You must be legally eligible to work in the United States.

The City of New York is an inclusive equal opportunity employer committed to recruiting and retaining a diverse workforce and providing a work environment that is free from discrimination and harassment based upon any legally protected status or protected characteristic, including but not limited to an individual’s sex, race, color, ethnicity, national origin, age, religion, disability, sexual orientation, veteran status, gender identity, or pregnancy.

As a current or prospective employee of the City of New York, you may be eligible for federal loan forgiveness programs and state repayment assistance programs. Please review the notice to see if you may be eligible for programs and how to apply at nyc.gov/studentloans.

IBO allows for hybrid work schedules.

Overview

Youth Communication (YC) is growing and seeking a dynamic and experienced Director of Partnership Development to deepen YC’s impact and develop partnerships with schools, districts, government agencies, and community-based youth programs. YC provides curricula and professional development based on true stories written by teens. Our programs enable schools and other youth-serving organizations to create supportive, culturally responsive learning communities. We are committed to teens of color and other young adults whose voices need to be heard.

The Director of Partnership Development will be responsible for building deep and broad relationships with school leaders and other decision-makers. The position requires knowledge of (and the ability to discover) school and agency funding streams and curriculum adoption timelines. It also requires the ability to build relationships with decision-makers at the school, agency, and district levels.

As an ideal candidate for this position, you are energetic, entrepreneurial, highly self-directed, and hands-on, with a proven track record of securing customers and closing sales. You possess strong relationship building skills, the capacity to establish a strong rapport with YC’s existing partners, and a deep passion for YC’s mission to amplify youth voice.

Given the complex nature of the curriculum adoption and professional development purchasing process, this job will require frequent virtual and in person meetings with principals and district staff both in NYC and nationwide. Occasional regional and national travel may also be required. They will also work closely with our Executive Director, Managing Director of External Relations, Marketing Director, and the YC education team to identify potential school partners and funding sources, determine their needs and how YC’s programs and services can meet them, and enlist them in supporting or purchasing YC programs.

Youth Communication is pursuing ambitious growth goals for our culturally responsive, social and emotional learning programs. Over the next three years, we aim to scale our programs across New York City public schools and build roads to expansion across the country. This role is a crucial element of that plan. The Director of Partnership Development must be agile and ready to adapt to these new opportunities for growth.

YC is operating with a hybrid model, with an expectation of at least two days of in-person work a week.

About Youth Communication

YC elevates the power of youth voices to improve the lives of young people who are the furthest from opportunity, including youth of color, youth living in poverty, experiencing housing instability, and in foster care. We provide powerful, teen-written stories and professional development that help educators and youth workers connect with teens and build their social and emotional skills.

Our professional development and curricula are based on true stories written by teens in YC’s intensive writing program. These stories make YC’s professional development programs and services unique in the field and exceptionally engaging for teens.

Youth Communication currently has a $1.9M+ operating budget, with 90% funded through philanthropic support and 10% through earned income from our PD services. This year, our goal is to secure $400K in earned income.

The ideal candidate will be both highly collaborative and self-directed. We are looking for a teammate who brings an outcomes-oriented approach to providing solutions that authentically center youth voice and lead to the creation of safer, more supportive, and inclusive schools and communities.

The Director of Partnership Development will be expected to fully engage in Youth Communication’s diversity, equity, and inclusion work. This will include regularly reflecting on their own intersectional identities, infusing their own work with an equity mindset, and holding themselves and their colleagues accountable.

Responsibilities

Sales (65%)

• Identify and cultivate new potential partners among schools, school districts, community-based organizations (CBOs), and government agencies for YC’s professional development services and curricula.
• Research relevant sources of public funding and identify potential customers for cultivation.
• Cultivate relationships with existing partners and maintain those relationships through a high level of service and professional empathy.
• Research and identify third-party payers (e.g foundations or intermediary organizations), that recognize the value in YC’s programs and services.
• Meet or exceed annual revenue goals. This year, that goal is $400,000.
• Secure payment commitments, manage invoicing, and draft contracts.
• Ensure maintenance of accurate records of sales and prospecting activities in Salesforce (CRM), tracking sales goals on a monthly, quarterly, and annual basis.

Marketing Collaboration (20%)

• Represent YC to the public in meetings and speaking engagements, marketing our revenue-generating services.
• Collaborate with both Marketing and Education on sales-specific external communications opportunities as well as YC’s convention strategy–seeking to attend at least three conferences each year with the purpose of generating leads.
• Work collaboratively and creatively with YC’s marketing and communication staff to create and disseminate messages that convey the value of our programs and services— via YC’s websites, social media, brochures, and other collateral.

Program Collaboration (15%)

• Collaborate with YC program directors to:
  • ensure that program services are aligned with sales and organizational goals;
  • identify new customer needs to inform curriculum development and training services that are aligned with our strategic direction.
• Assess reports from program evaluations and customer testimonials and integrate them into sales efforts.

Qualifications

• Passionate about YC’s mission to elevate the power of youth voice to improve the lives of youth in New York City and beyond, particularly teens of color and other young adults whose voices need to be heard. Able to communicate that passion to school-based staff, district leaders, community-based organization decision-makers, city agency leaders, etc.
• Sales and marketing experience and track record of closing sales and/or securing revenue and the ability to represent the organization to a wide range of stakeholders and constituencies.
• Knowledge of the NYC educational and youth development landscape.
• Knowledge of broad educational trends and the national market for social and emotional programs and services.
• Familiarity with the complex challenges that educators face in their work to support youth who are the furthest from economic and educational opportunity. Service-minded, supportive, and demonstrates care and empathy for students and teachers.
• Adaptive, flexible, and highly focused, demonstrating a readiness to support organizational growth.
• Strong public speaking and presentation skills.
• Comfortable tracking revenue and managing a pipeline in Salesforce (or comparable CRM).
• Familiarity with software systems for managing contacts, projects, and revenue-generation activities (e.g. Google Suite, Salesforce, Microsoft Teams, and Zoom).
• Bachelor’s degree or the equivalent in education and experience.
• 3-5 years of educational sales or similar experience leading communities of educators and/or equivalent experience working in public education and/or youth development in NYC.

Salary

• $75,000-$85,000, based on experience.

Benefits

• Youth Communication offers a generous health care plan (paid 85% by the organization); three weeks of paid vacation in the first year, 11 paid holidays, and other benefits. The office operates on a hybrid model with a mix of work-from-home/in-person.

Advocates for Children of New York (AFC) is a dynamic social justice organization that strives to ensure a high-quality education for New York students who face barriers to academic success, focusing on students from low- income backgrounds. AFC works on behalf of children and youth who are at greatest risk of academic failure due to poverty, race, ethnicity, disability, homelessness, immigration status/limited English proficiency, or involvement in the child welfare or juvenile/criminal legal systems. We use uniquely integrated strategies to advance systemic reform, empower families and communities,
and advocate for the educational rights of individual students. For more information on AFC, see www.advocatesforchildren.org.

AFC seeks a Staff Attorney for its Immigrant Students’ Rights Project (ISRP). ISRP works to protect the education-related rights of underserved immigrant families. Immigrant families face unique obstacles in NYC public schools related to their linguistic and cultural backgrounds.

The Staff Attorney will report directly to ISRP’s Project Director.

RESPONSIBILITIES
The attorney will primarily serve immigrant families of children with special needs and English Language Learners (ELLs).

Responsibilities include:

• Representing parents at special education administrative hearings;

• Participating in school meetings and school visits;

• Assisting families with school related issues such as school enrollment, locating bilingual
programs, and addressing bullying;

APPLICATION INSTRUCTIONS
Please e-mail one document that includes a resume and cover letter to ISRPstaffattorney@afcnyc.org with “Staff Attorney – Immigrant Students’ Rights Project” in the subject line. Candidates should highlight why they are interested in this role at AFC and how their experience aligns with the Staff Attorney position, including any personal or professional experience that demonstrates your connection to the populations AFC serves. Due to the high volume of applicants, only complete applications from
qualified candidates will be contacted.

EXPECTED START DATE
The position is available immediately, and resumes will be considered on a rolling basis.

COMPENSATION AND BENEFITS
This is a full-time position, with a salary in the $73,000 – $81,000 range, depending on experience, and includes a comprehensive benefits package. AFC’s current compensation package includes medical and dental insurance, with a plan option that covers full payment of medical plan premiums for staff and their qualified dependents. AFC has generous time-off policies that include 10 federal holidays, office closure between Christmas and New Year’s Day, and 15 vacation days and 15 paid time off days in the first year of employment. AFC also offers a 403(b) plan with a fully vested employer match and coverage of the premium cost of life insurance and long- and short-term disability insurance.

OTHER INFORMATION
Currently, all AFC positions are expected to work at least 2 days a week in the office and remotely on the remaining days. COVID vaccination is required prior to the first day of employment.

AFC is an affirmative action employer that actively seeks to recruit and retain a diverse staff and especially encourages applications from people of color, persons with disabilities, parents of persons with disabilities, persons of diverse sexual orientations, gender identities or gender expressions and persons of diverse socioeconomic backgrounds.

AFC is committed to providing access, equal opportunity, and reasonable accommodation when requested by a qualified applicant or employee with a disability or other protected characteristic. The policy regarding requests for reasonable accommodation applies to all aspects of employment, including the application process. For more information and to request an accommodation, contact Human Resources at HR@advocatesforchildren.org.

• Providing know-your-rights trainings to families, community organizations, and service providers;

• Supporting ongoing policy advocacy efforts focusing on ELLs, immigrant students, and access to translation and interpretation services in schools;

• Researching and conducting outreach to organizations that provide services to immigrant
communities; and

• Drafting and updating informational materials for immigrant parents;

MINIMUM QUALIFICATIONS
• Law degree required and admission to the NYS bar preferred;

• 0-4 years of legal experience required;

• Spanish language fluency required;

• Ability to effectively engage across cultures, identities, and ethnicities, particularly Latinx and immigrant families;

• Strong presentation skills and comfort with public speaking;

• Able to engage with a variety of audiences that include parents, community partners, and NYC DOE staff;

• Organized, detail oriented, and able to work independently on tasks and deliverables;

• Strong writing ability;

• Understanding of and alignment with AFC’s mission. Please review AFC’s work at
www.advocatesforchildren.org; and

• Desire to learn, both as an individual and as part of an organization, and apply diversity, equity, inclusion, and anti-racism principles.

Position Description

About Inwood Academy for Leadership

Inwood Academy for Leadership Charter School is a tuition-free public charter school that began as an idea among community members who longed to see more educational choices offered to the children of Washington Heights and Inwood.

Strategy Lead, Bridging (Program Officer)

Einhorn Collaborative is seeking a Strategy Lead (similar to the “Program Officer” role at peer foundations) to drive our Bridging strategy and portfolio. The Strategy Lead will be responsible for advancing a long-term strategy to identify, fund, and support organizations that are helping members of Gen Z become more civic-minded and gain skills to build strong collaborative relationships across lines of difference.

