School Leader
The Office of New School Development & Design is working to reimagine the educational landscape of NYCPS. We are committed to the pioneering spirit of a transformative approach developing and designing schools that are innovative, flexible, and student-centered. The core of the work is to create many paths to the same outcome: a good education, preparation for college and productive citizenship, and a path to economic security.
The New School Acting Principal Assigned / Project Director will design and implement a plan for a new structured literacy school targeted to struggling readers who are at least two to three years behind in foundational reading skills. The Project Director will design and collaborate with a wide range of stakeholders and partners – students, families, and divisions of NYCPS – to plan a new structured literacy school that will launch with 36 students in grades 2 and 36 students in grade 3 in the 2025/2026 school year. The Project Director will design and develop the new school, including in the following targeted areas:
- Structured literacy
- Student and staff recruitment
- Curriculum development
- Data-driven instruction
- School culture
- Serving special populations
- Budget, and finance
School Support – Design and Implementation
- Collaborate with NYCPS stakeholders to create the mission, vision and design for the school launching fall 2025
- Design scope and sequence, units of study and build a team from the ground up
- Create an innovative school model with a commitment to the Science of Reading as the basis for all language instruction
- Model strong organizational skills and distributed leadership to promote team empowerment through collaboration with school stakeholders
- Harness the power of student voice, and family and community involvement to ensure that all voices are heard and considered in the day-to-day life of the school
Performance Management:
- Provide ongoing support, guidance, feedback, and support to collaborators to ensure high-quality contributions and full engagement. Support leaders’ work in planning deliverables
Qualifications:
- Applicants must possess a valid New York State certificate in School Administration/Supervision (SAS), School District Administrator (SDA) or in School Building Leadership (SBL) and must be in the Principal Candidate Pool. Please note, we do not accept internship certificates.
- A Master’s degree in education or a related field
- Proven track record of improving student achievement and fostering a positive school culture.
- Exceptional communication, interpersonal, and leadership skills.
- Knowledge of current educational trends, research, and best practices.
- Ability to work collaboratively with diverse stakeholders.
For more information regarding NYCPS supervisory certification requirements, as well as a link to the New York State Education Department’s website to apply for certification, please visit our website at https://www.schools.nyc.gov/careers/principals-and-assistant-principals/school-leader-and-supervisory-certification
Preferred:
- Track record of success at increasing student achievement outcomes in a school
- Experience in data-based decision making and strategic planning around instructional implementation to increase student achievement
- Attentive to details, well organized, able to work under pressure, and meet frequent and changing deadlines
- Sound judgment; skilled with group problem-solving and working with complex concepts in a dynamic setting
- Ability to organize facts and present information and figures in a clear, concise, and logical manner, both orally and in writing
- Ability to synthesize information from multiple sources and reconcile incongruent data
- In-depth knowledge of the NYC public school system and the NYC Department of Education
- Strong interpersonal skills
- Ability to receive constructive feedback and engage in collaborative and rigorous development of school design
- Prior success in planning and leading the creation of a new school or program
- Prior success in leading adult team building—being a team leader and teaching others how to lead teams
- Experience in co-taught classrooms/experience coaching teachers working in co-teaching classrooms/helping teachers optimize learning in a co-teaching environment
- Commitment to using a direct, explicit evidence-based reading instruction across all content areas throughout the day
- Knowledge and background of children with language-based learning disabilities
- Willingness to participate in ongoing training and coaching in evidence-based practices in structured literacy
Appointment to the principal position is subject to selection through the Chancellor’s C30 Process.
Posting close date: October 15, 2024
Program Director – Children’s Corner – Day Care
University Settlement is one of New York City’s most dynamic social justice institutions, with an impressive legacy as the first settlement house in the nation. For over 135 years, University Settlement has been an anchor in the low-income and immigrant communities where we work, offering pioneering programs in early childhood care and education, youth development, eviction prevention, literacy, theater and visual arts, older adults services, and mental health. Each year, we engage over 40,000 New Yorkers through our network of 30 sites in Manhattan and Brooklyn. Our mission is to empower residents by building on their strengths through comprehensive, quality services that meet the current needs of the community; innovation that anticipates future needs; and advocacy to bring justice to the community as a whole.
Each year, we engage over 40,000 New Yorkers through our network of 29 sites in Manhattan and Brooklyn. Our mission is to empower residents by building on their strengths through comprehensive, quality services that meet the current needs of the community; innovation that anticipates future needs; and advocacy to improve the community as a whole.
Responsibilities:
- Responsible for the overall management and supervision of the program.
- Responsible for ensuring that the program meets all applicable regulations and standards such as DOHMH, Department of Buildings, Fire Department, DOE requirements as per contracts.
- Responsible for fiscal management of the program and all contracts to ensure compliance and proper reporting.
- Take lead responsibility for the design, implementation and management of all program areas including education, community development, parent involvement, program self-assessment, planning, and monitoring.
- Responsible for ensuring that the programs curriculum meets the needs of children, families and staff.
- Responsible for maintaining a high-quality program implementing evidence-based practice curricula and assessment of child outcomes.
- Take a leading role in the field by contributing to policy decision-making through committees, testimonies, presentations, etc.
- Review program practices and update program plans, policies and procedures.
- Work with other management staff to provide continuous service to children and families.
- Work collaboratively with appropriate community organizations in building partnerships and resources for children and families.
- Responsible for working with management staff for program planning and staff development.
- Take a leading role in ensuring ongoing management meetings and on-going communication among managers.
- Other duties relevant to running the program.
Qualifications
- MA in Education (Early Childhood)
- Permanent/Professional NYS Teaching Certificate a plus
- 5 years of management and supervision experience
- Excellent communication and writing skills
Work Schedule: Full time, Monday – Wednesday, 8:00 am – 4:00 pm, Thursday and Friday,10:00 am – 6:00 pm. 35 hours a week.
We are committed to building a diverse and inclusive community. We support a broadly diverse team who will contribute to our organization. We are an equal employment opportunity for all regardless of race, color, citizenship, religion, national origin, sex, sexual orientation, gender identity or expression, age, disability, veteran or reservist status, or any other category protected by federal, state, or local law.
Program Director – Children’s Corner – Day Care
University Settlement is one of New York City’s most dynamic social justice institutions, with an impressive legacy as the first settlement house in the nation. For over 135 years, University Settlement has been an anchor in the low-income and immigrant communities where we work, offering pioneering programs in early childhood care and education, youth development, eviction prevention, literacy, theater and visual arts, older adults services, and mental health. Each year, we engage over 40,000 New Yorkers through our network of 30 sites in Manhattan and Brooklyn. Our mission is to empower residents by building on their strengths through comprehensive, quality services that meet the current needs of the community; innovation that anticipates future needs; and advocacy to bring justice to the community as a whole.
Each year, we engage over 40,000 New Yorkers through our network of 29 sites in Manhattan and Brooklyn. Our mission is to empower residents by building on their strengths through comprehensive, quality services that meet the current needs of the community; innovation that anticipates future needs; and advocacy to improve the community as a whole.
Responsibilities:
- Responsible for the overall management and supervision of the program.
- Responsible for ensuring that the program meets all applicable regulations and standards such as DOHMH, Department of Buildings, Fire Department, DOE requirements as per contracts.
- Responsible for fiscal management of the program and all contracts to ensure compliance and proper reporting.
- Take lead responsibility for the design, implementation and management of all program areas including education, community development, parent involvement, program self-assessment, planning, and monitoring.
- Responsible for ensuring that the programs curriculum meets the needs of children, families and staff.
- Responsible for maintaining a high-quality program implementing evidence-based practice curricula and assessment of child outcomes.
- Take a leading role in the field by contributing to policy decision-making through committees, testimonies, presentations, etc.
- Review program practices and update program plans, policies and procedures.
- Work with other management staff to provide continuous service to children and families.
- Work collaboratively with appropriate community organizations in building partnerships and resources for children and families.
- Responsible for working with management staff for program planning and staff development.
- Take a leading role in ensuring ongoing management meetings and on-going communication among managers.
- Other duties relevant to running the program.
Qualifications
- MA in Education (Early Childhood)
- Permanent/Professional NYS Teaching Certificate a plus
- 5 years of management and supervision experience
- Excellent communication and writing skills
Work Schedule: Full time, Monday – Wednesday, 8:00 am – 4:00 pm, Thursday and Friday,10:00 am – 6:00 pm. 35 hours a week.
We are committed to building a diverse and inclusive community. We support a broadly diverse team who will contribute to our organization. We are an equal employment opportunity for all regardless of race, color, citizenship, religion, national origin, sex, sexual orientation, gender identity or expression, age, disability, veteran or reservist status, or any other category protected by federal, state, or local law.
Grade 1 General Education Teacher
Grade 1 General Education Teacher
Hebrew Language Academy 2 (HLA2) 2286 Cropsey Ave Brooklyn NY 11214
Start Date: Immediate
CMO Website: www.hebrewpublic.org
Contact: jobs@hebrewpublic.org
ABOUT THE ORGANIZATION:
Hebrew Public Charter Schools for Global Citizens
Our mission is to lead a national movement of exceptional, diverse public charter schools that teach Modern Hebrew to children of all backgrounds and prepare them to be successful global citizens. Our schools are models of racial and economic integration, academic excellence, and world language learning. Hebrew Public manages schools in New York City and Philadelphia, and also supports an affiliate network of schools in California, Washington DC, New Jersey, and Minnesota.
Our focus on global citizenship is embodied by three core elements:
- The building of relationships across difference, embodied by our focus on racial, cultural, and economic diversity
- The study of Modern Hebrew and of Israel as a window into other languages, cultures and experiences
- Our unique set of global citizenship values that infuse all that we do, described through the acronym OLAM (the Hebrew word for “world”). These values include Outstanding Problem Solving, Lifelong Learning, Aware Communication and Making a Difference.
Our schools help students grow to become empathetic, ethical, intellectually curious young adults committed to solving the world’s problems. Other key program elements in Hebrew Public’s New York City schools include the Responsive Classroom model, Expeditionary Learning, Close Reading, Wilson Reading System, Eureka, Number Stories, Fundations and Geodes.
About the Position:
Join an exciting community of educators and social change-makers who are passionate about global education and are committed to improved student learning and outcomes. We select individuals who share our vision and are willing to put in the hard work to achieve it. We are seeking a driven Grade 1 Teacher for the 2024-2025 school year that operates with a high sense of urgency and possesses a strong work ethic. Candidates for this position do NOT need to speak Hebrew. The School is fully committed to a culturally diverse faculty and student body. The school is eager to consider applications from traditionally underrepresented groups.
Teacher Job Responsibilities:
- Produce quality Common Core aligned lesson plans that strive for higher-level objectives while accommodating all learning styles;
- Analyze and regularly review student assessment data from a variety of sources – both formally and informally – to drive curricular and pedagogical choices and adjustments;
- Maximize learning time through effective classroom management;
- Provide an inviting, exciting, learning environment using varied instructional techniques and developmentally appropriate strategies;
- Mastery/deep knowledge in instructional subject area, with an undergraduate major or minor or graduate degree in the subject;
- Evidence of student achievement growth in previous teaching roles;
- Strong desire to collaborate with other faculty and instructional leaders to discuss student work and ensure curricular coherence;
- Passion for his/her subject and the ability to connect with and motivate, individually and collectively, a diverse group of students;
- A strong commitment to all students with the belief that all students can learn and must be held to high academic standards; and,
- Boundless energy and enthusiasm for working with students and other adults in the building.
- A person who believes in the critical importance of diversity in the life of a school
Teacher Minimum Requirements:
- Bachelor’s degree from an accredited institution required; Masters degree preferred
- Elementary and/or Middle School teaching experience preferred
- Hold NYS certification or working towards certification is preferred
- Excellent oral and written communication skills
- Legally authorized to work in the USA
COMPENSATION AND BENEFITS:
Salary and benefits will be highly competitive, equitable, and commensurate with experience. Base salary is $62,000 or above based on experience and qualifications.
Potential benefits* include:
- Medical
- Dental
- Employer-Paid Vision
- Prescription Drug Coverage
- Paid Holidays
- Retirement Savings and Employer Matching Programs
- Paid Parental Leave
- Short-Term and Long-Term Disability Coverage
- Employee Assistance and Wellness Programs
- Health Care and Dependent Care Flexible Spending Accounts
- Employer-Paid and Voluntary Life Insurance
- Global Travel Experiences
*Benefits packages vary depending on the role.
Hebrew Public is committed to building a diverse team that reflects the communities we serve. Candidates of color and those from backgrounds that are underrepresented in school leadership roles are particularly encouraged to apply.
Elementary Special Education Teacher (2024-2025)
Elementary Special Education Teacher
Grades: 2nd or 5th
Location: Hebrew Language Academy (HLA) 2186 Mill Ave, Brooklyn, NY 11234
Start Date: Immediate
Bonus: $3000 signing bonus
Compensation: Salary and benefits will be highly competitive, equitable, and commensurate with experience. Base salary is $62,000 or above based on experience and qualifications.