Einhorn Collaborative is partnering with RCG Talent Solutions to support our search for the Strategy Lead position. Please direct all questions to the RCG team at openroles@rcgtalent.com.

About Einhorn Collaborative:

Einhorn Collaborative is a nonprofit foundation dedicated to addressing America’s growing crisis of connection. We work with a wide range of researchers, community leaders, cultural influencers, and funders to help Americans build stronger relationships, embrace our differences, and rediscover our shared humanity — so we can solve our most urgent challenges together.

To advance this mission, Einhorn Collaborative’s strategy focuses on four interconnected, mutually reinforcing areas of human connection:

• Bonding: Developing our capacity to nurture healthy relationships by fostering emotional connection between babies and their parents/caregivers.
• Bridging: Equipping young people with the skills and experiences to build relationships across lines of differences.
• Building: Building systems and institutions that strengthen social connection and cohesion.
• Belonging: Amplifying narratives that foster a culture of empathy, trust, collaboration, and belonging.

As a foundation, our approach is grounded in collaboration and collective impact. We believe in making impactful investments by bringing together field leaders and peer funders across varying ideological, racial, religious, socioeconomic, and geographic differences to listen, learn, and take on shared challenges and opportunities. We fuel the conditions for collaboration among these actors to harness collective wisdom and develop joint efforts to achieve more lasting outcomes.

More information about the foundation can be found here: www.einhorncollaborative.org.

About Einhorn Collaborative’s Bridging Strategy:

To help cultivate a more socially cohesive society, we need many more bridge-builders – people who have the motivation, skills, values, and behaviors to help others navigate divides and work together to address civic problems. Adolescence (12-25 years of age) is the ripest developmental stage where identity and values are formed. Young people have an openness to new people and ideas. By participating in high-quality bridging experiences, young people have the opportunity to become bridge-builders and gain the skill sets and lifelong habits needed to address community needs and repair our social fabric now and in the future.

Our current Bridging strategy seeks to increase the quality and quantity of bridging experiences in three key settings that reach young people:

• Civic learning as the universal preparation across middle and high schools, with an emphasis on New York State.
• Community-engaged learning (CEL) as an effective pedagogical approach in higher-education, with an emphasis on Einhorn Collaborative’s partnership with Cornell University as an exemplar institution committed to providing all students with high-quality CEL opportunities.
• National service as a high-dosage model to develop future leaders committed to bridge-building.

We also seek to shift American culture to incentivize, resource, and celebrate bridging as a critical component of positive youth development and recognize the need and opportunity to effectively elevate youth voice.

In the spirit of the collaboration we wish to see in the world, our staff seeks to engage a wide range of stakeholders including grantee partners, industry leaders, peer funders, community members, young people, and many others to shape and influence the approach we take with our work. We seek to build deep, supportive relationships with our grantee partners –offering resources, time, and networking opportunities to them in support of our shared work.

Candidates who advance to the semi-finalist and finalist rounds will receive more detailed information about the Bridging strategy.

About the Role:

Reporting to the Executive Director, the Strategy Lead will implement and refine our Bridging strategy and serve as an active participant in several collaborative efforts to provide more young people with high-quality bridging experiences. In future years, the Strategy Lead will have the opportunity to develop the next iteration of the Bridging strategy, informed by insights from Einhorn Collaborative’s current work.

In their first year, the Strategy Lead will assume leadership of our existing strategy as outlined above, build strong relationships across relevant ecosystems, and connect with our existing team and culture. In 2024, the Strategy Lead will take learnings from their first year in the role to set the long-term strategy for our Bridging work in partnership with our Executive Director and other staff members.

Given that Einhorn Collaborative is a very small and talented team of seven committed to effecting positive social change, we have established a culture and routine centered on advising and supporting each other. In addition to energy spent leading the Bridging work, the Strategy Lead will also spend substantial time collaborating across our team and will assume leadership and support roles in internal, cross-portfolio initiatives, and organization-wide priorities in a fully emergent way.

The ideal Strategy Lead is an experienced strategist driven by impact and relationships. The Strategy Lead will need to successfully communicate with and inspire partners at every level – from middle schoolers to University Presidents. Most importantly, the Strategy Lead will need a deep understanding of and passion for Gen Z and will bring a deep belief in their potential to be a bridge-building generation.

Role Responsibilities:

Manage and Evolve Bridging Strategy:

• Assume leadership of the Bridging strategy theory of action.
• Leverage an emergent strategic approach and an expansive learning orientation to support active investments and efforts in the Bridging strategy.
• After the first year or so in the role, develop recommendations for continuation and/or new partnerships that will most effectively advance the Bridging Strategy.
• Develop deep, collaborative, and reciprocal relationships with a wide range of peers, partners, researchers, and prospects to better inform the Bridging Strategy.

Identify, Manage, and Support Grantee Partnerships:

• Source, evaluate, recommend, and manage multi-year philanthropic partnerships to advance concrete projects that complement collaborative efforts.
• Establish and nurture co-funding partnerships with peer philanthropic organizations to aggregate capital toward collaborative projects.
• Create and execute impact measurement strategies to track progress at the project and strategy level while minimizing unnecessary reporting burden on grantee partners.
• Support grantee partners in meaningful ways that help them realize their impact goals including offering coaching, connecting them to resources, connecting them to people, and otherwise rooting for their success.
• Build connections across grantee partners, when mutually advantageous, in meaningful and efficient ways.

Thought Leadership:

In partnership with Einhorn Collaborative’s Belonging Lead,

• Raise the profile of Einhorn Collaborative, the Bridging strategy, and the work of grantee partners through traditional media, social media, and speaking engagements.
• Represent Einhorn Collaborative and effectively communicate Einhorn Collaborative’s core mission and vision and the Bridging strategy specifically to a wide range of stakeholders.
• Identify and participate in opportunities to connect with others in philanthropy to advance the Bridging strategy’s efforts and goals.

Cross-Portfolio Support:

• Design and lead organization-wide internal projects to advance Einhorn Collaborative’s commitment to connection, progress, and learning.
• Review peer funding recommendations from other strategies to support cross-portfolio emergent learning, due diligence, etc.

Who You Are:

You’re passionate about reweaving our social fabric: You are excited about being part of a small team that works with incredible nonprofits and stakeholders that are advancing the power and possibility of human connection to bridge our divides. This mission reflects your values and your own personal approach to working with others.

You’re an exceptional communicator, relationship-builder, and project manager: You are people-driven, ensuring internal and external stakeholders are engaged and informed at key moments across the arc of an initiative–knowing what is needed of them and when–to ensure high-quality, seamless execution and impact.

You believe in the power of young people: You are committed to helping young people thrive as critical assets in addressing society’s greatest challenges and opportunities.

You love big ideas and bringing people together to make them happen: You are exceptional at building vision, recruiting others to join, co-developing strategy, connecting the dots, and rolling out on-time execution.

You have excellent analytical skills and remarkable attention to detail: You enjoy setting goals and developing the analytics and metrics to assess effectiveness and performance in order to improve; you routinely identify gaps and opportunities for new projects and programs to ensure we achieve maximum impact.

You are always learning: You actively seek feedback, are intellectually curious and motivated to tackle new challenges, and contribute to the team’s continuous learning and improvement by modeling it in your own approach to professional growth and problem-solving.

You thrive being part of a small, tight-knit team: You work both collaboratively and independently and effectively create structures to manage ambiguity and deliver clarity and focus for our team and external partners.

You do what it takes to get the job done: No project or task is too big or too small; you are clever and nimble, helping find solutions, willing to roll up your sleeves and jump in when and where needed. You are a self-starter and have strong time management skills with the ability to prioritize tasks and coordinate multiple projects simultaneously in a fast-paced environment.

What You’ve Done:

Required experience:

• Bachelor’s degree
• Work experience that includes organizational leadership or cross-organizational leadership
• Time spent working in one or more of these social impact contexts:
  • Youth development with a focus on socioemotional development
  • National service
  • Civic education
  • Secondary education
  • Student life in higher education
  • Workforce development that is focused on character development
• Experience interfacing with donors, ideally in a fundraising context
• Demonstrated experience in a role that required sophisticated strategic and tactical planning and execution at the organizational level or across an organization
• Demonstrated experience developing and stewarding external relationships and leveraging those relationships to work in concert towards shared goals
• Demonstrated experience gathering, analyzing, synthesizing, and effectively communicating key insights (in writing and presenting) from multiple sources to inform short- and long-term strategy evolutions
• Demonstrated ability to build meaningful and authentic relationships through interpersonal skills such as listening, engaging, seeking to learn from others with an assets-based approach, seeking to understand multiple and divergent perspective, and presenting ideas in ways that draw others into your thinking while also holding an openness and willingness to change your mind

Preferred Qualifications:

• Demonstrated experience facilitating and/or participating in collaborative or collective impact efforts
• Either:
  • Grantmaking experience including evaluating, recommending, and stewarding partnerships
  • Fundraising experience including work identifying, qualifying, pursuing, cultivating, securing, and stewarding funding opportunities
• Familiarity with advocacy, policy, and systems change best practices
• Demonstrated ability to work well with young people and effectively lift up and represent youth voice

Einhorn Collaborative Values:

• We’re driven by our mission: We’re a small and dedicated team who believe that addressing America’s crisis of connection is not only critically urgent, but possible. We believe the prevailing narratives of distrust and division are not only flawed, but reversible if we are willing to sit down, listen, learn, and share different perspectives.
• We put relationships first: We put human connection at the center of everything we do. We treat others with open-hearted curiosity, compassion, and dignity. We are relational, not transactional, because trust is at the heart of true partnership and collaboration.
• We believe we are better together: We actively seek opportunities to work among diverse groups of people to complement individual skillsets, knowledge, and expertise—both lived and academic. Working together, we find common ground and generate better ideas that can achieve more lasting outcomes.
• We practice what we preach: We bring a spirit of mutuality to our relationships with funding peers and nonprofit partners. We provide perspective, a vast network, and resources, while our grantee partners determine key actions, metrics, and the support they need to achieve outcomes we both care deeply about.
• We focus on a few key levers: We prioritize a few key levers that address critical aspects of today’s crisis of connection within a large, growing ecosystem. By providing targeted support, we believe we will make concerted advances toward our long-term vision.
• We seek transformational impact: We seek out opportunities with the potential for outsized impact. Our collaborators learn, adapt, and spread core insights about human connection and belonging across settings and institutions that together transform systems and communities.
• We’re always learning and improving: We define success for ourselves and our partners by what we learn together. We revisit assumptions, examine what’s working for whom and why, and pivot as necessary. We know even the best laid plans will change due to lessons learned on the ground.
• We’re committed to each other, the work, and the journey: In order to help build a culture of connection and belonging in America, we recognize the work we must do as individuals to be students of our nation’s history, reflect on our hidden biases, and routinely engage with perspectives different from our own, to help inform, shape, and guide our work and our worldview. Read more about our commitment here.

Working at Einhorn Collaborative:

Einhorn Collaborative is committed to providing a total rewards package (both base salary and benefits) that is competitive within the philanthropic sector. The base pay for this role is anticipated to be between $175,000 and $200,000. Actual compensation for successful candidates will be carefully determined based on a number of factors, including their skills, qualifications, and relevant work experience. Additionally, employees are eligible for a discretionary annual performance bonus.