CMO Website: www.hebrewpublic.org
Contact: jobs@hebrewpublic.org
ABOUT THE ORGANIZATION:
Hebrew Public Charter Schools for Global Citizens
Our mission is to lead a national movement of exceptional, diverse public charter schools that teach Modern Hebrew to children of all backgrounds and prepare them to be successful global citizens. Our schools are models of racial and economic integration, academic excellence, and world language learning. Hebrew Public manages schools in New York City and Philadelphia, and also supports an affiliate network of schools in California, Washington DC, New Jersey, and Minnesota.
Our focus on global citizenship is embodied by three core elements:
- The building of relationships across difference, embodied by our focus on racial, cultural, and economic diversity
- The study of Modern Hebrew and of Israel as a window into other languages, cultures and experiences
- Our unique set of global citizenship values that infuse all that we do, described through the acronym OLAM (the Hebrew word for “world”). These values include Outstanding Problem Solving, Lifelong Learning, Aware Communication and Making a Difference.
Our schools help students grow to become empathetic, ethical, intellectually curious young adults committed to solving the world’s problems. Other key program elements in Hebrew Public’s New York City schools include the Responsive Classroom model, Expeditionary Learning, Close Reading, Wilson Reading System, Eureka, Number Stories, Fundations and Geodes.
About the Position:
Join an exciting community of educators and social change-makers who are passionate about global education and are committed to improved student learning and outcomes. We select individuals who share our vision and are willing to put in the hard work to achieve it. We are seeking a driven Elementary Special Education Teacher for the2024-2025 school year that operates with a high sense of urgency and possesses a strong work ethic. Candidates for this position do NOT need to speak Hebrew. The School is fully committed to a culturally diverse faculty and student body. The school is eager to consider applications from traditionally underrepresented groups.
Job Responsibilities:
- Provide instructional services to students with IEPs in the areas of reading, mathematics, and writing
- Deliver prescribed instructional delivery methods as determined by the student’s IEP
- Consult with school personnel to coordinate efforts in providing services to students
- Communicate and conference with parents providing information on student progress
- Manage and support an organized and professional classroom that is conducive to learning
- Support student and school needs in preparing to be successful on the NYS State Exam
- Work closely with peers and administration to develop multifaceted curriculum that integrate multiple subjects and approaches to meet the individual needs of students
- Lead classroom differentiation through curricular modifications, instructional techniques, parallel instruction, and integrated classroom strategies
- Assess and develop goals for the IEP process
- Implement IEP goals and strategies into an integrated classroom
- Maintain an awareness of school’s strategic initiatives and incorporate them into your work.
- Regularly and accurately report student progress and maintain accurate and up to date records related to student achievement, performance, and IEP goals
- Review data daily and amend your approach accordingly
- Take an active role in your professional development by identifying and creating opportunities to expand your skills to meet the demands of individual student needs
- Attend IEP meetings and parent conferences
- Develop strong relationships with parents and students to create investment in school culture and academics
- Meet professional obligations through efficient work habits such as: meeting deadlines, honoring schedules and collaborating effectively with co-teachers and colleagues
- A person who believes in the critical importance of diversity in the life of a school
Minimum Requirements:
- Bachelor’s degree from an accredited institution is required; Masters degree preferred
- Elementary and/or Middle School teaching experience preferred
- Must hold NYS Teaching Certification Students with Disabilities Birth-5th
- Excellent oral and written communication skills
- Passionate about teaching and learning your subject area
- Legally authorized to work in the USA
COMPENSATION AND BENEFITS:
Salary and benefits will be highly competitive, equitable, and commensurate with experience. Base salary is $62,000 or above based on experience and qualifications.
Potential benefits* include:
- Medical
- Dental
- Employer-Paid Vision
- Prescription Drug Coverage
- Paid Holidays
- Retirement Savings and Employer Matching Programs
- Paid Parental Leave
- Short-Term and Long-Term Disability Coverage
- Employee Assistance and Wellness Programs
- Health Care and Dependent Care Flexible Spending Accounts
- Employer-Paid and Voluntary Life Insurance
- Global Travel Experiences
*Benefits packages vary depending on the role.
Hebrew Public is committed to building a diverse team that reflects the communities we serve. Candidates of color and those from backgrounds that are underrepresented in school leadership roles are particularly encouraged to apply.
All Content Teachers – NYC DOE Partner Schools
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:
Salary Information
We follow the DOE and city salary schedules found here.
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.
High School Computer Science Teacher
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
Computer Science teachers at New Visions schools work with a diverse range of students to develop content knowledge and skills through exploration, observation, and hands-on application. Computer Science teachers at New Visions schools will:
- create lessons that help students to build practical skills that they will be able to carry directly into their lives and careers
- regularly analyze student results in order to differentiate classroom instruction and better serve student needs
- foster a classroom environment conducive to the intellectual and social development of students
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 Computer Science 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
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.
Who We Are
At New Visions for Public Schools, we work to make great public schools common in New York City. We believe that all of New York City’s students deserve public schools that make successful futures possible, especially Black, Latinx, and low-income students who have historically had inequitable access to a great public education. Since 1989, New Visions has been a driving force behind some of the most significant reforms to public education in New York City. Today, our diverse team of professionals develop and scale innovative tools and approaches that help educators address common challenges. Learn more about New Visions HERE.
We operate ten public charter schools in the Bronx, Brooklyn, and Queens and, as a trusted partner of the NYC DOE, we help 1,600 public district schools plan for the success of over a million students citywide. In 2020-21, graduation rates in our Charter and Affinity networks were 95.4% and 89.2% and our support for postsecondary readiness has expanded exponentially.
Equal Employment Opportunity
New Visions for Public Schools 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.
New Visions believes that our teams should reflect the diverse communities we serve and that our culture and internal structures should be inclusive and equitable for all employees. We also recognize that perspectives from communities that have been historically marginalized are critical to the work we do. Hence, we strongly encourage applications from individuals living in the communities that we serve or who are members of historically marginalized communities.
New Visions provides a comprehensive and competitive compensation and benefits package in addition to the opportunity to make a significant impact on education reform and in the lives of urban youth.
Charter High School Math Teacher 24-25
Why Teach With Us?
We are seeking 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.
Our 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.
Who You Are
You’re a dedicated math educator who is committed to serving students from all backgrounds to help foster creativity and self-expression. 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 what you do.
What You’ll Do
Mathematics teachers work with a diverse range of students to develop math content knowledge and skills, primarily through collaborative classroom work around rich, authentic math tasks. Mathematics teachers will:
- Help pupils develop critical-thinking abilities by gaining an understanding of mathematics concepts and practices
- All teachers use both formal and informal assessment data about student thinking to inform instruction
- Core mathematics teachers (Algebra I, Geometry, and Algebra II) are also responsible for using an inquiry-driven approach to support student success on mathematics Regents examinations
- Teachers may attend professional development workshops and meet with colleagues to collaboratively analyze data and plan an instructional response
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 Mathematics Certification
- There are limited opportunities for qualified teachers who do not possess a NY State certification to work in one of our 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
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.
Charter High School Science Teacher 24-25
Why Teach With Us?
We are seeking 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.
Our 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.
Who You Are
You’re a dedicated science educator who is committed to serving students from all backgrounds to help foster creativity and self-expression. 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 what you do.
What You’ll Do
Science teachers work with a diverse range of students to develop Biology, Chemistry, Earth Science, or Physics content knowledge and skills through exploration/experimentation, reading, discussion, and writing. Science teachers will:
- Prepare all students for success with New York State Regents Science exams; place an equal emphasis on developing scientific thinkers by inviting students to ask questions, develop models, carry out investigations and analyze data
- 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
- 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
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 Science Certification
- There are limited opportunities for qualified teachers who do not possess a NY State certification to work in one of our 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
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.
Middle School Spanish Teaching Position – Six-Month Family Leave, 01/25-06/25
Community Roots Charter School
Middle School Spanish Teaching Position – Six-Month Family Leave, 01/25-06/25
About the Position:
We are looking for a Spanish teacher for a family leave position to teach our 7th and 8th Spanish classes during the upcoming 2024-2025 school year. The position will start in January 2025 and last through June 2025.
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 2024-25 ranges from $64,920.96 to $120,513.43
- 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
Social Work Manager
Job Title: Social Work Manager
Job Type: Full-Time, Salaried Exempt
Salary Range: $68,000 – $72,000 per year
Supervisor: VP, Student Support and Success (SSS)
Direct Reports: Part-time program assistant, Social Work Intern(s)
ABOUT US:
Row New York is a unique, sports-based youth development non-profit organization that uses the sport of rowing as a challenge and support to youth while building their academic and social-emotional skills for success in high school and college. In addition to providing a signature youth program to middle and high school student-athletes from diverse racial, cultural, and socioeconomic backgrounds, the organization supports students through college with a College Success program and alumni services. Row New York also provides rowing programs to participants with disabilities, Veterans, and local community members. We currently serve participants in Washington Heights/Inwood (Manhattan) and Flushing Meadows Corona Park (Queens).
ABOUT THE POSITION:
The Social Work Manager will support our student-athlete participants’ emotional and mental well-being and growth as a member of the Student Support and Success (SSS) team. This will be accomplished primarily by facilitating after-school student workshops, training and supporting staff in their interactions with participants, and counseling participants on a short-term basis. The Social Work Manager facilitates school year and summer programming for our middle school and high school student-athletes primarily at our Flushing Meadows Corona Park site, at different Queens partner locations, or occasionally on Zoom (depending on program needs) as part of RNY’s student success curriculum. This role may also supervise social work interns, depending on SIFI certification.
The ideal candidate is an engaging, approachable, and creative group facilitator with an entrepreneurial spirit, and has experience counseling youth through crisis, trauma, and the everyday challenges of being an adolescent. They will be committed to and well equipped to work in partnership with our rowing coaches and other SSS staff. External clinical supervision will be provided.
The position is currently hybrid. During the school year, the Social Work Manager will lead in-person programs at a site near Flushing Meadows Corona Park 3-4 days per week in the early evening hours. On the other 1-2 days, the Manager will visit our Inwood, Manhattan rowing site or our Queens rowing site after school to connect with youth participants based there. There may be in-person meetings, activities, or events in other locations in New York City. If not required to be in person earlier in the work day, the staff member may choose to work from home or at Row New York’s midtown office.
Key Expectations and Responsibilities:
- In coordination with the SSS team, develop and facilitate effective and engaging group workshops for Queens student participants within 4 of the 5 pillars of SSS: Academic & Life Skills, Social-Emotional Learning, Health & Wellness, and Social Justice & Cultural Awareness.
- Lead student tracking conferences with coaches and SSS staff to determine which participants need support/intervention and to track outcomes and/or progress made.
- Deliver short-term counseling and/or support services to participants and family members as appropriate; make referrals to community resources; engage in crisis intervention as needed.
- Provide guidance/training to staff so they can effectively support participants and create safe and welcoming spaces within their teams.
- Conduct case management activities to ensure Queens students are accessing resources and summer programming or employment aligned with their goals.
- Supervise a part-time program assistant on program facilitation and administrative duties by establishing clear expectations and providing regular and constructive feedback.
- Provide supervision for Master of Social Work intern(s), when assigned, by establishing clear expectations in the work plan and weekly supervision as required by the partner university.
- Assist with participant recruitment and tryout efforts.
- Lead in timely collection of Hello Insight pre and post surveys, goal setting interviews, and assist with collection of other organization wide metrics.
- Build and maintain partnerships with local schools and community organizations such as Queens Community House, STARS, and Corona School of Arts and Sciences (CASA).
- Lead or assist in planning department events/programs (e.g., career panels, student -led Youth Leadership Team).
- Chaperone students during enrichment events such as field trips, youth forums, (occasionally overnight) college trips, etc.
- Model character, leadership, and organizational values; prioritize and ensure the safety of program participants.
Qualifications and Requirements:
- LMSW New York State License; SIFI certification strongly preferred
- At least 2 years’ experience in the social work field
- Experience with both individual and group counseling of youth and/or families in a school, youth development, community-based organization, or similar setting
- Excellent communication skills, both verbally and in writing, and a demonstrated ability to develop and effectively facilitate engaging and enriching workshops for youth participants
- Strong interpersonal skills and high level of emotional intelligence; ability to build productive relationships and establish trust, while at all times observing professional boundaries
- Passion for and commitment to serving youth from under-resourced communities and communities of color; sensitivity to the dynamics of serving a racially and economically diverse student population
- Knowledge of youth development with an understanding and appreciation of youth development in the context of sports
- Flexibility, openness to change, and a demonstrated ability to create a positive culture and sense of empowerment for students
- Strong collaborator and team player with interest and ability to contribute to an inclusive and equitable organization for students and staff
- Strong organizational skills, attention to detail, and experience juggling and following through on multiple projects
- Ability to regularly travel to all program and work sites, primarily located in Manhattan and Queens
- Can work evenings during the school year and some weekends
- Proficient using business applications like Google Workspace, Zoom, Excel, etc.
- Experience supervising staff or interns a plus
- Fluency in English and Spanish a plus
Compensation & Benefits:
RNY is committed to paying our staff equitably and competitively amongst our peer organizations. We provide excellent benefits that support a healthy “work-life” balance. Our benefits include:
- Affordable, high-quality health, dental, and vision insurance
- 401K plan
- Fully paid parental leave
- Minimum of 25 paid PTO days per year plus paid holidays
Chef – Neighborhood Center Program
University Settlement is one of New York City’s most dynamic social justice institutions, with an impressive legacy as the first settlement house in the nation. For over 135 years, University Settlement has been an anchor in the low-income and immigrant communities where we work, offering pioneering programs in early childhood care and education, youth development, eviction prevention, literacy, theater and visual arts, older adults services, and mental health. Each year, we engage over 40,000 New Yorkers through our network of 30 sites in Manhattan and Brooklyn. Our mission is to empower residents by building on their strengths through comprehensive, quality services that meet the current needs of the community; innovation that anticipates future needs; and advocacy to bring justice to the community as a whole.
We work with New Yorkers of all ages. We infuse a commitment to civic engagement, equity, and communal action into each of our programs, which include early childhood education, mental health and wellness, benefits assistance and eviction prevention, adult literacy and education, healthy aging, community, and recreation centers, performing and visual arts, and youth development.
University Settlement Neighborhood Center, serving Manhattan’s Lower East Side offers a robust menu of services to a diverse population of older adults aged 60 and older. The multi-service program provides case assistance, lunch, health and wellness activities, recreational and educational activities.
Responsibilities:
- Responsible for ordering, receiving, inspecting, and safe storage of dry, perishable, and frozen food, including daily check of refrigerator and freezer temperatures
- Prepare, cook, and serve meals along with Assistant Chef in accordance with the New York City Department of Health and the New York City Department for the Aging for over 200 meals daily
- Oversee work of volunteers and individuals assigned to meal service
- Prepare work schedule with Director
- Prepare electronic daily food cost records and food cost reports weekly
- Make local food purchases if needed
- Attend professional development trainings
- Collaborate with Director creating menus
- Ensure that all kitchen equipment is cleaned and sanitized weekly
- Clean all pots, pans, utensils, and kitchen equipment on a daily basis
- Clean stoves and ovens once a week, clean refrigerators weekly
- Other duties as assigned by Director
Qualifications:
- Must have New York City Department of Health Food Handler’s Certificate
- High School Diploma preferred
- At least two years of experience in the commercial food service industry
- Must work well with others in a fast paced environment
- Ability to follow menus, large quantity recipes, and schedules
- Good physical health, ability to stand for long hours and lift heavy objects
- Basic computer skills required, including Microsoft Office
- Must speak and understand basic English
Work Schedule: Part time, Monday – Friday, 1:00 pm – 6:00 pm
Please note this position is eligible for Union 215 benefits
We are committed to building a diverse and inclusive community. We support a broadly diverse team who will contribute to our organization. We are an equal employment opportunity for all regardless of race, color, citizenship, religion, national origin, sex, sexual orientation, gender identity or expression, age, disability, veteran or reservist status, or any other category protected by federal, state, or local law.
K-8 Speech and Language Therapist (DOE approved independent providers or DOE employees with approval to provide service outside contract hours)
Immediate Opening: Speech and Language Therapist
Job Title: K-8 Speech and Language Therapist (DOE approved independent providers or DOE employees with approval to provide service outside contract hours)
Location:
ES- 51 St. Edwards St., 3rd floor (co-located with P.S. 67 & P.S. 369)
MS- 50 Navy Street, 3rd floor (co-located with PS 287)
Position Type: Part-Time or Full-Time, Fee for Service with DOE approval
Reports To: Director of Student Supports
Position Summary: Community Roots Charter school is seeking a dedicated and qualified Speech and Language Therapist to join our dynamic team in providing exceptional services to our elementary and middle school students. The ideal candidate will possess a deep commitment to inclusivity and collaboration, offering both push-in and pull-out services to support the diverse needs of our students. As a Speech and Language Therapist at CRCS, you will play a vital role in providing IEP services in collaboration with teachers and other related service providers.
Responsibilities
Direct Service: Provide evidence-based speech and language therapy to students, both in pull-out and push-in settings, as determined by individualized education plans (IEPs) and best practices.
Develop and implement engaging therapy activities and materials that align with students’ goals.
Foster a supportive and inclusive classroom environment for students with speech and language needs in order to increase access to general education and support progress towards individual goals.
Collaboration: Collaborate with classroom teachers, learning specialists, other related service providers and support personnel to facilitate the integration of speech and language goals into the general curriculum. In collaboration with the student’s team draft IEP report in preparation for IEP meetings. This includes sharing progress notes, drafting relevant goals, making service recommendations and contributing valuable insights to the development and implementation of students’ IEPs. Attend IEP meetings as needed on case by case basis. Provide guidance and support to teachers and other staff in support of students with speech and language needs.
Maintain regular communication with student’s families to keep them informed of progress and answer questions they may have about speech and language therapy and how to best support their child at home.
Documentation and Reporting: Maintain accurate and up-to-date records of assessments, progress notes, and therapy plans. Report progress toward IEP goals 3 times per year (November, March and June).
Professionalism:
Stay current with best practices, research, and advancements in speech and language therapy.
Attend workshops, conferences, and training sessions to enhance knowledge and skills.
Compliance:
Ensure compliance with all state and federal regulations related to speech and language therapy in an educational setting.
Inclusivity:
Respect and embrace the diverse backgrounds and needs of students and their families. Foster a welcoming and inclusive environment that supports the social and emotional well-being of all students.
Qualifications:
DOE approved independent providers who can provide service via NYC DOE Related Service Authorization (RSA) OR via our primary agency
Master’s degree in Speech-Language Pathology or Communication Sciences and Disorders.
Valid NYS licensure as a Speech and Language Therapist.
Previous experience working with elementary school students in a school setting is preferred.
Strong interpersonal skills and the ability to collaborate effectively with a multidisciplinary team.
Excellent communication and organizational skills.
Dedication to fostering an inclusive and supportive learning environment.
Application Deadline: Rolling
Program Associate, New York
Position: Program Associate, New York
Reports to: Sr Program Director, New York
Location: US-Based Home office (Hybrid), NYC Office
Status: Full Time, Exempt (IC2/B5)
Salary Range: $75,000 – $85,000
Facing History & Ourselves is a global education non-profit organization that challenges teachers and students to use lessons of history to stand up to bigotry and hate. Facing History’s educational content is informed by a unique pedagogical model that helps students explore questions of identity, human behavior, prejudice, and civic responsibility, and make the essential connection between history and the moral choices they confront in their own lives today. We currently apply this model to explore case studies of pivotal historical moments such as the Holocaust during WWII and the Reconstruction Era following the American Civil War, as well as rich works of literature, such as Brown Girl Dreaming. Facing History increasingly works with whole schools and districts to spur transformation in adult mindset, pedagogical practices, and school culture, building on the pillars of Social Emotional Learning, Equity, and Civic Engagement.
Facing History seeks an experienced educator to deliver Facing History professional learning across the US, specifically in New York City and suburbs, including New Jersey suburbs. The Program Associate, New York will:
- Facilitate professional learning for educators, school and district leaders through in-person and online workshops and seminars
- Recruit new schools and districts to implement Facing History and Ourselves’ school and district programs, by leading introductory sessions and establishing partnerships that lead to professional learning contracts
- Consult on program implementation in multiple contexts and regions;
- Cultivate, maintain, and document relationships and communication with educators, school and district leaders.
The Program Associate, New York will collaborate with members of the organization’s program staff in planning professional learning opportunities in the New York area. For the upcoming school year, this person will provide in person and virtual professional learning for schools and districts in the New York area; additionally, the Program Associate, New York, may be deployed for program delivery opportunities outside the region.
* While all New York area Program Associates are expected, as needed, to travel to schools and events throughout the New York region, this position will be focused mostly on supporting educators, schools, and districts virtually and in-person in New York City and the surrounding suburbs.
Occasional evening and weekend work may be required to assist with regional or national initiatives. Between 10 – 20% travel may be required.
Who we are: We are passionate educators and care deeply about our community. Innovative and entrepreneurial, we constantly look for better ways to reach more teachers in ways that meet their needs and drive impact. We continue to prioritize building a team that represents the communities we serve. We work closely together and depend on clear communication, commitment to each other as a team, and a positive work environment.
Who you are: You share our passion for education, youth, and the community, with a demonstrated commitment to diversity, equity and inclusion. You thrive in a team environment, bringing both strong collaboration skills and independent initiative. You have a constant curiosity, and a passion for equity, social-emotional learning and civic education. You are confident facilitating workshops and conversations that explore identity, racism, antisemitism and other challenging topics in a range of educational settings. You demonstrate the ability to build community, support and coach teachers, both in-person and in digital spaces, and you will thrive as a member of a national team that is making a positive impact on students throughout the U.S. You are a reflective practitioner, open to receiving and giving feedback and enjoy being part of a learning community. You are a self starter, can organize your time and are productive in a fluid, team-oriented work environment with a high level of initiative, creativity, and flexibility.
Essential Skills/Qualities
Facing History understands that restrictive job requirements may exclude historically marginalized groups from applying to jobs for which they are qualified. We take an equitable and holistic screening approach. If you feel you have demonstrated experience and expertise relevant to perform this role, please don’t hesitate to apply!
- BA/BS; MA preferred.
- Demonstrates effective communication and facilitation skills.
- 5 years of secondary classroom (grades 7-12) teaching experience required; experience with Facing History content and professional development strongly preferred.
- Minimum 3 years of experience leading professional development and/or adult coaching in educational settings
- Lived experiences, cultural competence, and work experience within marginalized communities is highly valued.
- Familiarity with social-emotional learning, school culture and civic education.
- Experience with culturally responsive teaching, equity and justice initiatives required.
- Knowledge of a humanities based content area: either European or US history or ELA and/or literacy strategies
- Experience with designing and facilitating technology-enabled in-person, hybrid and online professional learning experiences leveraging digital tools and platforms (i.e., Zoom Meeting, Zoom Webinar, Canvas LMS, GSuite, Google Jamboard, Padlet, Mentimeter, Mural).
- Entrepreneurial and collegial style; ability to work independently and in a collaborative team environment
- Comfort with handling multiple projects simultaneously
- Growth mindset in approaching new challenges and reflecting on past efforts; a desire to deepen knowledge in Facing History content areas and strategies.
- Interest in, and ability to, effectively communicate the mission of Facing History.
- Willingness to travel based on school or district assignments.
Preferred
- Experience teaching the Holocaust and other examples of collective violence, the Civil Rights Movement, and the history of race in America.
- Familiarity with or willingness to learn how to use databases and/or Salesforce to track engagement with educators, schools and district leaders.
- Online digital media literacy and comfort with integrating web-based and social media technologies for support of a global network of teachers and students.
Benefits Summary: In addition to meaningful and rewarding work, Facing History provides an excellent and competitive compensation and benefits package including medical with a health reimbursement account, dental, vision, life & AD&D, long-term & short-term disability insurance, 403(b) retirement plan with a discretionary organizational contribution, generous paid time off, an employee assistance program, travel assistance plan, pre-tax commuter spending accounts, flexible spending accounts, voluntary Colonial Life group plans, robust wellness programs through aHealthyMe & weekly virtual yoga and meditation, WellCents 403(b) advisement, and a friendly hybrid work environment.
Facing History values a diverse workforce and an inclusive culture. We encourage applications from all qualified individuals without regard to race, color, religion, gender, sexual orientation, gender identity or expression, age, national origin, marital status, citizenship, disability, veteran status and record of arrest or conviction, or any other characteristic protected by applicable law. We are an Equal Employment Opportunity Employer.
Facing History’s Commitment to Diversity, Equity and Inclusion. At Facing History, we honor and value the uniqueness of each and every human being. Our strength as an organization that provides and distributes educational content and pedagogy to teachers across the globe is directly tied to our diversity of staff, leadership, educators, students, scholars, and volunteers. Our commitment is to treat individuals with dignity and to build and maintain a community of full participation, inclusive of the voices, needs, and contributions of all. As an organization, we are deeply aware of the legacies of injustices that persist in society and in the workplace, and we value and promote diversity, equity, and inclusion in their association with excellence.
Hybrid Work Model: Facing History & Ourselves operates in a hybrid work model, allowing staff flexibility in both schedules and work locations. This particular position is attached to the New York office and requires in-person and in-office work as needed, but will otherwise work from home, though you may access an office work space whenever needed. Some travel is required.
*In the interest of transparency, fairness, and equity Facing History is now listing public facing salary bands. These bands are benchmarked to external market factors and our own internal pay structure. New hires, in most cases, can expect an offer between the minimum and midpoint of the band, commensurate with the position and relevant experience.
Spanish Teacher (long-term sub)
NEST+m is looking for a Spanish teacher for the 2024-2025 school year. We will absolutely consider long-term sub candidates. This could be perfect for those teachers waiting on state certification.
If candidate is hired as a per diem sub, the position will be eligible for Z Status pay.
We are a K-12 accelerated public school located in a sun-filled building on the Lower East Side. Our students are engaged and love to learn! Learn more about us at nestmk12.net.
We look forward to hearing from you! Please email your resume (no cover letter) directly to Principal Lynch at mlynch21@schools.nyc.gov
Program Director
The ECE Program Director will work to ensure implementation of the Creative Curriculum model by teachers throughout the school, as well as monitor all staff to maintain compliance with company policies and state regulations. Additional responsibilities include, but are not limited to: day to day center operations, including scheduling, classroom observations, staff training and development, curriculum development, implementation and assessment. The Director is expected to maintain all regulations consistent with NYC DOH licensing regulations and Article 47.