We offer competitive core benefits, including fully paid medical and dental insurance premiums for employees and dependents, generous employer-paid retirement contribution after the first full calendar year of employment, $5,000 annual professional development funds, and three weeks’ vacation time plus the last week of the year off. Einhorn Collaborative requires all employees to live within a commutable distance from the office near Grand Central in New York City. Employees must work in the office at least three days a week (per current policy, subject to change). Perks of being in the office include an on-site gym, lunch, snacks, and a business casual dress code.

Equal Opportunity Employer:

Einhorn Collaborative is committed to equal employment opportunity and providing reasonable accommodations to qualified candidates and employees pursuant to applicable law. We value and encourage diversity and solicit applications from all qualified applicants without regard to race, color, gender, sex, age, religion, creed, national origin, ancestry, citizenship, marital status, sexual orientation, physical or mental disability, medical condition, military and veteran status, gender identity or expression, genetic information, or any other characteristic protected by applicable federal, state, or local law. If you require reasonable accommodation as part of the application process, please contact openroles@rcgtalent.com.

Who We Are
New Visions for Public Schools is the leading non-profit organization dedicated to the improvement of public education in New York City. Today, we support almost 2,000 public schools and thousands of teachers, serving over a million students, in their most critical work: deciding what and how to teach, helping keep students on track to graduation, and preparing students for success beyond high school. New Visions directly manages a network of 10 charter high schools across the Bronx, Brooklyn, and Queens.

Who You Are
You’re a dedicated educator who is committed to serving students from all backgrounds. You approach learning via a growth mindset and have a proven track record of engaging students. You are reflective, seek and effectively apply feedback, and strive to learn from those around you. You make informed decisions about lesson planning based on data and have demonstrated success in tailoring instruction to the needs of diverse learners. You work collaboratively with others to achieve common goals and are passionate about the mission of New Visions.

What You’ll Do
You’ll develop accessible curriculum through team co-planning, co-teaching and co-assessing. You’ll collaborate with teachers, families and school-based support teams to meet your students’ needs. You’ll build students’ academic and socio-emotional skills while advocating to ensure that they receive appropriate supports. You’ll create plans for post-high school transition to ensure quality of life after high school.

Why New Visions?
You can expect to receive enhanced instructional support, a range of professional development opportunities, access to flexible data tools and the opportunity to be part of a passionate team of colleagues. You’ll be empowered to meet each of your student’s needs through a collaborative and innovative learning environment. And most importantly, you’ll continue to inspire and make a difference in students’ lives.

Apply Now!
To apply and read the comprehensive job description, check out our careers site!

Salary
$72,702 minimum to $132,715 maximum

While the majority of new hires’ starting salaries shall be expected to be placed in the first half of the range(s) to allow space to grow in the job, for those who already have significant relevant experience at that level of the job, placement at the higher end of the range(s) is possible.”

EEO
New Visions for Public Schools is an equal opportunity employer. We believe that our people and teams should reflect the diverse communities we serve, and that our culture and internal structures should be inclusive and equitable for all prospective and current employees.

YOUR OPPORTUNITY FOR IMPACT

Broome Street Academy Charter High School (BSA) is seeking to hire a Head of School beginning in July/September 2023. BSA serves NYC students who are the most at risk and face significant barriers to graduation. By design, 50% of the seats for incoming 9^th graders are set aside for students who are homeless, in foster care, or have otherwise had experience with the child welfare system.

Given the extensive needs of BSA’s students, the model — which is unique among New York City charter schools — goes above and beyond the classroom through a formalized partnership with The Door, one of the country’s premier youth development organizations. BSA is housed within The Door so that students have facilitated and consistent access to The Door’s complete range of programming on site including:  reproductive and primary healthcare and education, mental health counselling and crisis assistance, legal advice and representation, tutoring and homework help, college preparation services, job training and placement, supportive housing, sports and recreational activities, arts, and nutritious meals – all for free, completely confidential, and under one roof.

Broome Street Academy was born out of The Door’s 2009 strategic plan as a response to the growing needs of New York City’s at-risk youth. In 2021, BSA’s charter was renewed and extended through July 31, 2026. The renewal was the result of the school’s demonstrated success in improving attendance, credit accumulation, Regents scores, and retention rates. As BSA’s authorizer, the Charter Schools Institute of the State University of New York, stated in its March 9, 2021 report recommending renewal:

“Broome Street is an academic success… The school prepares its unique student population for post-secondary success by providing access to high quality instruction and robust non-academic supports through its partnership with The Door.”

Broome Street Academy now seeks a next generational leader, to formally solidify our current model and to explore opportunities for the replication and permanency of the school’s model and place in the educational landscape of New York City. The successful candidate will provide strong, decisive, energetic leadership to the school, be skilled at fostering a climate of excellence, innovation, cooperation, and growth, and be enthusiastically aligned with BSA’s mission.

This is an extraordinary opportunity for a dynamic and accomplished leader with a background in education and youth development.

ACADEMICS AND LEARNING

BSA’s model merges a rigorous academic curriculum with comprehensive social and learning support to prepare students for a successful future beyond high school. BSA’s academic model was designed in recognition that some of our students require extra support to reach the same academic milestones as their peers. We intentionally maintain small class sizes and offer integrated co-teaching in most classes to provide additional academic support for students. The student-centered approach includes a continuum of academic support as well as opportunities for more rigorous learning to ensure that each student is being challenged to their full potential.

By offering targeted academic intervention for students who need additional support, along with advanced coursework such as College Now, and Advanced Placement classes, students at all skill levels are being continuously challenged and thoroughly supported. Social-emotional support and learning opportunities are also incorporated into the school day and available after school. In addition to the distributive academic counseling and social-emotional lessons offered through Advisory sessions, BSA has four social workers on-staff, and strategically works to take advantage of the relationships students can establish with staff in a relatively small school that emphasizes community and academics together.

GOVERNANCE

The Head of School will report to BSA’s CEO and Board of Trustees. The Board and CEO establish policy for BSA in accordance with its by-laws and consistent with the terms of its charter. The Board meets twelve times per year, once each month. The Head of School will be expected to attend Board meetings and most Board committee meetings as well. The Charter Schools Institute of the State University of New York serves as BSA’s authorizer.

THE POSITION

The Head of School will administer the 9^th-12^th grade curriculum and will be responsible for promoting the mission of the school as well as overseeing the daily operations in partnership with staff.  The HOS will be responsible for oversight and development of all academic programs and curricula; faculty and staff hiring; professional development, compensation, and all other personnel matters; and student recruitment, enrollment, attendance, and discipline. The HOS will also oversee budgeting, financial management, compliance, development, and management of school facilities. Key responsibilities include:

Academics and Instructional Rigor

• Provide instructional leadership by maintaining and improving high academic achievement standards including the implementation of a rigorous student assessment program aligned to state standards.
• Analyze key sources of data to identify instructional priority areas, develop strategies to tackle pedagogical and programmatic challenges, set academic goals, monitor progress, and adjust strategies to ensure continued growth.

• Continue to improve promotion rates for students who are, on average, entering BSA’s ninth grade with math and reading scores at the 5th and 6th grade levels.
• Expand and develop post-secondary support for BSA students, ensuring success in college and/or as students transition to career and independent living.

Student Enrollment and Retention

• Lead admissions staff to plan and execute a strategy to achieve annual school enrollment of approximately 320 students
• Ensure effective student recruitment strategies. Secure and strengthen “feeder” relationships with foster care agencies, NYC not for profits, and key middle schools.
• Develop and implement strategies for attendance improvement and drop-out prevention.
• Promote BSA as an innovative charter high school.

Inclusive People Leadership

• Build a strong, cohesive staff and leadership team and hold primary responsibility for professional development, staff observations, staff communication, and program decisions.
• Build a staff and student culture focused on accountability, integrity, and excellence.
• Work with the CEO and BSA’s Board to recruit and develop new Board members.
• Develop and sustain relationships with BSA’s Board and The Door’s leadership team.

Administration and Operations

• Fully advance and integrate the BSA/Door partnership and capitalize on The Door’s resources. This includes programming, data sharing and analysis, and cultural alignment.
• Skillfully build and manage the budget, which is approximately $8 million, and oversee daily operations of the school, including safety, student support, behavior management, and finances.
• Ensure BSA ‘s most vulnerable students are getting connected to the supportive services they need. Continue to develop strong linkages with foster care agencies and caregivers.
• Meet the outcomes that comprise BSA ‘s Accountability Plan with its authorizer,

and in all other ways work toward charter renewal.

External and Community Relations

• In collaboration with the CEO and the development department, create and cultivate a deeper pipeline of potential funders, and steward relationships with current funders.
• Work with the CEO to externally message BSA via social media and traditional media platforms.
• Externally represent BSA with key education, public policy, and local government stakeholders invested in the outcomes of BSA students.

PROFESSIONAL QUALIFICATIONS

The ideal candidate will have prior experience in school leadership – as a head of school, principal, or division head at a charter, traditional public, or independent school – and teaching experience. Candidates with comparable experience in nonprofit leadership, especially with educational and other youth development services, are also encouraged to apply. The HOS should possess a strong understanding of the use of academic data to inform and improve student outcomes and an awareness of developments in the broad worlds of education and pedagogy.

A Bachelor’s degree is required. The successful candidate may hold a Master’s degree or higher in Education, Education/Business Administration, Public Administration, Social Work, or a related field or have commensurate youth development leadership experience.

REQUIRED ABILITIES AND PERSONAL CHARACTERISTICS

The Head of School will believe, and act upon the belief, that all young people can reach high levels of academic achievement regardless of background, experience or need. The HOS must:

• Be passionately committed to students and to 9th-12th grade education. The Head of School’s belief in all young people’s ability to learn will be apparent in every aspect of their leadership style.
• Be an inspiring leader and communicator. The HOS must possess the confidence and ability to continuously articulate the school’s high expectations for academic achievement by every student and will build constructive relationships of trust with the staff, teachers, parents and other caregivers.
• Genuinely value, and have affirmatively demonstrated, a strong commitment to cultural, racial and economic diversity. The HOS will have knowledge of, commitment to, and the ability to reach traditionally underserved populations.
• Be a strong, organized, and independent manager. The HOS will be a critical thinker, relentless achiever, and an independent-minded self-starter who thrives in a setting that rewards autonomy and accountability. The HOS will establish high performance standards; be accountable and hold others accountable to clear goals and priorities; show a willingness to take tough, principled stands even when unpopular; ensure that adequate resources are available to achieve objectives; and make decisions that benefit BSA’s mission and continuing financial viability. The HOS will involve faculty and staff in decisions that affect them and address performance issues promptly – with fairness, firmness and consistency.
• Be prepared to connect both people and strategies. The HOS must understand the connections between enrollment and budget and meaningfully increase recruitment and retention. The HOS must leverage resources of The Door and work in close partnership with The Door to connect students to those services. The HOS will develop these strategies in conjunction with students, staff, and Board members and lead with vision and execution.
• Be a proven team builder with strong people leadership skills. The HOS will assist in the retention and recruitment of a superior and diverse faculty and staff and manage their performance and growth through coaching and developing their potential. The HOS will work collaboratively with all staff and resolve issues that affect them while maintaining clear focus on meeting the needs of students.
• Be persevering and personally effective. The HOS will be capable of thinking clearly and staying focused under pressure and will demonstrate a willingness to take responsibility for mistakes and work to avoid repeating them. The HOS will possess and project unwavering confidence in his or her personal capacity, be a constant learner, take personal initiative to achieve the school’s goals, and set a high standard for personal effectiveness that goes beyond the traditional school day.
• Be open to new ideas, be entrepreneurial, and actively seek out innovative strategies to improve student achievement.
• Possess the highest standards of integrity and a strong ethical character.
• Be approachable, accessible, and highly visible.