KEY RESPONSIBILITIES AND ACCOUNTABILITIES
Center Operations (Health and Safety, Compliance, Coaching, Curriculum Implementation) 90%
1. Understand the goals, objectives, and vision of BKS
2. Supervise all Center staff (teachers, assistant teachers, teacher aides, cooks, assistant cooks, assistant bookkeeper, custodians)
3. Ensure full implementation of all aspects of Creative Curriculum, policies/procedures and tools with the goal of supporting all children to achieve school readiness goals.
4. Provide ongoing coaching to teaching staff to support them in successfully fulfilling all aspects of their role, including but not limited to effective practices in the following:
1) CLASS™ Teacher-Child Interactions
2) Learning Environments
3) Curriculum and Lesson Planning
4) Child Assessment
5) Meeting All Children’s Needs
6) Working with Families
7) Professional Growth and Collaboration
8) Health and Safety
1.Conduct formal and informal observations of each teacher team and provide constructive and actionable feedback on a consistent basis
2. Work with teachers to implement the child assessment system reliably, including understanding child outcomes data and using them to plan and individualize.
3. Actively participate in the recruitment of children to their individual center, which includes devising strategies to increase and maintain enrollment throughout the school year.
4. Collaborate with the Family Services Department to manage intake and placement of new children at the child care center.
5. Work in collaboration with the Director of Compliance to ensure city and state compliance.
6. Establish efficient record-keeping processes, including health logs, required DOHMH and DOE paperwork, family communication documents
7. Spearhead staff accountability for promoting and ensuring child health and safety across all aspects of center-based programming
8. Responsible for dealing with Dept. of Education and Dept. of Health (walk throughs, meetings, permits, renewals, budgets, etc.)
9. Responsible for attending monthly DASPC meetings; planning meetings with family service members and running reports to report to DASPC members
10. Monitor food log and weekly menus in conjunction with Cook and Assistant Cook
11. Assign daily work to Custodian
12. Responsible for NYCHA ticket process for any repairs needed in the center, eventually training Custodian to take on responsibility
13. Entering information into any DOE/BKS based systems
Reports To Deputy Director of Education
Direct Reports
Group Teachers, Assistant Teachers, Teacher’s Aides, Assistant Cooks, Cooks, Assistant Bookkeepers, Substitutes, Custodians, any Special Project employees, additional staff as needed
Required Qualifications
-NYS Professional ECE Certification B-2, Valid NYS Permanent Certification B-2 or N-6, Professional or Permanent Childhood Education (1-6), Prekindergarten-Grade 6 (P-6)
-2 years of experience teaching in a classroom with kids under the age of 6
-Master’s in Early Childhood Education or related field
-Intermediate skills in Microsoft Office, Google Suite, and any and all external systems related to DOE, NYCHA and DOHMH systems
Preferred Qualifications
-Minimum of 2 years supervisory experience with at least 10 direct reports
-2.5 minimum cumulative undergraduate GPA
-Experience working with low income populations and diverse cultures.
Lead Teacher (Early Childhood, Preschool, Pre-K)
The Certified Teacher is the head of the classroom and is responsible for implementation of developmentally appropriate curriculum (Creative Curriculum) as well as divvying out classroom related work to the Assistant Teacher and Teacher’s Aide. Lead Teachers should be able to work collaboratively with colleagues, supervisor, and families to ensure quality education.
KEY RESPONSIBILITIES AND ACCOUNTABILITIES
Planning and Program Implementation (50%)
Planning
Understand the goals, objectives, and vision of BKS
Understand the goals and objectives of the curriculum
Plan well-designed lessons that are aligned with the current units of study and culturally relevant pedagogy.
Implement units of study and lesson plans in a thoughtful and intentional manner
Identify goals for children
Identify what staff and parents can do to help children achieve these goals
Identify classroom materials needed to support the implementation of the curriculum towards achieving goals.
Program Implementation
Provide positive guidance for children
Implement daily lesson plans.
Lead various small group and center activities
Delegate various academic and classroom-based responsibilities to assistant teacher and teacher aides.
Understand individual student goals and connect those goals to academic activities.
Work with small groups of children to reinforce lessons, providing one-on-one instruction to students and supervising students in the classroom.
Create a warm and welcoming environment that includes a print-rich, and culturally responsive culture.
Additional Educational and non-Educational Duties (35%)
Assessment System
Complete and maintain observations and other running records
Navigate Teaching Strategies GOLD online (assessment system).
Supervision
Provide consistent supervision that takes into account developmentally appropriate activities and health needs of the group and individual child.
Relationship Building
Foster relationships with key stakeholders e.g., other teachers, family workers/social workers, parents and guardians for the purposes of school readiness.
Promoting professional growth
Assume responsibility for professional performance and self-reflection
Other (15%)
Fulfill roles as mandated reporter as stated in Child Abuse and Neglect Polices.
Participate in staff meetings, conferences, training sessions, and workshops as assigned.
Perform any other work-related duties necessary to the smooth functioning of the center as requested by the supervisor.
Reports To: Program Director
Qualifications – Certified Teacher
-Bachelor’s Degree in Childhood Psychology, Childhood Development, Elementary Education and Students with Disabilities 1-6 as long as degree has at 12 credits in Early Childhood Education preferred, Master’s Degree in Early Childhood Education or working towards Master’s Degree in Early Childhood Education highly preferred
-NYS Professional or Initial ECE Certification B-2, Valid NYS Permanent Certification B-2 or N-6, Initial, Professional or Permanent Childhood Education (1-6), Prekindergarten-Grade 6 (P-6) Required
-Minimum of 2 years’ experience working with children ages 2-4 years old
-A 2.5 minimum culminate undergraduate GPA
-Experience working with low-income populations and diverse cultures.
Program Support Specialist
About Read Ahead
Read Ahead is dedicated to helping New York City youth strengthen the literacy and social-emotional skills they need to thrive in school and beyond.
Since 1991, Read Ahead has connected public elementary school students with caring mentors from leading corporate and community partners. During weekly sessions, mentors and mentees read together, discuss books and their lives, and engage in fun and educational games and activities. Read Ahead sessions are designed to help children grow their confidence, love of reading, literacy skills, and other skills essential for success.
During the Fall of 2024, Read Ahead will launch Lexia Core5, an online literacy platform based on the science of reading, to support 650+ students in the Read Ahead program program. Read Ahead is hiring for six part-time, temporary Program Support Specialists between the months of September and October. Specialists will work approximately twice per week at Read Ahead partner public schools supporting a Read Ahead Program Manager in conducting reading assessments on the Lexia platform.
Position Overview
The Program Support Specialist will work closely with a designated Manager, Program & Impact to facilitate Lexia Core5 online student assessment for students between 1st – 5th grade at a designated public school in Manhattan, Harlem, Queens, or Brooklyn.
Program Support Specialists will help set up student laptops, ensure that students can sign into the platform using their credentials, and encourage students to complete the assessments. The role will serve as additional support working closely with a Read Ahead Manager, Program & Impact at a designated school partner.
On average, the Program Support Specialist will work 4 hours/day and 2-3 days per week for approximately four weeks, approximately September 12, 2024 – October 10, 2024. Schedules will vary depending on the public school’s schedule and will be determined by early September.
The ideal candidate is organized, flexible, reliable and consistent. Some work with students and or schools/camps is ideal but not required.
The position reports to a Senior Manager, Program & Impact on the Read Ahead program team.
Role Responsibilities
- Support and monitor 8-10 students completing an online Lexia Core5 assessment in partnership with a Manager, Program & Impact on site
- Support the transition of students from teacher classrooms and / or school lunchrooms to designated Read Ahead spaces to complete the online assessment during recess time
- Communicate effectively with students to encourage and motivate them to complete the assessment during recess time
- Organize desks, set up Chromebook laptops for student use, and support any additional logistical needs at the school site
- Provide ongoing support to Manager, Program & Impact to successfully launch Lexia Core5 at the designated school site
Timeline
- September 12, 2024 – October 10, 2024
- 2-3x a week at one of our partner school sites
- 4 hours per day average (i.e. 9:30am – 1:30pm)
- Schedule varies based on school site placement and will be determined by early September
Compensation
- The position pays $25/hour
- Specific days/hours will be determined in collaboration with public school partners
Interested applicants please submit your resume and application to Evelyn Canela-Garcia, Senior Director, Program & Impact at https://readahead.org/join-our-team/apply/. In lieu of a cover letter, please upload a document answering three questions (~5 minutes) in addition to uploading your resume. Please see further instructions below.
Debate Program Associate
Job Responsibilities
- Work with senior staff to develop and adapt high quality, differentiated curriculum to support students in developing literacy, critical thinking, and public speaking skills.
- Conduct professional learning for teachers using NYCUDL debate curriculum.
- Conduct outreach to schools to gather feedback and record accurate data. Support schools in registering students for NYCUDL events.
- Communicate effectively with programming team members to facilitate effective collaboration.
- Support debate tournaments, workshops, and related events including pre-event preparation and on-site tournament event management.
- Support or teach student-facing workshops or camp as needed.
- Other duties as assigned.
Qualifications
- B.A./B.S. required; advanced degree preferred.
- 2+ years of classroom teaching; public school experience preferred.
- Experience writing and adapting lesson plans and curricula.
- Experience with competitive, academic debate preferred but not required.
- Experience running an extra-curricular programs preferred but not required. ● Experience working with multilingual learners preferred but not required.
- Experience working in or with non-profits preferred but not required.
Skills
- Experience collaborating to develop an appropriate scope and sequence for a curricular unit.
- Experience writing lesson plans and developing scaffolded resources for units.
- Previous debate experience is a plus, as either a coach, administrator, or as a student competitor.
- Demonstrated ability to teach and train a variety of learners, including students of all ages and adult learners such as teachers and volunteers.
- Ability to manage and organize multiple projects at once while maintaining clear communication.
- Familiarity with tabroom.com, including tournament administration or a willingness to learn.
- Proficiency with Microsoft and Google Suites, including Google Classroom, Zoom, and Spreadsheets.
Qualities
- Commitment to our mission.
- Empathy, humility, flexibility, and willingness to serve and lead teachers, students, volunteers, and contract staff in an often-challenging and fast-changing urban education setting.
- Positive, solution-oriented approach on a team working toward common goals.
- Strong cultural competency in serving a diverse population of teachers and learners with a variety of needs and challenges and communication styles.
- Strong interpersonal, verbal, and written communication skills.
- A detail-oriented, responsible self-starter, creative, and forward thinker with an ability to work and produce results in a fast-paced dynamic environment.
- Self-aware, teachable, and eager to learn.
- Must have the utmost integrity and an ability to process, protect and exercise discretion in handling confidential information and materials, including student data.
Work Week
Employees are expected to work 5 days a week, including Saturdays when needed (approximately 2 per month). The expected work week is 45-50 hours with some evening hours. Comp time is offered for a full day of weekend work, with some stipulations. While some work will be remote, employees should anticipate working in the office the majority of days.
Compensation
- $75,000-$90,000 annually depending on experience.
- Monthly subway pass.
- Full health benefits, including eye and dental, with no employee contribution.
- 2 weeks of vacation plus major federal holidays, an August mini break, your birthday, 2 personally significant holidays and 3 personal days.
Other Requirements
- Legal clearance to work with minors.
- Must pass a background check.
- Strong ethics, maturity, and appropriate boundaries for adult interactions with minors, including compliance with all NYCDOE and reporting requirements.
- Must be available to work 1-2 evenings/week and weekends during the school year and for evening events in the summer.
- Physical demands include working at the computer and carrying supplies (boxes up to 50 pounds, paper, printers, computer, t-shirts, food, etc.) for tournaments and events.
- Willingness to complete all NYCUDL vaccination requirements, including the COVID-19 vaccine.
Hiring Process
Initial review of applications: August
Hiring decision will be made on a rolling basis
Preferred Start Date: September 16, 2024
Science/Garden Teacher
Antonia Pantoja Preparatory Academy is a dynamic public school for grades 6-12 in the South Bronx. We are part of the NYC Department of Education and a traditional public school (not a charter).
We’re looking for a passionate science teacher to serve our community. The teacher will teach Living Environment, Health, and support our massive school garden. This is a unique opportunity for a science teacher passionate about introducing students to the outdoors. In addition to the garden, our campus boasts the largest orchard in the Bronx! The possibilities are endless for candidate interested in this type of work.
In addition, our school boasts:
- Small class sizes – no more than 23 in a room!
- YMCA Mentors are embedded into classrooms as lab techs and TAs
- All staff enjoy co-planning time with their co-teachers embedded within the day
- A staff parking lot (biggest in the Bronx) ensures all teachers can commute in peace knowing they have easy access to the building.
Please note, candidates must posses a valid NY state certification in Life Science. We are not permitted by law to hire a candidate who does not posses a New York teaching license in this subject. Previous experience does not replace the need for this certificate.
Lead Teacher- EHS Children’s Corner
Join the vibrant team at University Settlement, a pioneering social justice institution with a 135-year legacy as the nation’s first settlement house. We are deeply rooted in low-income and immigrant communities, offering innovative programs in early childhood care, youth development, eviction prevention, literacy, arts, senior services, and mental health. With 30 sites across Manhattan and Brooklyn, we engage over 40,000 New Yorkers annually. Empower residents, anticipate future needs, and advocate for community improvement as we work together to make a lasting impact.
Early Head Start offers comprehensive child development services, family support services and advocacy to low-income pregnant women and families with children under three years of age. The program provides developmentally appropriate care and home visits to families in the Lower East Side, NY.
Responsibilities:
- Inspire Learning: Lead engaging classroom sessions and provide educational support to classroom staff.
- Curriculum Innovation: Develop and implement a dynamic, challenging, and playful classroom curriculum.
- Child Development: Provide primary care to classroom children, conduct developmental assessments, and set goals based on assessments.
- Community Engagement: Build stable relationships with families, conduct home visits, and identify and refer children with special needs.
- Leadership: Mentor assistant teachers, provide guidance and training to program staff, and assist with classroom setup and cleanup.
- Documentation and Compliance: Maintain proper documentation on classroom and program activities, track attendance, and manage CACFP records.
- Professional Development: Attend conferences and training to stay updated in the field.
Qualifications:
- Educational Excellence: NYS Certification in Early Childhood Education recommended, with a Bachelor’s degree required.
- Experience: Two to three years of experience working with toddlers in a classroom setting. One to two years of supervisory experience.
- Bilingual Advantage: English/Spanish proficiency strongly preferred.
- Skills: Strong organizational, communication, and writing skills.
Employee Benefits Highlights:
- Time Off: Generous vacation, sick, and personal days, plus holidays.
- Health Coverage: Comprehensive plans for medical, dental, and vision.
- Financial Wellness: Pre-tax savings accounts, including FSA and commuter benefits. 403(b) Retirement Plan with a 6% salary match.
- Work-Life Balance: Monday – Friday, 8:00 am – 4:00 pm, 35 hours per week.
Diversity and Inclusion:
We are committed to building a diverse and inclusive community. We support a broadly diverse team who will contribute to our organization. We are an equal employment opportunity for all regardless of race, color, citizenship, religion, national origin, sex, sexual orientation, gender identity or expression, age, disability, veteran or reservist status, or any other category protected by federal, state, or local law.
Special Education Teacher
Start date: August 2024
About the Lower School Special Education Position:
Academics West is searching for Special Education Teachers for our Lower School. Teachers will be responsible for direct instruction designed to address goals and objectives specified in the student’s Individual Education Plans (IEPs) and/or follow the NYS Common Core guidelines. The ideal candidate is bright, energetic, and motivated to help children with learning and emotional challenges.
The teacher’s primary function is to educate our students using the most up-to-date pedagogy. Teachers will collaborate with the educational clinicians to develop and execute the appropriate classroom management plans. We encourage all Teachers to go beyond the classroom and model the Academics West mission. Staff will be coached in the foundational knowledge of our CIA model and how to implement it within the confines of our classrooms. Teachers will directly report to the Associate Director of Education.
About Us:
Located in the heart of Lincoln Center-NYC, Academics West is a high-support college preparatory program that services up to 80 students from kindergarten through 12th grade who exhibit social-emotional challenges and/or learning differences. Our small student-to-teacher ratio (typically 5:1:1 but can be slightly higher) allows us to work more intensively with students, achieving positive outcomes. Clinically Informed Academics (CIA) is an approach infused throughout the curriculum that considers the whole student to formulate effective individualized learning strategies. This approach combines clinical knowledge with academic interventions to help students improve beyond what traditional methods can achieve.
Responsibilities:
* Prepare and implement lesson plans that scaffold to the needs of students in core areas.
* Model and implement consistent classroom management techniques for all students.
* Collaborate with clinicians to ensure consistent expectations support students.
* Review and assess student data to drive instruction in the classroom.
* Use Crisis Prevention Institute (“CPI”) strategies to de-escalate students.
* Welcome potential new students and engage them as they complete trial days.
* Author bi-weekly progress reports for each student in their core academic subjects.
* Inform student instruction and become familiar with each student’s learning profile.
* Attend IEP meetings as needed, and submit supporting documentation as requested.
* Attend all required student and staff meetings throughout the school year.
* Attend all Professional Development Days.
* Assess student progress throughout the academic year.
* Oversee the assigned Teaching Assistant in your classroom.
Qualifications:
* Bachelor’s degree or Master’s Degree in Special Education
* 1-3+ years of experience teaching students with special education needs
* New York State (or other US state) Certification in Special Education
* Prior behavior management training preferred (CPI, or other methods)
* Prior experience working with students who exhibit emotional challenges preferred
Curriculum Specialist
About New York Sun Works
NY Sun Works is a 501(c)(3) nonprofit dedicated to integrating the science of sustainability and climate education into K-12 urban schools. Through our hydroponic classrooms, we provide hands-on learning experiences that foster scientific inquiry and environmental stewardship. We bring quality education to the communities where it’s most needed. Together with our 300+ partner schools, we’re shaping the next generation of environmental innovators empowered to create solutions to global climate challenges.
NY Sun Works serves a diverse population of students primarily across the five boroughs of New York City, with a small but growing number of schools in the greater metropolitan area. We strive to make our program accessible to all types of learners, especially to students who are at-risk, require special accommodations, or are currently underrepresented in STEM fields.
NY Sun Works is an EPA, NAAEE, and HBSCNY award-winning organization, and maintains a platinum-rated status on Guidestar and a top-rated status on Great NonProfits.
Title: Curriculum Specialist (7-12)
Position Summary
Are you looking to join a motivated team of educators passionate about shaping innovative learning experiences? If so, we’re seeking a dedicated 7-12 Curriculum Specialist to lead the integration of NY Sun Works’ curriculum at our partner schools. As a member in our team of enthusiastic educators, you’ll play a pivotal role in advancing educational initiatives, fostering collaboration among teachers, and ensuring engaging curriculum alignment with national standards. Join us in making a profound impact on K-12 education while supporting the development of dynamic learning environments for students.
Primary Responsibilities:
- Deliver comprehensive training programs to partner teachers, enabling effective utilization of NY Sun Works’ science program within their curricula.
- Advise partner teachers on content connections within the NY Sun Works curriculum and suggest implementation timelines.
- Provide timely and comprehensive email support to address content-related inquiries.
- Develop and foster positive relationships with partner teachers to ensure effective collaboration.
- Travel to partner schools to facilitate meetings with lab teachers, with the possibility of conducting virtual meetings.
- Align existing educational materials with national and state curriculum standards and contribute to curriculum development when necessary.
- Adapt materials for online or blended learning environments to enhance student learning experiences.
- Conduct research on curriculum innovation and best practices in K-12 science education.
- Utilize organizational tools such as Accelo, G Sheets, and other relevant resources to manage and organize program data effectively.
- Regularly update and maintain accurate records of information received from schools and other partners
- Schedule and conduct meetings with teachers and partner schools in person as well as remotely (based on organization standards) . This includes maintaining correspondence via email, phone, and text messaging.
Principal Relationships:
- Director of Education
- Education Team
- Executive Director
- Grow Support Team
Qualifications:
Education and Certification:
- Bachelor’s degree (required)
- Master’s in education, science, curriculum development, or a related field (required)
- Teaching certification (preferred) or relevant teaching experience
Teaching Experience:
- Experience as an educator with a strong background in 7-12 science education.
- Experience developing and implementing curriculum materials and educational resources.
- Familiarity with various teaching methodologies and best practices in science education.
Curriculum Development:
- Proficiency in curriculum development, including aligning materials with national and state curriculum standards.
- Ability to adapt existing materials for online and blended learning environments.
- Experience delivering professional development workshops, webinars, or training programs for educators.
- Strong presentation and facilitation skills to effectively train and engage teachers.
Communication Skills:
- Excellent communication skills, including the ability to provide timely responses to content-related questions via email.
- Ability to build positive and productive relationships with partner teachers and school staff.
- Strong interpersonal skills for effective collaboration and support.
Travel and Flexibility:
- Willingness to travel to partner schools for meetings and training sessions, as well as the ability to conduct virtual meetings when necessary.
Others:
- Passion for teaching and working with teachers
- Classroom management skills
- Passion for Science, Sustainability, and Environmental Education
- Attention to detail with strong organizational skills
- Ability to work independently and on a team
- Flexibility to jump-in and help team as needed
- Excellent time-management skills with the ability to manage multiple projects and meet deadlines
Job Location:New York City
The heart of this role is in-person, allowing you to be at the center of our dynamic work environment. You’ll typically enjoy standard working hours from 9am to -5 pm. However, we understand that life sometimes calls for flexibility. With that in mind, we are open to occasional remote work options, especially when travel or special circumstances arise.
Compensation:
This is a full-time position with a salary range of $60,000-$70,000 USD.
Benefits
- NY Sun Works offers comprehensive and competitive medical benefits covering 100% of an individual’s medical, dental, and vision expenses.
- Full-time employees at NY Sun Works enjoy 15 paid vacation days in addition to paid holidays provided by the organization. Furthermore, we provide 10 paid sick/personal days to ensure your well-being.
- Additionally, we extend the privilege to our employees to enroll in our 401(k) plan. Moreover, we provide a comprehensive package of benefits, including short-term disability coverage, life insurance, accident insurance, and illness insurance.
- Work/Life balance- we prioritize fostering a healthy work environment that supports flexible schedules. We recognize that occasionally, employees may need to address personal matters, and in such instances, they have the option to adjust their work hours to accommodate these needs rather than taking a full day of leave. These arrangements are permissible once mutually agreed upon with departmental supervisors, ensuring a balanced and accommodating approach to work-life integration.
- Professional Development- We are committed to nurturing the growth and advancement of our team members. We consistently explore avenues for professional development, and exposure to new skill sets, and foster a culture that encourages continuous learning.
Special Education Teacher
Special Education Teacher
Early Childhood Special Education Teacher
SteppingStone Day School, Inc., established in 1983, is a large, private, not for profit preschool agency serving young children, ages 3 to 5 years, with and without disabilities. Our mission is to provide collaborative evaluation, education, therapy and family support services so that young children can develop to their full potential, and with their families and friends as members of the community.
We are currently seeking experienced and qualified classroom teachers who are NYS Certified in Early Childhood Special Education, Birth-2.
Candidates must be able to demonstrate competencies in the following areas:
· Ability to create and maintain a warm, nurturing, developmentally appropriate and safe learning environment
· Knowledge of early childhood development, including the impact of developmental disabilities on emotional well-being , learning and environmental access
· Ability to develop and incorporate meaningful and measurable IEP goals
· Ability to develop lesson plans that are developmentally appropriate and reflect the child’s interests, as well as their IEP goals
· Ability to observe, analyze and collect data on student performance to inform instructional techniques and develop written quarterly reports
· Ability to establish and utilize Positive Behavior Classroom Management techniques based on developmental needs of students
· Ability to effectively communicate with and appropriately direct classroom staff, including teacher assistants, aides and 1:1 para’s
· Ability to effectively collaborate with professional colleagues and participate in Multidisciplinary Team Meetings
· Ability to develop family engagement activities and establish/sustain open parent communication
· Ability to effectively plan for and participate in CPSE and CSE Meetings
Requirements:
· Bachelor’s Degree / Master’s in Early Childhood Special Education
· NYS Birth-2 Special Education Certification
· Completion of all NYS and NYC clearance and employment review procedures
· Classroom experience, as well as experience working with children with special needs
· Demonstration of effective communication skills
· Documentation of effective writing skills
Benefits:
Accrued Paid Sick and Personal Time
- Paid School Recesses
- Medical
- Dental
- 403(b)and Profit Sharing Plan
- Other perks
Job Type: Full-time
Pay: $75,000.00 – $80,000.00 per year
Benefits:
- Dental insurance
- Health insurance
- Paid time off
Schedule:
- Monday to Friday
Supplemental pay types:
- Signing bonus
Education:
- Master’s (Required)
Experience:
- Special needs: 2 years (Required)
- Preschool: 2 years (Required)
License/Certification:
- NYS Certified in Early Childhood Special Education, Birth-2. (Required)
Work Location: In person
Program Director – Early Childhood Education
Job Overview:
- Schedule: 35 hours per week between the hours of 8am – 6pm from Monday to Friday
- Type: Regular, full time
- Pay: $80,000-$95,000 annualized salary, exempt + benefits
- Location: Fully onsite in the Lower East Side
Job Summary:
Join our education division as the program director of our early childhood education program, which enrolls 70 students ages 2 to 4 and offers an onsite playground, gymnasium, and kitchen. Dual language teachers offer an inclusive learning environment, and the extended day and year gives parents a flexible childcare option. Strong candidates for this role will be excited and eager to take on a small but mighty program, provide holistic support to Lower East Side families, and coach dedicated team members to grow their education based careers.
Qualifications:
- Master’s Degree in Early Childhood Education and NYS Certification in Early Childhood Education required.
- Minimum of three (3) or more years of experience working in an early childhood program as a teacher and/or director/supervisor/manager.
- Experience working with the Department of Education (DOE) and Universal Pre-Kindergarten (UPK) initiatives in a community-based setting and knowledge of DOE Birth to Five, 3K for all, and UPK instructional expectations, and program requirements.
- Ability to supervise, coach, inspire and collaborate with staff.
- Familiarity with Early Childhood Education licensure process and Department of Health and Mental Hygiene (DOHMH) rules and regulations.
- Proficiency with diverse early childhood education curricula and frameworks including the Creative Curriculum and Reggio Emilia.