COMPENSATION: $180,000 – $200,000

VOICE Charter School (http://www.voicecharterschool.org/) is an elementary and middle school located in Long Island City, Queens that serves about 650 students across grades K-8.  We are located just minutes from Manhattan (two stops outside of Manhattan on the F, N, and W train lines) and Long Island City’s growing waterfront district, thriving arts community, and rapid residential growth. We are looking to identify extraordinary educators and administrators committed to urban education who wish to join a dynamic professional learning community.

Our mission is to create a safe and healthy learning environment that will nurture, motivate and challenge all of our children to achieve the highest level of academic excellence and to develop into mindful, responsible, contributing participants in their education, their community and the diverse society in which we live.

What makes VOICE different?

At VOICE, it’s not just about the music. It’s about the people. It’s about what you can be. It’s about using your passion. It’s about relationships. It’s about having the opportunity to choose. It’s about caring enough. It’s about each individual child and adult.

We believe in efficacy. At the core of our academic culture is the idea that all students are capable of doing well in any discipline. At VOICE, all students will learn – being smart is not something that you are, it is something you become.  At VOICE, you will be pushed to become more.

We support and develop the effectiveness of our teachers. We believe that teachers need time to collaborate to build their practice, so we provide our team with over two hours of planning time a day as well as additional days for collaborative thought partnership and planning during the school year.

We promote participation in music and the arts. As music and art help develop problem solving and critical thinking skills and open children’s imaginations, all VOICE students participate in and learn from daily activities in the arts including rigorous choral training. We design our arts-integrated curriculum to bring joy and wonder to the lives of our children, providing them with the skills necessary to forge their own path.

All Staff at VOICE:

• Love and nurture all of our students as they become deeply caring and responsible individuals;
• Take personal responsibility and work collaboratively to ensure that all students achieve and grow, understanding that the performance and progress of our students is directly under our control;
• Ask questions and empower students to exercise curiosity and wonder about the world around them;
• Hold themselves to the highest standards;
• Push and support themselves, their students, and their colleagues;
• Proactively seek and incorporate feedback;
• Help each individual child gain the opportunity to choose what his or her future will be.

Position Responsibilities: 

The Middle School ICT Teacher provides students (grades 6-8) with a safe and healthy learning environment that will nurture, motivate and challenge all children to achieve the highest level of academic excellence and to develop into mindful, responsible, contributing participants in their education and communities.

Curriculum and Planning

• Learn content and skills as detailed in curriculum support materials (e.g. teacher guides), VOICE framework for teaching, as well as Common Core or other related standards
• Collaborate with colleagues in developing purposeful, rigorous, and engaging daily and long-term plans aligned to standards, and in regularly revising these materials
• Submit necessary curriculum documents (e.g. scope and sequence, curriculum maps, lesson plans, reteach plans, intellectual preparation documents) as requested
• Create, administer, and analyze meaningful and frequent assessments from which reteaches are planned
• Maintain the necessary records of student progress toward academic goals; meet deadlines for submitting data to other departments

In the Classroom

• Provide targeted push-in and pull-out academic support
  • Teach five periods of small group instruction per day; ensure that all SETTS and ESL mandates are met; attend regular grade level data reflection and envisioning meetings and offer lesson differentiation suggestions for implementation by classroom teachers; create flexible small groups based on data; write lessons for small groups based on grade-level curriculum and supplemental instructional materials; collaborate with classroom teachers for push-in and pull-out groups
• Maintain a productive, safe, and disciplined learning environment in which classroom values, teaching points, process charts, and student work are clearly displayed
• Maximize instruction time by keeping the flow of classroom activities moving smoothly and efficiently throughout the day
• Uphold all school policies within the classroom
• Infuse VOICE values, rigor, and joy into lessons
• Integrate feedback and goal-setting into lesson delivery
• Provide the differentiation and accommodations needed for the growth and success of all students; go above and beyond to ensure that all students are meeting appropriate standards
• Model strong written and verbal skills
• Invest time in knowing students and demonstrate an active interest in their well-being; use kind, firm body language to convey authority and care
• Review and comply with guidelines of students’ IEPs, follow IDEA reporting requirements, and provide information about student performance and services received

Communication and Collaboration

• Facilitate Academic Intervention Service (IS) Meetings
  • Trigger teachers monthly for academic IS recommendations and provide necessary forms; collect student work and hold teachers accountable for submission of materials and participation during the meeting; convene and facilitate month IS meeting
• Serve as a helper for student records and standards test administration such as reviewing accuracy of class organization, writing reports and attending special education meetings providing input into groupings of students for testing accommodation.
• Fully embrace VOICE’s mission and values and promote them to students, parents, and colleagues
• Collaborate as part of an interdisciplinary team coordinating all instructional activities with teachers, assistants, and instructional leaders
• Proactively seek assistance or advice when faced with challenging teaching situations
• Maintain positive relationships with and support the learning of all staff members
• Appropriately give and receive feedback to/from students, parents, faculty, staff, and administration
• Keep families well-informed of student performance and progress
• Provide feedback and guidance to classroom assistants

Professionalism and Work Day Expectations

• Fully participate in all school and grade-level meetings, designated school functions outside of school hours, and opportunities for individual and school-wide professional development
• Meet expectations including punctuality and professionalism in conversation and in writing; consistently meet deadlines and communicate frequently and appropriately on progress on projects and goals.
• Reflect on professional practice through self-analysis and engagement in informal and formal feedback processes

Position Qualifications:

Attitude and Focus

• Unwavering humility, patience, and kindness
• Professional demeanor with the ability to influence and facilitate decision-making among multiple, diverse parties
• Perseverance to create clarity while allowing for complexity and nuance
• Openness to work collaboratively to solve problems
• High sense of urgency, demonstrated ability to successfully handle multiple projects concurrently in a fast-paced environment, and ability to be self-directed and take initiative
• Organized and systems driven
• Fastidious and attentive to detail

Skills and Knowledge

• Deep belief in VOICE’s mission, vision, and values
• Basic principles of curriculum design
• Child learning theory and behavioral approaches
• Differentiation strategies (conferencing; small group work); basic understanding of English as a Second Language and Special Education approaches and procedures
• Elements of effective classroom environment and management
• Analyzing data using defined but different processes in order to inform student progress
• Ability to adapt to changing work priorities
• Ability to maintain confidentiality; exhibit tact and patience
• Building strong and effective collegial relationships as part of a team, including but not limited to co-teachers and grade teams; be able to effectively manage an assistant
• Building individual relationships with students and maintaining a kind, firm voice and body language
• Building effective sequential long-term lesson plans and mastery-oriented short term lesson plans
• Maintaining high academic expectations through purposeful building of thinking skills, standards-aligned independent practice, questioning and discussion techniques, high standards for language and evidence, and structured support for students
• Communicating effectively and frequently with families
• Reflecting on own practice and implementing action steps; embodying VOICE values in everyday interactions and work products
• Using time efficiently; prioritizing tasks appropriately; meeting deadlines

Educational Background and Work Experience

• Bachelor’s degree from an accredited college or university required
• New York State teaching certification required. VOICE will consider only candidates that are either (a) already fully certified at time of application, or (b) on track to become fully certified by the first day of employment.
• Teaching or student teaching experience in a school required
• New York State teaching certification in Students with Disabilities, Special Ed, or ESL preferred
• Experience with and interest in working with high needs students preferred

[Please note: All offers of employment are contingent upon the employee meeting all prerequisite job qualifications by the first day of employment.]

Compensation and Benefits: Compensation is competitive and based on experience.  We offer a comprehensive benefits package, including participation in a pre-tax commuter benefits program partial reimbursement for monthly commuting expenses, gym reimbursement, cultural enrichment reimbursements, participation in the Teachers Retirement System pension program, frequent access to baked goods, and many opportunities to get to know your VOICE colleagues!

ERASE Racism, Inc., a regional civil rights non-profit with an office on Long Island, NY, is seeking the services of a Diversity Equity, and Inclusion (DEI) Training Coordinator Consultant to design, deliver, and drive impact through learning programs that will support organizations and school districts’ abilities to develop and embed Diversity, Equity, Inclusion and Cultural competencies intended to cultivate an equitable, anti-racist culture of anti-bias, inclusiveness and belonging.

The successful candidate will thoroughly understand and embrace ERASE Racism’s mission to transform our community by eradicating structural and institutional racism and engage the public in fostering anti-racism, equity, and inclusion.

Responsibilities include:

• Developing and delivering innovative, interactive, and high-quality (DEI) learning experiences for various populations, organizations, corporations, and school districts, including senior leadership, administrators, and C-Suite Executives.
• Creating and designing DEI training curriculum, participant guides, handouts, job aids, and evaluation and measurement tools, and ensuring that all materials are consistent with learning principles.
• Constructing professional development and training for leaders to ensure they are creating an environment conducive to maximum DEI outcomes and can deeply embed DEI principles throughout their organizations.
• Producing and executing scalable trainings and programs, including virtual offerings
• Conducting follow up assessment of DEI learning experiences to evaluate and measure results, and modify content based on findings, as needed.
• Monitoring changes and governmental laws and regulations to ensure that training remains current.
• Improve the design and/or content of our offerings as necessary.
• Evaluate individual and organizational development needs to design appropriate materials.

The successful candidate will have: 

• Bachelor’s degree in related field required; master’s degree preferred.
• Minimum of five (5) years of related work experience
• Experience developing and leading DEI/Cultural Competency/Organizational Change trainings and programming.
• Demonstrated expertise in content development, large and small group facilitation, and designing and delivering content via in-person and virtual settings.
• Outstanding interpersonal skills
• Exceptional written and oral communication skills
• Strong project-management skills with the ability to prioritize a multitude of tasks.
• Contemporary knowledge of current events, political contexts, and national issues
• Familiarity with inter/intra-group dialogue.
• Excellent computer skills using Microsoft Office Suite and experience utilizing social media technologies.
• Ability to act as a collaborative, strategic thinker, and expert in the DEI training space.
• Demonstrated emotional and social intelligence capabilities.
• Demonstrated cultural competence and communication skills to nurture cooperative relationships and foster courageous conversations to unify the community around an enduring strategic vision for the dignity of all.
• Demonstrated ability to build credibility and relationships with individuals across all levels, departments, and geographies.
• Demonstrated ability to influence change and drive measurable impact from training.
• Ability to regularly travel to different offices to facilitate in-person workshops, largely on Long Island but may include New York City.
• Additionally, they will learn and confidently facilitate existing workshop content.