- Experience with the Classroom Assessment Scoring System (CLASS), the Early Childhood Environment Rating Scale (ECER-S), and the Infant/Toddler Environment Rating Scale-Revised Edition (ITER-S).
- Excellent written and oral communication and interpersonal skills, ability to multitask.
- Experience with managing a unionized workforce, including kitchen and custodial staff.
- Must meet standards for licensing requirements (fingerprinting, child abuse check, etc.).
- Bilingual (Spanish, Chinese) preferred.
Responsibilities:
- Responsible for the strategic implementation of administrative procedures, programmatic oversight and organizational compliance with the Birth to Five DOE-funded early childhood education center located at 301 Henry Street.
- Direct all aspects of the program administration, operations, and compliance with standards and regulations for the Department of Early Childhood Education (DECE) and DOHMH.
- Supervise the teaching staff, Administrative Assistant, Family Assistant, and kitchen staff.
- Provide leadership to ensure the delivery of high quality early childhood educational services that are consistent with developmentally appropriate rigors determined by the DOE.
- Review educational plans/curricula in conjunction with teaching staff and ensure that they are properly trained on an annual basis.
- Liaise with an array of stakeholders including but not limited to the Administration for Children’s Services (ACS), Department of Health and Mental Hygiene (DOHMH), NYC Department of Education (DOE), Day Care Council of New York (DCCNY), the Parent Center, Abrons Art Center, Jump Start, and Committee on Preschool Special Education (CPSE).
- Prepare annual budget, monitor finances, oversee department purchasing.
- Establish educational staff schedules, including approval of time off requests and coordination of classroom substitute teachers to ensure appropriate classroom coverage.
- Responsible for opening the center at the beginning of the day, welcoming families and closing in the evening a few times each week and overseeing a rotation schedule with the administrative team.
- Complete assigned program reports in a timely fashion, address facility related matters with that department, and verify that classroom layouts best support learning, development, and are contract compliant.
- Oversee marketing and structure and administer recruitment efforts to help maintain full program enrollment.
- Ensure that required classroom observations and lesson plan reviews occur.
- Provide new employees and staff with an orientation that includes: Review of job description, discussion/review of regulations applicable to the program, etc.
- Review evacuation and emergency procedures annually and ensure proper implementation of monthly fire drills and shelter in drills.
- Maintain timely and high quality written documentation of classroom activities/planning, including, individual goal setting, curriculum planning and attendance.
- Manage the safe, responsible, FERPA, and HIPAA compliant maintenance of all client records and data.
- Report and properly document any and all crisis situations and/or liabilities.
Essential Physical Job Functions:
- Able to work onsite in the Lower East Side
- Fully vaccinated against COVID-19 (no booster requirement)
Community Roots Charter School Middle School Spanish Teaching Position – Family Leave 2024-2025
About the Position:
We are looking for a Spanish teacher for a family leave position to teach our 7th and 8th Spanish classes during the upcoming 2024-2025 school year. The position will start in September and last through June 2025.
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 2024-25 ranges from $64,920.96 to $120,513.43
- 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 https://communityroots.org/careers/
Associate Director, Educator Content Production
Title: Associate Director, Educator Content Production
Reports To: Director, Educator Content Production
Location: US Home Based Office; Remote
Status: Full time; Exempt (IC3)
Start Date: July 2024
Salary Range*: $75,000 – $90,000
Facing History & Ourselves is a global education non-profit organization that challenges teachers and students to use lessons of history to stand up to bigotry and hate.
We are seeking an experienced, collaborative, and passionate Associate Director, Educator Content Production to join the Product Development team. This new position will provide operational leadership to our content development projects, specifically around our district partnership work, including managing all stages of the production process, from copyediting, design, licensing, translation, to digital or print delivery.
Who you are: You bring passion for high quality curriculum and a deep respect for educators and meeting their curriculum needs. You are an experienced publishing professional who has managed the lifecycle of content production, including copyediting, design, licensing, translation, and digital or print delivery. You are able to work independently, while also prioritizing relationships and consensus building with both internal and external stakeholders. You are deeply detail oriented, enjoy building schedules and workflows, and act with autonomy and self direction. Experience working in ClickUp or other project management software is a plus.
Who We Are: We are a growing 12-person Content Development team, responsible for the development and production of Facing History’s curricular materials. We are passionate about providing teachers with high quality curriculum, responding to and meeting teacher needs. We uphold high standards for ourselves and those we serve in classrooms. The three-person production team serves to uphold our high quality and consistent standards in our published work.
Specific Responsibilities Include :
- Manage and execute the production of a suite of resources (including lessons, units, curriculum maps, pacing guides and slides) that support Facing History’s district partnerships, including developing the detailed scope of work, budgeting, and production management.
- Serve as primary liaison with the larger project team once projects have been green-lit. Create and maintain detailed work plans, schedules, and trackers for district curriculum deliverables
- Collaborate with curriculum developer and district partners to develop implementation support products such as Google slide decks, curriculum maps, and pacing guides
- Manage copyedit, design, and production of educator content in Google Docs, Google Slides, print, and emerging formats as needed
- Ensure content meets district production requirements and is prepared according to agreed-upon digital delivery methods and processes
- Secure and maintain necessary licenses to use third-party content
- Oversee the ordering, printing, and distribution of print products to districts
- Manage expenses and process invoices
- Perform quality control checks to guarantee materials are error free, meet production standards, and align with Facing History’s Style Guide
Essential Skills and Qualities:
Facing History understands that restrictive job requirements may exclude historically marginalized groups from applying to jobs for which they are qualified. We take an equitable and holistic screening approach. If you feel you have demonstrated experience and expertise relevant to perform this role, please don’t hesitate to apply!
- A minimum of 5+ years of experience as a production editor or similar role in K-12 publishing; strong familiarity with production lifecycle
- Excellent project management skills: able to keep projects organized, juggle multiple priorities, and manage to deadlines
- Excellent judgment and ability to anticipate and quickly prioritize; demonstrated experience taking initiative and being proactive; unflappable
- Proven experience managing production processes and schedules
- Ability to maintain focus, motivation and communication with others in a remote environment
- Confident self-starter; ability to manage multiple assignments simultaneously with an attention to detail
- Strong writing and editing skills
- Maintains excellent interpersonal skills that allow learning from and leveraging the experiences of colleagues and the educators we aim to serve
- Actively seeks feedback, accepts feedback openly, and implements feedback to help the team reach their goals; commitment to continuous learning and improvement
Benefits Summary: In addition to meaningful and rewarding work, Facing History provides an excellent and competitive compensation and benefits package including medical with a health reimbursement account, dental, vision, life & AD&D, long-term & short-term disability insurance, 403(B) retirement plan with a discretionary organizational contribution, generous paid time off, an employee assistance program, travel assistance plan, pre-tax commuter spending accounts, flexible spending accounts, voluntary Colonial Life group plans, robust wellness programs through aHealthyMe & weekly virtual yoga and meditation, WellCents 403(B) advisement, and a friendly work environment.
Facing History values a diverse workforce and an inclusive culture. We encourage applications from all qualified individuals without regard to race, color, religion, gender, sexual orientation, gender identity or expression, age, national origin, marital status, citizenship, disability, veteran status and record of arrest or conviction, or any other characteristic protected by applicable law. We are an Equal Employment Opportunity Employer.
Facing History’s Commitment to Diversity, Equity and Inclusion. At Facing History, we honor and value the uniqueness of each and every human being. Our strength as an organization that provides and distributes educational content and pedagogy to teachers across the globe is directly tied to our diversity of staff, leadership, educators, students, scholars, and volunteers. Our commitment is to treat individuals with dignity and to build and maintain a community of full participation, inclusive of the voices, needs, and contributions of all. As an organization, we are deeply aware of the legacies of injustices that persist in society and in the workplace, and we value and promote diversity, equity, and inclusion in their association with excellence.
Hybrid Work Model: Facing History and Ourselves operates in a hybrid work model, allowing staff flexibility in both schedules and work locations. This particular position is home-based. Some travel is required.
* We strive to offer competitive salaries commensurate with experience in a similar position. New hires are typically brought into the organization at a salary range between the minimum and midpoint depending on experience and in alignment with internal parity.
Special Education Teacher – PreK Program
Under the direction of the Principal or Assistant Principal, the Special Education Teacher performs duties in the areas listed below. Special Education Teacher assignments will vary according to the needs of the Institute.
Job Expectations:
-
- Evaluates the student’s ability and formulates the student’s developmental and educational profile through a variety of functional, behavioral and standardized assessments, skilled observation and checklists;
- Collaborates with other disciplines to ensure team understanding of student educational strengths and needs, through evaluation, educational program planning and service delivery;
- Demonstrate understanding of typical child development and the 6 areas of development as they apply to the student’s growth and development;
- Develop and write appropriate Individual Educational Plans (IEP) for each student assigned to the Special Education Teacher based on student needs and evaluation results. Complete educational updates as needed;
- Integrate therapeutic strategies and interventions into the classroom environment and comprehensive educational plan of the students in your assigned class;
- To actively contribute to team planning and staffing meetings by sharing information with other staff members and using their input to formulate comprehensive and integrated plans for students. All staff members are knowledgeable and have specific skills relevant to the needs of students that they work with;
- Supervise and monitor assigned teacher assistants, 1:1 aides, and subs assigned to your classroom on a daily basis to ensure that follow through with the goals and objectives of the educational program, routines and practice of the class;
- Ensure that parents are informed of each student’s progress and provide assistance to families to help with carryover of skills. Maintains a mature professional attitude in the interactions with students, families and other staff members;
- Follow all procedures and routines of the assigned program and the whole of the Institute. To conform to procedures and routines of the Institute, to ensure consistency and continuity of each child’s program.
- To review physician orders, referral packet, school and student medical records;
- Order and maintain special equipment and supplies as needed. If necessary, design and construct special equipment for students and suggest adaptations for students, including but not limited to PECS materials and/or visual supports;
- Document and maintain log of all interventions recommended for use by therapists for students in your classroom and monitor expected outcomes;
- Complete assigned paperwork as per the due dates stated by the program administrator (ex. educational evaluations, IEP’s, progress reports/notes, attendance books, bi-weekly newsletter, student portfolios, etc.);
- Maintain a current plan book of daily activities and schedules and submit the plan book to the Assistant Principal each week. The plan book is a collaborative effort with classroom team members and must be completed with all team members input. The completed Plan must be kept out and available for reference by staff and administration;
- Participate in school and community based professional development activities.
- Applies ethics and standards of professional practice in the delivery of services and observes relevant laws and policies that govern practice;
- Exhibits a mature professional attitude in interactions as evidence by effective relationships with student’s families and other staff members;
- Perform other duties not specifically listed in the job description and assigned by supervisor.
Physical Requirements:
- Perform duties and responsibilities of the job without physical restrictions;
- Maintain level of activity and physical assistance consistent with the needs of young children with disabilities ranging in age from 3-5, including but not limited walking, lifting children up to 30 pounds onto a changing table, bending and sitting at child’s level to assist with activities and helping children on and off playground equipment.
Education, Knowledge and Skills:
- Have successfully completed and graduated from an accredited Special Education Program that is recognized by the State of New York and have completed all requirements for Certification as a Special Education Teacher
- Two years of experience as a Special Education teacher, preferably at the preschool level.
- Current New York State Certification in Special Education.
High School Earth Science Teacher
Why Teach With Us?
We are seeking 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.
Our 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.
Who You Are
You’re a dedicated Earth Science educator who is committed to serving students from all backgrounds to help foster creativity and self-expression. 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 what you do.
What You’ll Do
Earth Science teachers work with a diverse range of students to develop content knowledge and skills through exploration/experimentation, reading, discussion, and writing. Science teachers will:
- Prepare all students for success with New York State Regents Science exams; place an equal emphasis on developing scientific thinkers by inviting students to ask questions, develop models, carry out investigations and analyze data
- 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
- 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
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 Earth Science Certification
- To learn more about NYS Certifications, visit:
- 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
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.
Job Type: Full-time
Pay: $68,931.00 – $135,716.00 per year
Assistant Principal
Who We Are
Humanities II is a school that develops learners who read, write & think critically. Our students are becoming local & global citizens and develop artists-scholars & art enthusiasts. We want to ensure kids have a choice to go to college and develop career skills. We are looking for staff members who see themselves as leaders, want to increase the opportunity gap for students, and believe in creating a community supportive of creating strong civic-minded scholars.
Who You Are
You’re an experienced educator looking to take on a leadership opportunity at one of our charter high schools. You thrive in high-energy, fast-paced environments. You inspire your teams to strive higher than they thought possible. 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 students, families and staff 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.
What You’ll Do
You’ll lead school efforts to provide students with the skills, knowledge, and experience necessary to succeed academically and socially. You will adeptly assist in facilitating and collaborating with faculty and staff, teach using alternative pedagogy, and identify and use diagnostic and formative assessments. You’ll engage in and support classroom and organizational level inquiry to inform impactful decision-making. You will lead a grade group cohort from 9th-12th grades, in conjunction with the school counselor. You will challenge young people to succeed academically and provide them with the support they need to excel.
Requirements
- Master’s degree in Education, School Leadership or Education Administration/ Management
- 7+ years experience (teaching, counseling, leadership) at the high school level, with a history of improving student outcomes
- 2+ years coaching and supervising educators
- New York State School Building Leader or School District Leader certification required
- Experience with developing systemwide curriculum or professional learning preferred
- Experience with STEM and SPED instruction preferred
- Spanish language proficiency strongly preferred
Owner – Educational Enrichment
Are you ready to take ownership of your career? Empower kids with STEAM knowledge and inspire their creativity, but without having to be in the classroom? Want to be your own boss?
Then it’s time to consider owning your own Brooklyn Robot Foundry franchise!
Brooklyn Robot Foundry is all about sharing the joy of building, sparking creativity, and empowering children, one robot at a time. But most of all, we have a lot of fun, and so do our students! Now we’re looking to expand across the country and we’re looking for awesome people to own their franchises in their communities.
Brooklyn Robot Foundry offers year-round enrichment programming to kids 2-14 years old by bringing the fun right to them – in schools, community centers, homes, businesses, or wherever there’s room to build! Not only does this eliminate the headache of operating a brick-and-mortar space it also allows us to share these awesome programs with far more children!
During each class, summer program, school holiday camp, party, or field trip, each student will get to build, and take home, their own robot. We’re talking whimsical robots that spin, light up, wiggle, drive, or do something else that kids will love! They’ll learn a ton and flex their imaginations while enjoying the hands-on fun.
Are you ready to build your new career?
Owning your own Brooklyn Robot Foundry franchise means you get to be your own boss. But it also means you will be guided through the whole process and enjoy the endless support that being part of this awesome franchise organization provides! The curriculum, materials, operations, management systems, and everything else have been perfected over the 13+ years we’ve been running this business. Benefit from that knowledge while still getting the autonomy of owning your own company!
Interested in learning more? Reach out to us!
Manager, Operations & Program Support
About Read Ahead
Read Ahead is dedicated to helping New York City youth strengthen the literacy and
social-emotional skills they need to thrive in school and beyond. Read Ahead’s vision is that our students have the opportunity to unlock their full potential through mentoring relationships based on a love of reading.
Since 1991, Read Ahead has connected public elementary school students with caring mentors from leading corporate and community partners. During weekly virtual sessions, mentors and mentees read together, discuss books and their lives, and engage in fun and educational games and activities. Read Ahead sessions are designed to help children grow their confidence, love of reading, literacy skills, and other skills essential for success. For more information, please visit readahead.org.
With the recent development of our hybrid program and our anti-racism and anti-oppression commitments, Read Ahead has an opportunity to deepen our impact for students. We are committed to ongoing improvement as an organization, and are eager to take bold new steps to create better outcomes for the students, families, and schools we serve.
About the Manager, Operations & Program Support
Read Ahead seeks a full-time Manager, Operations & Program Support who will be
responsible for support in the following areas: office operations, human resources, finance,
technology, program logistics, and organizational growth and culture building. This position may be a great fit for you if you:
- Have experience in and enjoy providing administrative support to team members
- Have strong organizational skills
- Are outcomes-oriented and skilled in holding yourself and others accountable for
executing tasks and responsibilities in a timely and efficient manner - Enjoy completing tasks and checking things off a “to do” list
- Enjoy being the “go to” person when a team member has a question or needs support
- Are passionate about youth development and equity in education and want to contribute to an organization focused on supporting New York City public school students
This is a new position that will report to the Chief of Staff. This is a hybrid position, with
in-person work required in our downtown Manhattan office.
Responsibilities
Office Operations & Support
- Manage the overall operation and maintenance of the RA office in collaboration
with the Chief of Staff, including but not limited to: organizing and maintaining an
office space where staff are motivated and supported to do their best work; and
coordinating with building staff to ensure compliance with all regulations and
procedures as necessary - Perform basic administrative duties such as filing and recordkeeping, printing and
copying, creating labels and mailings, and collecting & distributing mail - Act as the first point of contact for visitors and general inquiries to the RA office, general email inboxes, and organization phone calls
- Manage and oversee the organization-wide calendars, conference room scheduling, and help lead staff-wide events, including holiday parties, end-of-year celebrations, etc.
Human Resources (HR)
- Collaborate with the Chief of Staff to provide HR support , including coordinating
hiring process logistics (e.g. setting up interviews, maintaining personnel files;
coordinating new hire paperwork; and administrative “onboarding” of new staff
and offboarding of departing staff - Communicate important benefits-related information to staff and track related
data internally - Conduct research as needed to help inform Read Ahead policy decisions (e.g.
related to raises, changes or increases to staff benefits, etc.)
Finance - Support with tracking and managing expenses and related documentation
- Deposit checks and share details for internal team so revenue can be tracked
and acknowledged - Maintain files with required documents for annual audit process and other
reporting needs
Technology Organization
- Support the creation and implementation of platform-specific guides (e.g. Slack,
monday.com, Google Suite, Zoom, etc.) designed to help Read Ahead staff
leverage organization-wide technology; train new staff members on Read Ahead
tools and systems during onboarding, and provide training or support as
necessary for the full staff or groups of staff - Oversee the inventory and maintenance of all organization IT equipment and
liaise with vendors for upgrades, repairs, and maintenance as necessary
Program Support
- Support program staff with basic requests and ongoing needs, including:
- Shipping, receiving, and transporting items to and from schools
- Ordering supplies for the program and special events
- Troubleshooting tech access and hardware issues for program staff, ensuring
accurate inventory - Ensure all staff have access to role-specific invitations and information
Organizational Growth & Culture Building
- Recommend structures, systems, and other improvements that will foster more
efficient independent and collaborative work for all Read Ahead staff - Be an active and engaged collaborator in Read Ahead’s organization-wide efforts to advance our DEIB goals; ensure that all operations and processes are aligned with DEIB goals
- Draft staff surveys and share data regarding staff engagement and satisfaction
Preferred Qualifications
- Passion for Read Ahead’s mission
- 1-3 years of experience, preferably in a nonprofit role, with a desire to take on increasing
responsibility and learn all aspects of a dynamic, growing organization - Commitment to anti-racism and equity in your work and communications
- Excellent organizational skills, including the ability to manage time and deadlines
effectively - Ability to manage multiple responsibilities simultaneously and navigate ambiguity with
grace, competence, and a sense of humor - Ability to learn & leverage technology to support team collaboration, workflow, and
efficiency, and/or an interest in doing so - Technical skills: prior experience with Google Suite, including Excel/Sheets; prior work with project management tools (monday.com, Asana) is a strong plus
- Excellent verbal and written communication skills
- Empathetic listener, with the ability to understand multiple perspectives and translate
diverse thoughts into collective action - Highly self-aware and reflective with the ability to give and receive feedback
- Practices a growth mindset, along with a deep commitment to genuine learning and
self-improvement for self and others - Comfort, familiarity and/or interest in working on a small team
We seek to build a diverse staff representative of the communities we serve. Even successful
candidates may not have all of the preferred qualifications indicated above; if you are excited about the role, believe you can successfully fulfill its responsibilities, and don’t have every single preferred qualification, we encourage you to apply anyway.
Hybrid Work Policy
As an organization that partners with New York City public schools, afterschool service
providers, families, corporate partners, and other stakeholders, Read Ahead recognizes that
in-person work is required to achieve our mission.
The Manager, Operations & Program Support will typically work approximately 2-3 days/week in-person to perform essential job responsibilities but may work up to 5 days/week in-person during busy times of the year, with a schedule determined by organizational needs and approved by the Chief of Staff. Essential in-person responsibilities for this role include, but are not limited to: meetings, regularly scheduled in-office days, and events.
In addition to the essential in-person job responsibilities described above, this role also includes other essential functions which may be performed remotely.
Salary and Benefits
Annual salary is $60,000.
Highly competitive benefits package:
- 90% general healthcare insurance coverage (employee pays 10%)
- 100% dental insurance coverage (no cost to employee)
- vision insurance
- $3,000 annual employer-funded HRA
- eligibility to contribute to 403(b) with up to a 3% match by Read Ahead for all employees who are employed on the last day of the calendar year (12/31)
- pre-tax transit program
- pre-tax FSA plan
- 3 weeks (15 days) paid vacation in first year of employment; 4 weeks (20 days) annual
paid vacation after that; vacation accrues monthly - 10 sick days and 3 personal days per year
- Read Ahead is closed between Christmas Eve and New Year’s Day each year and for all
federal holidays
Read Ahead is an Equal Opportunity Employer. We believe in compensating staff members
fairly and take internal and external equity seriously. Given our commitment to equity, Read Ahead does not negotiate salary offers; instead, each salary offer is determined carefully using external and internal benchmarking. You will have an opportunity to discuss benefits in more detail during the hiring process.
Organizational Consultant
General Information
The NYC Coalition for Educational Justice (CEJ) is issuing this request for proposal (RFP) for the purpose of identifying a strategic and organizational transition consultant to assist in guiding our parent-led coalition through a crucial leadership transition.
Organizational Background
CEJ is a citywide coalition of community-based organizations, unapologetically organizing in Black, Brown, Immigrant, and Indigenous communities, fighting for transformative change. After 10 years of the current leadership, a transition in citywide leadership and priorities, and expansion of the education justice landscape in New York City.
Project Background
CEJ is seeking a consultant to support a process to make key decisions around CEJ’s future. This includes guiding the hiring process to identify a permanent director, supporting strategic planning and visioning, and planning and facilitating an organizational retreat. The consultant(s) would work closely with the transition committee. This includes some weekends and travel outside of traditional work hours and would report to a committee composed of steering committee organizational members. CEJ provides interpretation, childcare, and metrocards when needed, ensuring that parents have the tools they need to fully participate in CEJ spaces and activities.
Scope of Work
- Strategic planning and visioning (July – Dec 2024)
- Organize, lead, and facilitate a successful parent led retreat (July 2024) (~80 hrs)
- Plan agenda with groups
- Oversee and delegate logistics to Program Manager
- Facilitate retreat
- Preliminary report on retreat results – vision, goals, and priorities
- Research and present on new CEJ coalition structure (Due November 2024)
- Independent research and presentation to CEJ
- Set up meetings with
- Parent leaders (past and present)
- Coalition organizers
- Allied groups
- Others who have insight of CEJ and can help to inform a new structure
- Lead CEJ in creating a 5 year organizational strategic plan (July 2024 – Dec 2024)
- Organize, lead, and facilitate a successful parent led retreat (July 2024) (~80 hrs)
- Assist with hiring process of new director
- Work with CEJ hiring committee to develop a process for hiring a new director (Sept – Dec 2024)
- Create an onboarding process and plan for new director (Nov 2024)
Proposal Requirements: The proposer should respond to this request with the submission of the following:
Please send all documents in one pdf file.
- Proposal – no longer than three pages, single spaced. The proposal should, as a minimum, include and demonstrate the following:
- Purpose – What motivates you to do this work? Please describe how you are best suited to lead this strategic process.
- Understanding of our needs – Please describe your understanding of strategic planning and organizational development
- Experience working with our community – Please describe past experience working with:
- Parent-led organizations
- Black, Indigenous, and Immigrant communities
- Addressing topics from a social and racial justice lens, and/or Parent-led organizing
- Relevant professional experience including, but not limited to:
- Strategic and organizational development
- Retreat development and planning
- Community led research
- Response to scope of work – Please clearly describe the work to be performed in alignment with this RFP. The proposer should include their intended process and how they will work within the timeline to accomplish the scope of work.
- Resume or CV – should support the experience described in the cover letter; may include other relevant experience
- Sample Strategic Plan– Please provide a sample of a strategic plan that you have worked on or have developed, or develop a sample plan for CEJ and work we have laid out in the RFP.
Deliverables for the project include a completed 5-year strategic plan, a planned and facilitated organizational retreat, and the hiring of a new director.
Compensation for Project
- Pricing
The proposer’s proposed price for services should include a not-to-exceed total fee. The project range is $35,000-$45,000 (negotiable based on response to scope of work).
- Payment
The proposed payment terms, including timeline of payments.
Internship Instructor
About the Apollo Theater: The Apollo Theater is a commissioner and presenter, a catalyst for new artists, audiences, and creative workforce, and a partner in the projection of the African American narrative and its role in the development of American and global culture. The Apollo Theater envisions a new American canon centered on contributions to the performing arts by artists of the African diaspora, in America and beyond.
Program Overview: The Apollo Theater Academy High School Internship Program provides NYC high school seniors with opportunities for personal and professional development as they explore non-performance careers in the arts and entertainment industries. Through hands-on training and career development workshops, interns experience a real-world work environment and connect with industry professionals.
Positions Available: We are seeking instructors in the following art forms:
- Lighting Design
- Videography
- Video Mapping/Projection
Instructors will report to the Associate Director of the Apollo Theater Academy (ATA) and collaborate with the ATA Education Manager and Summer Internship Coordinator, as well as the IT and Apollo Production teams when applicable.
Scope of Work: This is a seasonal position. Technical instructors are committed to teaching and mentoring the next generation of young creatives through the development and execution of two production projects during the 6-week program.
Key Responsibilities:
- Facilitate workshop sessions focused on light design, Videography and Video Mapping/Projection within the Apollo Theater.
- Attend and participate in planning meetings for the development, coordination, and implementation of educational programming.
- Prepare and implement lesson plans.
- Complete assessment and evaluation materials.