About ERASE Racism: ERASE Racism is a regional, civil rights nonprofit organization based on Long Island. It works to eliminate barriers to racial equity by primarily addressing the interrelated issues of fair housing enforcement, access to affordable housing in high opportunity areas, and quality public school education for Black and Latino families and children. Related issues include fostering equitable community engagement and empowerment and Diversity, Equity, and Inclusion training.

Compensation: ERASE Racism offers a competitive consultant rate

Location: We operate as a hybrid workplace to ensure consultants can create a work-life harmony that best fits them. Consultant must have availability to facilitate periodic sessions outside of regular business hours (e.g., Saturday workshops).

How to Apply: ERASE Racism is an equal opportunity employer and encourages applications from people of color, women, persons with disabilities, and lesbian, gay, bisexual, and transgender individuals. Incomplete applications will not be considered.

THE MARLENE MEYERSON JCC MANHATTAN

POSITION DESCRIPTION

Job Title: Director of The Koopersmith Family Literacy + Math Program

Department: Joseph Stern Center for Social Responsibility

Reports To: Director, Joseph Stern Center for Social Responsibility

Job Type: Full Time

Classification: Exempt

Date: November 29, 2022

Background:

At the Marlene Meyerson JCC Manhattan, mutual responsibility is one of our core values. Through our Joseph Stern Center for Social Responsibility, we work in partnership with local nonprofits, synagogues, schools, and government officials to build a more equitable and inclusive city – and to connect community members with high impact ways to make a difference. A significant portion of our work is focused on educational equity, specifically, ensuring that every New York City public school student has access to a high quality education.

Job Overview: The goal of the position is to create and oversee programming which leverages the JCC’s resources to address inequities in public education in New York City. The Director’s primary responsibility is directing the JCC’s long-standing Koopersmith Family Literacy + Math Program, which recruits and places highly trained volunteer tutors to provide free, one-on-one, academic support to students in public schools, public housing facilities, and transitional residences for families experiencing homelessness. In addition, the Director is responsible for building new partnerships and programs that engage and activate the JCC community to work toward educational equity for all.

Responsibilities and Duties:

Oversee The Koopersmith Family Literacy + Math Program:

• Develop long and short term program strategy.
• Oversee and manage day-to-day program operations.
  • Identify and manage relationships with schools and other community partners.
  • Hire and supervise staff.
  • Hire and supervise the academic team responsible for planning and delivering lessons, providing initial and ongoing academic assessments to determine specific weaknesses of participating students, and creating individualized instruction plans for each student.
  • Recruit, train and place more than 300 volunteer tutors each year at partnering public schools, shelters and community-based sites. Respond to tutor inquiries and concerns.
  • Engage in problem solving with tutors and families if/when behavioral and learning issues emerge.
• Partner with the JCC development department to ensure sustainable funding for the program.
• Oversee program finances.

Develop New Educational Equity Partnerships and Programs:

• Identify, develop and manage relationships with local public schools, community organizations, and shelters.
• In partnership with local public schools, community organizations and shelters, develop and implement strategies to increase educational equity locally through volunteering, advocacy, education, and/or other activities.

Qualifications:

• Strong organizational skills.
• Ability to think in a big picture way while also delivering on details.
• Excellent written and verbal communication skills.
• Excellent computer skills.
• Willingness to work flexible hours including occasional evenings and weekends.

Education and Experience Required:

• College degree required.
• Minimum of 3-5 years program design and management experience within a school, nonprofit or corporate volunteer program.
• Track record of managing successful volunteer programming.
• Experience hiring and supervising staff.

Salary Range: $70,000 – $80,000

Benefits include medical, generous paid time off, paid parental leave, discounts on JCC programs and free membership to state of the art fitness and aquatics center.

To apply, please send a cover letter including salary requirements and resume to sparker@mmjccm.org.

Diversity is a core value of The Marlene Meyerson JCC Manhattan. Building an inclusive, high-performing team that is diverse across lines of personal identity is integral to our success and we are proud to be an equal opportunity employer. We actively strive and evolve to develop and maintain workspaces that are fully inclusive.

Bronx Community Charter School (BxC) is seeking an Assistant Director for the middle school grades.

BxC is a small, K-8 learning community founded on the principle that children learn best when they are active participants in their own learning.  Our students raise questions about the world around them, engage with a wide range of materials, and learn through their interactions with each other and all of the adults in the school community.  Children learn to use their minds well, cultivating strong intellectual habits and skills to become self-directed learners with clear passions and ambitions.  Teachers know children deeply and develop powerful curriculum to meet the needs and interests of their students.  All members of our school community are committed to making thoughtful choices, advancing democratic values, and effecting change in the broader community.

BxC is located in the Norwood neighborhood of the Bronx and serves children and families from Community School District 10.  85% of students qualify for free or reduced-price lunch, 22% receive special education services, and 19% are classified as English Language Learners.

BxC teachers are deeply committed to collaboration and collective decision-making.  Every class is co-taught and most have a special educator and a general educator.  Through a two-week Summer Institute, weekly grade team and staff meetings, schoolwide committees, and more, BxC staff members’ voices and ideas are fundamental to the success of our school.  BxC is proud to be one of the few charter schools in NYC with a unionized staff.

Highlights of BxC’s middle school include

• All-school Black Lives Matter and Latinx Culture and History studies
• Deep and critical studies of gentrification in the Bronx, the school-to-prison pipeline, colonialism and resistance, and more
• Math curriculum that uses Illustrative Mathematics along with teacher-designed units to balance deeper understanding with computational fluency
• Investigative science, including dissecting cows’ eyeballs, studying forensic evidence, learning the science behind the spread of infectious diseases, and more
• Studies of whole-class novels such as The Hate U Give and The Poet X, complemented by independent reading supported by extensive classroom libraries
• Specialization in dance, drumming, spoken word, visual art, or technology, based upon student preference
• A strong emphasis on social and emotional learning, grounded in advisory
• Coaching from both school staff and outside consultants
• 1:1 support with the high school placement process, resulting in over 95% of our students getting matched with one of their top three choices
• Overnight trips in each grade, culminating in an 8th grade trip to Puerto Rico

JOB RESPONSIBILITIES

Leadership:

• Inspire a culture of collaboration, thoughtfulness, and quality in students and staff
• Promote BxC’s mission and the priority it places on helping its students develop their voice, choice, independence, and collaboration
• Cultivate a focus on supporting students’ social and emotional lives
• Unify diverse constituencies toward a common mission and vision
• Work to create a culture of engagement and participation among families
• Ensure a safe and stimulating environment for students, staff and families

Supervision:

• Facilitate and encourage collaboration among middle school staff
• Support co-teachers to develop effective collaboration, planning, and instruction 
• Observe instruction daily and conduct both informal and formal observations of staff
• Supervise, provide feedback to, and evaluate middle school staff
• Determine assignments and schedules for each middle school staff member
• Continue to improve structures for middle school professional development and collaboration

Collaboration:

• Support and help to implement the Co-Directors’ vision in all aspects of the middle school structures and program
• Work closely with other members of leadership on promoting an inclusive culture and ensuring the effective provision of special education services
• Collaborate with instructional coaches to define and guide the implementation of curriculum based on instructional priorities and schools vision
• Report directly to the Co-Directors of the school

Academic Achievement:

• Foster a culture of critical thinking and demonstrable achievement and growth for students
• Lead initiatives to support and challenge all students, regardless of where they are on the academic spectrum, through rigorous and creative differentiation strategies
• Use a variety of data effectively to refine and improve teaching and learning
• Ensure that curriculum is highly engaging, social justice-oriented, and aligned with the Common Core Standards and reflective of the demands of state assessments
• Make sure that the needs of students with IEPs and English language learners are met throughout the day 

Supporting Students

• Be present and engaged with students throughout the school day, including supervising during arrival, hallway transitions, lunch, recess, and dismissal
• Strengthen supports for students, including advisory, counseling, and explicit training in executive functioning
• Provide opportunities for students through the arts, clubs, and athletics
• Proactively and reactively maintain a responsive and restorative system of discipline

QUALIFICATIONS

Requirements:

• At least 5 years of experience teaching middle school
• Demonstrated leadership experience through grade team leadership, mentoring colleagues, leading professional development, etc.
• Masters Degree in Educational Leadership, or current enrollment in a program

Preferred:

• Special education certification
• Proficiency in Spanish

COMPENSATION

• Salary to be determined based on experience
• Medical and dental benefits
• 401K plan with a match of up to 6% of salary after a year of service

Background:  In December, 2022, the Bronx Children’s Museum (BxCM) opened its first permanent home to complement over a decade of in-demand outreach programs. The Museum celebrates the natural curiosity, creativity, and compassion inherent in all children. By blending the hands-on play and exploration of a children’s museum, with the arts and culture focus of a fine arts museum, BxCM’s programming allows children the freedom to express themselves, become better communicators, learn to problem solve, build confidence and think creatively.

Officially incorporated in 2007 and beginning its programming in 2009, BxCM has been reinventing what a 21st century children’s museum should be by reframing the traditional destination-only institution with outreach programming that radiates to the entire community. The Bronx and its diverse people, neighborhoods and natural resources are the Museum’s palette. BxCM is committed to shining a spotlight on Bronx artists (including Charles Esperanza, Bobby Sanabria and Dr. Valerie Capers) and cultural icons (such as Supreme Court Justice Sonia Sotomayor, actor/activist Kerry Washington and Sonia Manzano, best known as “Maria” from Sesame Street), as well as connecting Bronx children to local artists, culture, and history. BxCM engages children from infancy to age nine, and their caregivers and teachers, offering a wide range of programs.Until COVID hit, BxCM was engaging 16,000 Bronx children and caregivers annually in hands-on arts and science (STEAM) experiences and programs throughout the borough at community-based organizations, schools, shelters, libraries, parks, fairs and festivals. There were 11 programs and the iconic “Museum On the Go!” purple bus, a roving learning environment with complementary suitcase exhibits and curriculum. During COVID, BxCM successfully pivoted to digital programming and developed daily remote activities, educational content and curricula to provide virtual Museum-educator-led lessons. They were also able to create arts programming for those without devices or internet access. In-person programming has now resumed. As a museum “with and without walls,” BxCM will continue to be a robust community anchor as well as an ambassador for all the Bronx has to offer.

Position:  Bronx Children’s Museum is looking for a visionary and entrepreneurial leader to be its new Executive Director (ED). The Executive Director will be a compelling and charismatic individual whose love of the arts, culture and the Bronx community energizes the Museum’s stakeholders around its institutional values and mission. The successful ED will have the ability to communicate a genuine passion and joy for children and their process to think, play and create both inside and outside the walls of the Museum space.

Reporting to the Board of Directors, the ED will oversee Museum staff, including five direct reports, and manage an annual operating budget of $2.5 million. The ideal candidate will be front-facing and dynamic, able to build, cultivate and maintain partnerships and relationships. The ED will possess outstanding communication and negotiation skills and be a persuasive advocate and spokesperson for BxCM, engaging diverse audiences that include corporate and non-profit leaders, elected officials and the general public. The ED will become an integral part of the Bronx community by understanding the issues facing the Bronx, participating in community board meetings and community events and forging new partnerships. The ED will have exceptional organizational, administrative, management, fundraising and financial skills. The ideal candidate will be thoughtfully adventurous, democratic but decisive, and pragmatic when it comes to institution building and enhancing organizational capacity.

Specific Responsibilities:

• Manage overall operations; responsible for the day-to-day functioning of the Museum.
• Work in partnership with the Board and core staff to define the strategic direction of BxCM consistent with its vision, mission and culture.
• Cultivate a strong working relationship with staff based on trust, confidence and transparency, encouraging collaboration in pursuit of organizational effectiveness and growth, as well as manage recruitment and hiring of new staff.
• Support developing the Board’s diversity, expertise and philanthropic capacity.
• Strengthen and support the Museum’s programmatic and operational goals; maintain strong financial oversight including setting long- and short-term financial objectives to facilitate sustainable growth.
• Together with the Development Director, create and pursue a strong fundraising plan that ensures the growth of a diversified funding stream, including individual gifts, corporate, foundation and government grants.
• Act as the primary liaison with city, state and federal agencies regarding expense and capital funding, policy, advocacy, and efforts toward attaining CIG status.
• Together with key stakeholders, develop and execute developmentally appropriate and relevant programs, dynamic exhibits and new multicultural initiatives/partnerships that advance the mission, vision and goals of the Museum.
• Stay current on trends that affect museums and cultural institutions that blend community outreach with traditional museum-based activities focusing on an exceptional multicultural lens that treats all visitors inclusively and equitably.
• With the Communications and Marketing Director, oversee all marketing and public relations activities effectively communicating the work and mission of BxCM while increasing the Museum’s visibility.
• Encourage an entrepreneurial culture that identifies, assesses and pursues opportunities to generate new earned income revenue sources while improving existing revenue categories.
• Foster staff development in a supportive and inclusive manner, providing leadership and setting quality standards while promoting a culture that reflects the organization’s Diversity, Equity, Accessibility and Inclusion values and rewards productivity.

Qualifications:

• Baccalaureate degree from an accredited college or university, or equivalent work experience
• Minimum of eight to ten years of relevant senior level leadership experience; experience at arts/culture organizations and/or STEAM programming and early childhood education a plus
• Strong financial and operational acumen to grow and maintain a financially stable and sustainable organization including budget preparation, analysis, decision-making and reporting
• Accomplished fundraiser at ease with all aspects of fundraising and proven success in the role of seeking and procuring individual and major gifts
• Experience with museum programs, including membership, preferred
• Relationship builder with the know-how to build, cultivate and maintain partnerships with diverse stakeholders in the community, including Board members and high-end donors, as well as appointed and elected officials
• Strong leadership skills, including the capacity to inspire teamwork, build consensus and motivate a wide variety of stakeholders
• Solid experience working with and supporting a Board of Directors, including board development
• Inclusive, hands-on, collaborative manager who inspires and guides staff to maximize performance
• Superior writing and verbal communication skills with the ability to serve as a persuasive advocate and spokesperson for BxCM
• Entrepreneurial and creative self-starter who is also a strategic and credible colleague and thought leader
• Strong organizational skills and poise under pressure; flexible, able to focus, prioritize and implement, as well as address and solve problems/issues as they arise
• Familiarity with the cultural, business and political landscape of the Bronx preferred
• Strong commitment to a culture of diversity, equity, access and inclusion

 All positions at Bronx Children’s Museum are filled without regard to race, color, religion, sex, national origin, age, sexual orientation, gender identity or expression, disability, HIV/AIDS status, veteran status or any other characteristic protected by law.  All are encouraged to apply. 

For more information about Bronx Children’s Museum, please visit their website at www.bronxchildrensmuseum.org

Annual salary is $150,000 to $175,000 based on experience.
Relocation assistance, if needed, is negotiable. A comprehensive benefits package will be provided.

The Academy for Software Engineering (DOE) is seeking a qualified Computer Science instructor who holds a New York State Teacher License or is enrolled in an alternate teaching pathway program.  Please review our website (afseny.org) for information about our school and offerings.  Qualified candidates should email a current resume and letter of interest to sraeke@afsenyc.org.

Job Title:  Senior Director, Early Childhood
Division – Department:  Early Childhood at Manny Cantor Center    
Date: May, 2023 

Salary: $140,000

Supervisor: Executive Director, MCC 

Early Childhood at Manny Cantor Center is an inspired, responsive, diverse, progressive preschool serving children 6 months – UPK. Our school was built on the principles that all children are competent, capable, and curious; all families have something to contribute; and we are stronger together. Our pioneering blended-funding model incorporates Head Start, Early Head Start, Universal Pre-K, and tuition funding to serve all families on the Lower East Side and beyond. Believing that our diversity is our greatest strength, we are one of the only programs of its kind in the country.   

Inspired by the schools of Reggio Emilia, our classrooms are joyful and nurturing learning environments that foster inquiry, exploration, and reflection. With the support and supervision of our Associate Directors of Education, our teachers work collaboratively with children to co-construct a curriculum that draws inspiration from children’s interests and the world around us.   

Who We Are

New Visions for Public Schools is the leading non-profit organization dedicated to the improvement of public education in New York City.  Today, we support 1,600 public schools and thousands of teachers, serving almost 1,000,000 students, in their most critical work: deciding what and how to teach, helping keep students on track to graduation, and preparing students for success beyond high school.  New Visions directly manages a network of 10 charter high schools across the Bronx, Brooklyn and Queens. 

Who You Are

You are a seasoned educator looking to transfer your skills to a mission-driven organization. You have a strong service and support orientation towards schools and school communities. You have demonstrated success with design, implementation, and assessment of effective secondary curricula and experience collaborating with teams, and using data to drive organizational change

What You’ll Do

You will collaborate with New Visions staff and teacher leaders to define and elevate shared, cross-content approaches and instructional routines and strategies. You will work with existing OER curriculum and instructional resources that 

• support student mastery through the incorporation of 21st century skills
• embed scaffolds and differentiations to support all learners
• promote student success on the Regents exam (when applicable) and in future classes
• foster the development of multiple literacies and cognitive skills for application to college and career

Why New Visions?

You’ll have the opportunity to connect directly with students and families to help them achieve their dreams.  You’ll be challenged constantly, but will always have an amazing team to back you up and push you to succeed.  You get to work with thought leaders and innovators in the education section.  And you’ll be contributing to changing the landscape of public education in NYC.  Plus, we have great medical benefits and fun work perks!

Apply Now!

To apply and read the comprehensive job description, check out our careers site:

https://grnh.se/2a6324a41us

New Visions for Public Schools is an equal opportunity employer. We believe that our people and teams should reflect the diverse communities we serve, and that our culture and internal structures should be inclusive and equitable for all prospective and current employees. 

Pay Range

$73,697 minimum to $121,601 maximum

While the majority of new hires’ starting salaries shall be expected to be placed in the first half of the range(s) to allow space to grow in the job, for those who already have significant relevant experience at that level of the job, placement at the higher end of the range(s) is possible.

VOICE Charter School (http://www.voicecharterschool.org/) is an elementary and middle school located in Long Island City, Queens that serves about 650 students across grades K-8.  We are located just minutes from Manhattan (two stops outside of Manhattan on the F, N, and W train lines) and Long Island City’s growing waterfront district, thriving arts community, and rapid residential growth. We are looking to identify extraordinary educators and administrators committed to urban education who wish to join a dynamic professional learning community.

Our mission is to create a safe and healthy learning environment that will nurture, motivate and challenge all of our children to achieve the highest level of academic excellence and to develop into mindful, responsible, contributing participants in their education, their community and the diverse society in which we live.

What makes VOICE different?

At VOICE, it’s not just about the music. It’s about the people. It’s about what you can be. It’s about using your passion. It’s about relationships. It’s about having the opportunity to choose. It’s about caring enough. It’s about each individual child and adult.

We believe in efficacy. At the core of our academic culture is the idea that all students are capable of doing well in any discipline. At VOICE, all students will learn – being smart is not something that you are, it is something you become.  At VOICE, you will be pushed to become more.

We support and develop the effectiveness of our teachers. We believe that teachers need time to collaborate to build their practice, so we provide our team with over two hours of planning time a day as well as additional days for collaborative thought partnership and planning during the school year.

We promote participation in music and the arts. As music and art help develop problem solving and critical thinking skills and open children’s imaginations, all VOICE students participate in and learn from daily activities in the arts including rigorous choral training. We design our arts-integrated curriculum to bring joy and wonder to the lives of our children, providing them with the skills necessary to forge their own path.

All Staff at VOICE:

• • Love and nurture all of our students as they become deeply caring and responsible individuals;
  • Take personal responsibility and work collaboratively to ensure that all students achieve and grow, understanding that the performance and progress of our students is directly under our control;
  • Ask questions and empower students to exercise curiosity and wonder about the world around them;
  • Hold themselves to the highest standards;
  • Push and support themselves, their students, and their colleagues;
  • Proactively seek and incorporate feedback;
  • Help each individual child gain the opportunity to choose what his or her future will be.

Function:  The Dean provides coaching and supervision to faculty to provide students with a safe and healthy learning environment that nurtures, motivates and challenges them to achieve the highest level of academic excellence and to develop into mindful, responsible, contributing participants in their education and communities

Major Responsibilities:

1. Instructional Support, Coaching, and Supervision
   1. Observe and provide feedback to teachers
   2. Develop and implement coaching plans that are measurable and goal-driven
   3. Model instructional strategies as needed
   4. Coordinate internal and external professional development activities for teachers
   5. Design and implement teacher professional development based on identified needs

1. Curriculum Implementation
2. Provide feedback and support for the development of curriculum maps and lesson plans
3. Analyze data to plan reteaches with teachers and help improve curriculum
4. Facilitate selected team meetings to model and strengthen intellectual preparation
5. Lead specific curriculum initiatives to improve lesson delivery school-wide
6. Coordinate vertical alignment across grade levels in content areas
7. Conduct instructional walk-throughs and follow-up support for particular initiatives

• Team Management
  1. Employ strategies in developing supervisees and cultivating team culture, which may include but is not limited to leading team check-ins and participating in 1:1 meetings
  2. Supervise and support individual supervisees’ professional development and job responsibilities, which may include but is not limited to providing coaching, feedback, training and helping to manage conflicts as appropriate
  3. Provide supervisees with regular performance evaluations through VOICE’s formal mid-year and end-of-year performance evaluation processes
  4. Ensure general coverage as appropriate

1. School Leadership
   1. Inspire and rally behind a shared vision and high standards of excellence, including but not limited to fostering staff culture and relationships across teams and divisions
   2. As member of school leadership team, contribute to the development and implementation of school-wide policies and procedures, which may involve but is not limited to engaging in other teams’ and divisions’ priorities, goals, and activities
   3. Exercise external awareness; serve as liaison for other teams, departments, partners.

1. Staff-Wide Professional Expectations
   1. Embrace and be an ambassador of VOICE’s mission, vision and values
   2. Collaborate communicate and maintain effective and professional relationships as member of an interdisciplinary team of educators, support staff, and administrators
   3. Participate in required meetings and events, which may include student events, school concerts, parent-teacher conferences, on- and off-site conferences and trainings, others.
   4. Meet expectations related to punctuality and professionalism including but not limited to reporting to work on time, following the appropriate call-out and lateness procedures, timely responding to emails, consistently meeting deadlines and communicating appropriately on progress on projects and goals.
   5. Proactively and appropriately seek assistance and/or guidance when faced with challenges appropriately provide and receive feedback to/from students, parents, faculty, classroom assistants, support staff, and administration
   6. Reflect on professional practice through self-reflection and engagement in informal and formal feedback processes

Position Qualifications:

Educational Background and Work Experience

• Bachelors and Master degrees from accredited college or university
• Valid NY State Teacher Certification
• 3+ years of classroom teaching experience with improvements in student achievement
• – Strong knowledge of best practices in early childhood literacy development
  – Experience training teachers in multi-sensory phonics instruction, guided reading, close reading and writing
  – Demonstrated ability to raise reading achievement data
• Preferred: 2+ years of leadership experience (e.g. instructional coach, team leader)
• Preferred: Experience working in an urban school setting

Knowledge, Skills and Abilities

• VOICE’s mission, vision, values and culture
• Effective skills in self-management including but not limited to meeting deadlines, effective prioritization of tasks, self-organization, managing up, and efficient time and task management
• Ability to gather and analyze data using defined and differentiated processes
• Tact and sensitivity, including but not limited to adhering to confidentiality obligations such as mandated reporting as part of child protection
• Ability to build strong and effective collegial relationships as part of an interdisciplinary team of educators and administrators
• Ability to build warm individual relationships with students
• Ability to communicate and build relationships effectively and appropriately with diverse range of individuals, including but not limited to current and prospective children and families, colleagues, and external partners
• Teaching and classroom
  • VOICE Teaching Framework
  • Common Core and other content area standards
  • Curriculum design principles
  • Child learning theory and behavioral approaches, teacher techniques
  • Differentiation strategies (conferencing; small group work); basic understanding of English as a Second Language and SpEd approaches and procedures
  • Elements of effective classroom environment and management
• Building effective sequential long-term plans and mastery-oriented short term plans
• Maintaining high academic expectations through purposeful building of thinking skills, standards-aligned independent practice, questioning and discussion techniques, high standards for language and evidence, and structured support for students
• Staff-Wide Competencies for Supervisors:
  • Effective Self-Management, including but not limited to: Prioritizes time and tasks effectively; Builds relationships with others; Practices continual self- development; Demonstrates effective problem solving; Exercises complete ownership over tasks; Takes initiative; Navigates ambiguity with ease
  • Effective Project Management, including but not limited to: Manages up; Proactively engages clients and consultants; Reflects on and incorporates feedback; Engages in thoughtful, strategic, and creative envisioning; Exercises complete ownership over projects; Delegates and holds project helpers accountable for results; Focuses on product and process
  • Effective People and Team Development, including but not limited to: Sets clear and stretch outcomes for team; Assesses team progress and holds team accountable for results; Manages conflict within and across teams; Provides continuous support and coaching to team; Motivates and inspires others; Builds relationships across team; Maximizes team resources effectively
• Content-Specific:
  • Proficiency in MS Office, Google calendar, Salesforce and other software and apps
  • Deep understanding of and ability to write and deliver curriculum in classroom
  • Deep understanding of classroom management strategies, including but not limited to Love & Logic language, proactive procedures, transitions, recovery, restorative justice
  • Adult learning theory/best practices for Professional Development

Behavioral Characteristics

• Wonder, care, and efficacy
• Commitment, authenticity, and passion
• Critical thinking, including communication, analytical and strategic strengths
• Grit and constant learning, including resilience and perseverance
• Strong sense of personal responsibility, including discipline, self-accountability, self-initiative
• Sensitivity to environment, including humility, empathy and kindness

[Please note: All offers of employment are contingent upon the employee meeting all prerequisite job qualifications by the first day of employment.]

Compensation and Benefits: Compensation is competitive and based on experience.  We offer a comprehensive benefits package, including participation in a pre-tax commuter benefits program and partial reimbursement for monthly commuting expenses, gym reimbursement, cultural enrichment reimbursements, participation in the Teachers Retirement System pension program, and many opportunities to get to know your VOICE colleagues!

VOICE Charter School is an Equal Opportunity Employer. In its employment decisions, VOICE does not discriminate on the basis of an applicant or employee’s race, color, religion, sex, gender, gender identity or expression, sexual orientation, age, national origin, disability, veteran status, unemployment status, or any other status protected by law.

Internationals Network for Public Schools, a national non-profit based in New York City, works across a network of 30 public middle and high school programs that serve new immigrant and refugee students. We are currently seeking a part-time consultant who is skilled in data analysis and has expertise in creating data visualizations to work with us appropriately 20 hours per week on several discrete projects. Compensation is $30-45/hour.

WHO WE ARE
Internationals Network for Public Schools is the only school development and support
organization that specifically addresses the educational needs of English Language Learners (ELs), who comprise 10% of the U.S. public school population. Our mission is to provide quality education for recently arrived immigrants in middle and high schools by growing and sustaining a strong national network of innovative public secondary schools, while broadening our impact by sharing best practices and influencing policy for ELs nationally.

WHAT YOU’LL DO

The Data Analyst Consultant reports to the Director of Research + Innovation and works with other team members across our network of 30 public schools to contribute to multiple projects that include data collection, data analysis, and internal reporting. You should be a skilled data storyteller, working across teams to ensure we are utilizing our data in the most relevant, accurate and compelling ways to accomplish three primary goals:
1. To highlight the success of the schools in our network (e.g., graduation rates,
attendance, attendance, growth in English proficiency);
2. To identify trends (e.g., attendance, credit accumulation, course-taking, completion, dual enrollment, etc) to help internal staff and school partners improve their work;
3. To document the impact of our services on our school partners and students.
The consultant will gather data from sources including school district student information
systems, enrollment rosters, Google forms, and public data on achievement. A collaborator
across teams, the Data Analyst will work on several interconnected projects on the impact of professional development services, outcomes of student achievement, and postsecondary pathways. Primarily using common tools including Excel, Google sheets, Tableau and Google Data Studio, the Data Analyst will work across multiple departments and programs to: 1. Design and present regular reports to our staff and school partners; 2. Package data appropriately (including dashboards, static and dynamic visualizations) for published reports, presentations, and training; 3. Create comparisons over time of student outcomes; 4. Prepare materials to engage staff in impact data review to inform improvement efforts; 5. Support internal staff to guide schools to understand and use student data to make strategic decisions.
QUALIFICATIONS
We seek individuals inspired by our mission and motivated to improve educational programs and services for immigrant English Language Learners across the US. You’ll be right at home here if you are a skilled data analyst and are passionate about issues related to equity, are creative, collaborative and self-directed.
Required Skills
● Strong data management skills, including ability to combine and clean large datasets;
● Strong Excel skills, including intermediate and advanced excel functions like: vlookup,
counting, power query, index match, pivot tables in both Microsoft Excel and Google Sheets.;
● Technical skills across the Google and Microsoft platforms, including Google docs, forms
and spreadsheets, databases, Powerpoint, Word and Excel;
● Detail-oriented, demonstrates accuracy and thoroughness;
● Excellent project management skills: thinks ahead, estimates time required for tasks,
communicates challenges early and often with supervisor and team, and seeks
solutions;
● Analytical skills with the ability to make data requests, understand and navigate
databases, combine datasets from different sources;
● Data visualization skills – including charts, graphs, dashboards;
● Strong research, communication and analytical skills;
● Demonstrates initiative and ownership of quality work product;
● Critical thinking, using decisive reasoning to determine the best course of action
● Open to input and feedback;
● Proficiency in other Microsoft Office applications (Word, PowerPoint);
● Ability to work as part of a team as well as execute projects independently
● Contributes to an environment that fosters teamwork, cooperation, and diversity;
● Independent and self-monitoring, ability to create timelines & juggle multiple requests.

EDUCATION AND EXPERIENCE
● At least 2 years’ experience in data analysis and reporting in a professional setting;
● Understanding of the U.S. high school and postsecondary system;
● Portfolio of data analysis and visualization work required.

Director of Education Policy and Editor-in-Chief, InsideSchools 

Center for New York City Affairs 

The New School 

The Center for New York City Affairs (CNYCA) is an applied public policy research organization based at The New School’s Milano School for Policy, Management, and Environment. The Center offers analysis and solutions to pressing social and economic challenges. Using rigorous analysis, journalistic research, public convenings, and collaborations with government, nonprofits, and community residents, we seek to strengthen neighborhoods, support families, and improve public services.

CNYCA seeks a Director of Education Policy and Editor-in-Chief, InsideSchools to lead our education portfolio, which includes providing practical information to parents, engaging with families via our online community, and cutting-edge policy research. InsideSchools is the premier source of information on NYC public schools and the website serves more than a million students and parents each year. InsideSchools has been helping families identify the best NYC public schools for their children for nearly twenty years. Though historically our work has focused on helping families select schools or getting families to “Day 1” of school, the pandemic catalyzed the organization to expand into helping families confidently advocate for their children’s “Day 2” needs and beyond. To that end, InsideSchools has reoriented its work to support family engagement, including piloting a new space called InsideSchools+ where families receive direct guidance and support, building partnerships with local and national organizations, and supporting parent leadership.

Recent policy research has focused on equity, digital learning, mayoral reform, and family engagement.

The Director of Education Policy and InsideSchools leads the Center’s education policy agenda, develops and executes research projects, manages the InsideSchools website and parent engagement, supervises staff and students, and fundraises for the education project. This position reports to the Executive Director of the Center for New York City Affairs.

The New School is strongly committed to diversity and inclusion in the workplace and particularly seeks applications from members of underrepresented groups, as well as candidates who share this commitment.

Responsibilities:

• Serve as an expert, both internally and externally, on education issues.
• Develop education agenda and lead policy research.
• Provides strategic and programmatic leadership for CNYCA, and actively advances the University’s commitment to Equity, Inclusion, and Social Justice.
• Engage in local policy discussions and develop actionable policy proposals
• Prepare reports and policy briefs, contribute regularly to the Center’s online Urban Matters feature, organizing and presenting at public forums, and cultivate effective relationships with the news media, public officials, and community partners.
• Develop and lead family engagement initiatives including partnering with other organizations, schools, and parent leaders.
• Provide editorial leadership for all content areas of the InsideSchools ecosystem, including the InsideSchools website, InsideSchools+, newsletter and other platforms including blog posts and “how-to” guides for parents.
• Oversee technical improvements and updates to the InsideSchools website, including adding new interactive features.
• Supervise team of staff and student workers, support the team’s ongoing professional development, and continually assess and improve upon policies and procedures, with attention to EISJ principles.
• Active fund-raising, including grant and report writing and cultivating relationships with funders, to support the salaries and operating expenses of the education department.
• Contribute ideas and support the work of others at the Center to ensure the broader success of the organization in fulfilling its mission.
• Implement plans to reimagine the InsideSchools platform, including product and program improvements.

Minimum Qualifications: 

• Bachelor’s degree
• At least 7 of years of relevant experience
• Proven track record of successful fundraising.
• Excellent written and oral communication skills, including the ability to communicate complex information clearly to a range of audiences in writing, through public speaking and to the media.
• Experience in leadership roles in sectors such as government, public policy, and nonprofit management.
• Deep knowledge and experience on issues concerning New York City government, schools, education, community advocacy and engagement, and policy analysis.
• Working knowledge of the use of technology platforms in education and family/community engagement spaces.
• Demonstrated track record of developing programs to advance EISJ.
• Ability to adhere to the university’s COVID-19 protocols.

Preferred Qualifications:

• Graduate degree
• Project management experience for web design and development

Work mode – Hybrid: The work mode for this position will be hybrid / fixed-split. A consistent schedule for on-campus and remote work will be determined once the hire is made.

Salary range: $90,000-120,000

Why Teach With Us?

New Visions seeks the most talented and dedicated educators to bring their skills, experience, and energy to a collaborative and innovative learning environment where teachers are empowered to meet each student’s unique learning needs and open the doors to new and rich opportunities. Our teachers are dynamic and innovative pedagogues who are committed to urban students and the issues they face every day.

Every New Visions teacher can expect to receive enhanced instructional support, a range of professional development opportunities, the data tools they need to succeed and the opportunity to be part of a passionate team of colleagues. 

Advantages of teaching at a New Visions school include:

• Emphasis on knowledge sharing practices, frequent training, and targeted professional development opportunities
• Eligibility to apply for grants and fellowships to support the personal and professional development of exceptional teachers
• Access to leadership development programs and career opportunities from the classroom to school administration to educational reform
• Highly competitive compensation and benefits

Each of our 10 Charter Schools offer a unique blend of mission, academic programs, extracurricular activities, and community and scholarly partnerships to ensure that students are thoroughly prepared to excel academically, professionally, and personally.   We recommend that candidates explore our extraordinary school communities prior to application to discover the school that best aligns with your career goals and passions.

Who You Are

You’re a dedicated educator who is committed to serving students from all backgrounds.  You approach learning via a growth mindset and have a proven track record of engaging students.  You are reflective, seek and effectively apply feedback, and strive to learn from those around you.  You make informed decisions about lesson planning based on data and have demonstrated success in tailoring instruction to the needs of diverse learners. You work collaboratively with others to achieve common goals and are passionate about the mission of New Visions.

What You’ll Do

New Visions for Public Schools’ vision for student support services is that all learners have equal access to educational opportunities where barriers to learning are reduced and learner diversity is recognized, supported, and embraced. Students with Disabilities teachers at New Visions schools will:

• Develop accessible curriculum through team co-planning, co-teaching and co-assessing
• Build students’ academic and socio-emotional skills
• Work with students one-on-one or in small groups
• Advocate to ensure that students receive appropriate supports
• Meet with families and the school-based support team
• Create plans for post-high school transition to ensure quality of life after high school

What We’re Looking For

• Bachelor’s degree from an accredited college or university is required; Master’s degree is preferred
• A valid New York State SWD Certification 
  • There are limited opportunities for qualified teachers who do not possess a NY State certification to work in one of our Charter High Schools
  • To learn more about NYS Certifications, visit:  http://eservices.nysed.gov/teach/certhelp/CertRequirementHelp.do
• Proven track record for planning lessons with clear learning objectives and a means for assessing whether those objectives have been met
• Strong organizational and communication skills
• Demonstrated content knowledge and familiarity with Common Core State Standards
• Demonstrated success in tailoring instruction to the needs of diverse learners
• Ability to work collaboratively with others to achieve common goals
• Experience working with educational technology

Additional Information 

This description is intended to describe the type of work being performed by a person assigned to this position.  It is not an exhaustive list of all duties and responsibilities required by the employee.

Pay Range

$65,291 minimum to $128,549 maximum

The New Visions faculty career ladder is highly competitive and designed to be a leader in the education space. Our innovative approach rewards high performance and supports fair and equitable pay practices across the New Visions Charter High Schools.  Placement on our faculty ladder accounts for a combination of experience, credentials, and the faculty member’s expertise and impact on students (including review of lesson and unit plans, live demo lessons, and examples of student achievement data).  Once employed at New Visions, faculty that exemplify high performance are able to advance through our career ladder quickly, and there are additional opportunities for teachers to increase their pay through the acquisition of additional certifications and through various leadership opportunities (such as Lead/Master Teacher and SPED Coordinator roles).

Why Teach With Us?

New Visions seeks the most talented and dedicated educators to bring their skills, experience, and energy to a collaborative and innovative learning environment where teachers are empowered to meet each student’s unique learning needs and open the doors to new and rich opportunities. Our teachers are dynamic and innovative pedagogues who are committed to urban students and the issues they face every day.

Every New Visions teacher can expect to receive enhanced instructional support, a range of professional development opportunities, the data tools they need to succeed and the opportunity to be part of a passionate team of colleagues. 

Advantages of teaching at a New Visions school include:

• Emphasis on knowledge sharing practices, frequent training, and targeted professional development opportunities
• Eligibility to apply for grants and fellowships to support the personal and professional development of exceptional teachers
• Access to leadership development programs and career opportunities from the classroom to school administration to educational reform
• Highly competitive compensation and benefits

Each of our 10 Charter Schools offer a unique blend of mission, academic programs, extracurricular activities, and community and scholarly partnerships to ensure that students are thoroughly prepared to excel academically, professionally, and personally.   We recommend that candidates explore our extraordinary school communities prior to application to discover the school that best aligns with your career goals and passions.

Who You Are

You’re a dedicated educator who is committed to serving students from all backgrounds.  You approach learning via a growth mindset and have a proven track record of engaging students.  You are reflective, seek and effectively apply feedback, and strive to learn from those around you.  You make informed decisions about lesson planning based on data and have demonstrated success in tailoring instruction to the needs of diverse learners. You work collaboratively with others to achieve common goals and are passionate about the mission of New Visions.

What You’ll Do

New Visions for Public Schools’ vision for student support services is that all learners have equal access to educational opportunities where barriers to learning are reduced and learner diversity is recognized, supported, and embraced. Students with Disabilities teachers at New Visions schools will:

• Develop accessible curriculum through team co-planning, co-teaching and co-assessing
• Build students’ academic and socio-emotional skills
• Work with students one-on-one or in small groups
• Advocate to ensure that students receive appropriate supports
• Meet with families and the school-based support team
• Create plans for post-high school transition to ensure quality of life after high school

What We’re Looking For

• Bachelor’s degree from an accredited college or university is required; Master’s degree is preferred
• A valid New York State SWD Certification 
  • There are limited opportunities for qualified teachers who do not possess a NY State certification to work in one of our Charter High Schools
  • To learn more about NYS Certifications, visit:  http://eservices.nysed.gov/teach/certhelp/CertRequirementHelp.do
• Proven track record for planning lessons with clear learning objectives and a means for assessing whether those objectives have been met
• Strong organizational and communication skills
• Demonstrated content knowledge and familiarity with Common Core State Standards
• Demonstrated success in tailoring instruction to the needs of diverse learners
• Ability to work collaboratively with others to achieve common goals
• Experience working with educational technology

Additional Information 

This description is intended to describe the type of work being performed by a person assigned to this position.  It is not an exhaustive list of all duties and responsibilities required by the employee.

Pay Range

$65,291 minimum to $128,549 maximum

The New Visions faculty career ladder is highly competitive and designed to be a leader in the education space. Our innovative approach rewards high performance and supports fair and equitable pay practices across the New Visions Charter High Schools.  Placement on our faculty ladder accounts for a combination of experience, credentials, and the faculty member’s expertise and impact on students (including review of lesson and unit plans, live demo lessons, and examples of student achievement data).  Once employed at New Visions, faculty that exemplify high performance are able to advance through our career ladder quickly, and there are additional opportunities for teachers to increase their pay through the acquisition of additional certifications and through various leadership opportunities (such as Lead/Master Teacher and SPED Coordinator roles).

Who We Are

New Visions for Public Schools is the leading non-profit organization dedicated to the improvement of public education in New York City.  Today, we support 1,600 public schools and thousands of teachers, serving almost 1,000,000 students, in their most critical work: deciding what and how to teach, helping keep students on track to graduation, and preparing students for success beyond high school.  New Visions directly manages a network of 10 charter high schools across the Bronx, Brooklyn and Queens. 

Who You Are

You’re an Algebra expert looking to transfer your skills from the classroom into curriculum and professional learning supports.  n organization.  You’ve demonstrated success teaching Algebra I and II, creating engaging curriculum and coaching other educators.  You thrive in high-energy, fast-paced environments. You’re passionate, entrepreneurial and motivated by data and results.  You’re a creative problem solver and open to experimentation to accomplish goals.  You know how to build relationships with people of all backgrounds and connect them to a common goal.  You believe in our mission to provide best-in-class education to all students and won’t let anything stand in your way of making that a reality.  

Role Requirements:

• Masters-level degree 
• 5+ years in public education, preferably urban high schools
• 3+ years supervising, coaching, or leading teachers

What You’ll Do

You’ll review and maintain existing Algebra curriculum and develop professional learning opportunities that support teachers in understanding our curriculum.  You’ll coach educators on instructional moves that support student thinking, and how to use our curriculum as a foundation for building school-based instructional capacity.  You’ll keep up to date with shifts in the field and develop materials that keep instructional leaders and teachers informed of those changes and how to best integrate them into existing learning structures.  

Why New Visions?

You’ll have the opportunity to connect directly with students and families to help them achieve their dreams.  You’ll be challenged constantly, but will always have an amazing team to back you up and push you to succeed.  You get to work with thought leaders and innovators in the education section.  And you’ll be contributing to changing the landscape of public education in NYC.  Plus, we have great medical benefits and fun work perks!

Apply Now!

To apply and read the comprehensive job description, check out our careers site:

https://grnh.se/04cd0b7a1us

Pay Range

$74,481 minimum to $111,722 maximum

While the majority of new hires’ starting salaries shall be expected to be placed in the first half of the range(s) to allow space to grow in the job, for those who already have significant relevant experience at that level of the job, placement at the higher end of the range(s) is possible.

New Visions for Public Schools is an equal opportunity employer. We believe that our people and teams should reflect the diverse communities we serve, and that our culture and internal structures should be inclusive and equitable for all prospective and current employees.