- Provide guidance to students through the development and execution of their final projects, and participate in weekly team meetings.
- Complete student evaluations.
Minimum Qualifications:
- At least two years of professional design and instructional experience with high school students.
- Demonstrated ability to work collaboratively with teams.
- Excellent interpersonal and communication skills.
- Knowledge of youth development frameworks is a plus.
Deliverables:
- Lesson plans.
- Weekly student reflection reviews.
- Final project oversight.
- Participation in weekly team meetings.
- Student evaluations.
- Benchmark exam creation and execution.
Important Dates:
- Kick-off Orientation & Theater Walkthrough: June 26th
- Summer Internship Program: July 2nd – August 8th
- Team Meetings: Fridays, 11:00 AM – 12:00 PM (Virtual)
- Teen Takeover (Production): July 19th
- Student Evaluations Due: August 2nd
- Final Student Project (Final Production): August 6th
- Program Debrief: August 13th
Compensation and Fees:
- $225 per workshop day
- $300 for production days (July 19th & August 6th)
- $75 for the completion of student/program-end evaluations
- $125 for on-site pre-program workshop with walkthrough and equipment demonstration
- $100 for program preparation (lesson plans)
- $25 per hour for meetings
Additional Information: Materials produced as part of this program are the property of the Apollo Theater Foundation, Inc. You grant Apollo the right to record, videotape, audiotape, and photograph your work in this program for archival or promotional purposes only. Employment is at-will, allowing either party to terminate the employment at any time.
To Apply: Please submit the following to Shenica Odom at Shenica.odom@apollotheater.org:
- A CV or resume that reflects your design and teaching experiences
- A link to a digital portfolio, if applicable
- Any other materials that provide context for relevant experiences
Apollo Theater Education is an equal opportunity employer and encourages candidates from diverse backgrounds to apply.
Social Worker
POSITION: Social Worker: Schermerhorn Program
REPORTS TO: Principal/Assistant Principal
Under the direction of the Principal or Assistant Principal, the Social Worker performs duties in the areas listed below. Social Worker assignments will vary according to the needs of the Institute.
The Social Worker will make an impact in many areas, with responsibilities and duties including, but not limited to:
- Identifies and assesses the learning, development and adjustment characteristics and needs of individual students and groups, as well as the environmental factors that affect learning and adjustment. Uses assessment data about the student and his/her environment(s) in developing appropriate interventions and programs;
- Collaborates with other disciplines to ensure team understanding of student educational, social and emotional strengths and needs, through evaluation, educational program planning and service Provides consultation to parents, teachers, and other school personnel and community agencies to enhance the learning and adjustment of students;
- Ensure that students receive Counseling services, individual and/or group as indicated by the Individual Educational Plan (IEP);
- Develop and write appropriate Individual Educational Plans (IEP) for each student assigned to the Social Worker based on student needs and evaluation results;
- Develops behavior modification plans, Functional Behavioral Assessments, and data collection forms as needed;
- Integrate appropriate behavioral, social, emotional and educational interventions/ plans into comprehensive student educational program;
- To actively contribute to team planning and staffing meetings by sharing information with other staff members and using their input to formulate comprehensive and integrated plans for students;
- Applies ethics and standards of practice in the delivery of social work services and observes relevant laws and policies that govern practice;
- Ensure that parents are informed of each student’s progress and provide assistance to families to help with carryover of Maintains a mature professional attitude in the interactions with students, families and other staff members;
- Follow all procedures and routines of the assigned program and the whole of the To conform to procedures and routines of the Institute, to ensure consistency and continuity of each child’s program;
- Complete assigned paperwork as per the due dates stated by the program administrator;
- Plan and conduct in-service education for staff so as to enhance staff’s ability to understand and follow through on therapist recommendations for best practices;
- To participate in school and community based professional development activities;
- Other duties assigned by supervisor as necessary.
EDUCATION, KNOWLEDGE AND SKILLS:
- Have successfully completed and graduated from an accredited graduate school program recognized by the State of New York and have completed all courses and fieldwork requirements for certification;
- Current license and registration to practice in New York as a Licensed Master Social Worker or Licensed Certified Social Worker issued by New York State Department of Education;
- A proficient level of knowledge in the following areas of Behavior Management & Crisis Intervention
Classroom Teacher of the Visually Impaired
Position: Classroom Teacher of the Visually Impaired – High School Level
Supervisor: Principal/Assistant Principal
The New York Institute for Special Education opened its doors on March 15, 1832 to provide education and support to visually impaired children within New York State. The institute provides onsite education for both pre-k – through high school students and sits on 17 acres of beautifully maintain grounds in the Bronx, NY. The NYISE staff is dedicated to providing our students with the best, possible education in a caring, supportive environment.
The Teacher of the Visually Impaired will make an impact in many areas, with responsibilities and duties including, but not limited to:
● Collaborates with other disciplines to ensure team understanding of student educational strengths and needs, through evaluation, educational program planning and service delivery;
● Evaluates the student’s ability and formulates the student’s developmental and educational profile through a variety of functional, behavioral and standardized assessments, skilled observation and checklists;
● Develop and write appropriate Individual Educational Plans (IEP) for each student assigned to the Classroom Teacher based on student needs and evaluation results.
Complete educational updates as needed;
● Actively contribute to team planning and staffing meetings by sharing information with other staff members – using their input to formulate comprehensive and integrated plans for students. All staff members are knowledgeable and have specific skills relevant to the needs of students that they work with;
● Provide direction to assigned teacher assistants, 1:1 aides, and substitute teachers in your classroom on a daily basis to ensure that there is follow through with the goals and objectives of the educational program, routines and practice of the class;
● Ensure parents are informed of each student’s progress and provide assistance to families to help with carryover of skills. Maintains a mature professional attitude in the interactions with students, families and other staff members;
● Follow all procedures and routines of the assigned program and the whole of the
Institute. To conform to procedures and routines of the Institute, to ensure consistency and continuity of each child’s program;
● Order and maintain special equipment and supplies as needed. If necessary, design and construct adapted equipment for students including but not limited to Tactile Graphics materials;
● Complete assigned paperwork as per the due dates stated by the program administrator (ex. Teacher Reports, IEP’s, progress reports/notes, attendance books, etc.);
● Maintain lesson plans of daily instruction and submit to your Administrator at the beginning of each week. The lesson plan must contain the necessary components established by your Administrator;
● Participate in school and community based professional development activities;
● Applies ethics and standards of professional practice in the delivery of services and observes relevant laws and policies that govern practice;
● Exhibits a mature professional attitude in interactions as evidenced by effective relationships with student’s families and other staff members;
● Other duties assigned by supervisor as necessary.
Education, Knowledge and Skills:
● Have successfully completed and graduated from an accredited Program for Teachers of the Blind and Visually Impaired that is recognized by the State of New York and have completed all requirements for Certification as a Teacher of the Visually Impaired.
● Current New York State Certification in Special Education;
● A proficient level of knowledge and the ability to instruct in the following areas:
- ➔ Assistive Technology
- ➔ Implications of Eye Diseases and Conditions upon learning
- ➔ Expanded Core Curriculum
- ➔ Tactile Graphic Production
- ➔ Functional Vision Assessment/Learning Medium Assessment
- ➔ Developmental patterns in visually impaired
- ➔ Orientation and Mobility Techniques
- ➔ Curriculum Adaptation
Community Roots Charter School, K-5 Teaching Positions 2024-2025
Community Roots Charter School, K-8 Teaching Positions 2024-2025
About the Position:
We are looking for K-8 classroom teachers with certification in elementary school, secondary school content area certification (Art, Humanities, Math, Science, Performing Arts, Physical Education, and Spanish) and special education for the upcoming 2024-2025 school year. Community Roots offers Integrated Co-Taught (ICT) classes for all K-5 classrooms and all 6-8 grade core content areas.
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 2024-25 ranges from $64,920.96 to $120,513.43
- 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
Supervisory School Based Social Work Position- High School Setting
Brooklyn Center for Psychotherapy, an Outpatient Mental Health Center, is looking for a Supervisory School Social Worker position 5 days a week (8AM-4PM) in 2 high school settings: James Madison High School and Edward R. Murrow High School.
This candidate will be providing clinical oversite and supervision to 2 onsite Social Workers that are providing counseling, crisis intervention and de-escalation, and work collaboratively with Guidance, Teachers, and Administrative Staff to enhance the social emotional well-being of the school.
The Supervisor will act as part of the school team by attending relevant meetings to access the social emotional needs of students and developing interventions to support the overall school climate. This candidate will also be providing consultations with school staff during both classroom observations as well as teacher trainings to provide information about community programs. Additionally, the supervisor will work alongside teachers and staff to aid in the identification of students who may be struggling emotionally and would benefit from referral to services. Student skill building will occur during classroom observation and classroom workshops throughout the year. This candidate will also hold a small caseload at both schools.
Summer schedule is 2 1/2 days a week for 6 weeks.
Weekly clinical supervision is also provided by the Program’s LCSW and all hours at the school are applied towards clinical hours.
This position follows the school calendar including limited summer school.
The ideal candidate must have at least 2 years’ experience supervising staff and also working in a middle school or high school setting and willing to make a long-term commitment to both the Center and its patients.
Job Type: Full-time
Pay: $82,000.00 per year
Benefits:
- 401(k)
- Continuing education credits
- Dental insurance
- Flexible spending account
- Health insurance
- Health savings account
- Life insurance
- Paid time off
- Retirement plan
- Vision insurance
Assistant Teacher, Special Education
EPIC Academy is a Brooklyn-based elementary school designed to provide top-tier academic instruction and behavioral support to students with special needs. Our students present with diagnoses and behavior profiles that manifest in myriad ways, including physical aggression, environmental aggression, and difficulties with mood regulation. Through our trauma-informed, therapeutic program, we create a safe community of learners who are valued and celebrated for their differences. You can learn more about EPIC by visiting our website: abetterschool.org
We are currently seeking a full-time Assistant Teacher to support our teaching staff in ensuring a safe and consistent learning environment for our students for the end of the 2023-2024 school year OR starting in the 2024-2025 school year. Candidates have the possibility of moving into a lead teaching role in the following school year.
Job Description:
- Provide academic and social-emotional support as needed for students across all classrooms
- Carry out the responsibilities of Lead Teachers and Associate Teachers in the case of absences
- Support the implementation of each student’s individual behavioral intervention plan under the guidance of EPIC’s lead teachers
- Perform assorted tasks assigned by Lead Teachers, including copying, printing, scanning, laminating, and maintaining classroom organization
- Participate in morning meanings before student arrival
- Log daily student behavioral data through ClassDojo
Job Qualifications:
- A passion for improving special education and a belief that all children do well when they can
- A Bachelor’s degree in education, psychology, or a similar field
- At least two years of experience working with children, preferably in a special education setting
- An ability to show patience and empathy during stressful interpersonal situations
- The ability to be a role model for the students
- Technologically fluent and adept at navigating unfamiliar platforms (proficiency in Google Suite, NearPod, Classdojo, Zoom, and Social Media a plus)
- Highly organized and detail-oriented
- Strong written and verbal communication skills
- A commitment to learning new things and growing your skills
- Open to and comfortable with receiving constructive feedback
To Apply:
Please send a resume and detailed cover letter to contact admin@epiced.org with the subject line “Assistant Teacher.”
Job Type: Full-time
Pay: $40,000.00 – $45,000.00 per year
Benefits:
- Dental insurance
- Health insurance
- Paid time off
- Vision insurance
Grade school specialties:
- 1st grade
- 2nd grade
- 3rd grade
- 4th grade
- 5th grade
- Elementary school
- Kindergarten
- Pre-Kindergarten
Physical setting:
- Special education school
Schedule:
- 8 hour shift
- Monday to Friday
- No nights
- No weekends
Experience:
- Special education: 2 years (Preferred)
- Childcare: 2 years (Preferred)
Work Location: In person
High School Teacher (all content areas)
Math, Engineering, and Science Academy (MESA) Charter High School
High School Teacher (all content areas)
- Are you a passionate and talented teacher?
- Do you constantly strive to improve your teaching through coaching, feedback, incorporation of data, and whatever other resources you can find?
- Do you seek to be in a diverse and inclusive environment dedicated to equity and anti-racist practices in and outside of the classroom?
- Do you want to work in a public charter school that serves almost exclusively students of color and encourages enrollment of students with disabilities and ELL students?
- Are you looking for a high school culture that strikes the perfect balance of structure and freedom, where academic rigor drives all aspects of student life, and where constant recognition for hard work and effort is the norm?
If your answer is YES to all of the above, MESA Charter High School might be the right place for you!
Math, Engineering, and Science Academy (MESA) Charter High School is a community high school in Bushwick, Brooklyn. We opened our doors in August 2013 and we now have 496 students in grades 9-12. We graduated our first class of seniors in June 2017 and our cumulative graduation rate is 94%. Our students come from more than forty different middle schools, including traditional public, parochial, and charter schools. Some are advanced students coming from magnet schools; others are beginning English Language Learners. What they all have in common is a desire to succeed. MESA students come to school every day, ready to work—we have a 93% attendance rate and a 93% punctuality rate, both significantly higher than other high schools in our district! When it comes to NYS Regents pass rates, MESA outperforms its peers by a rate of 20-30%!
Some key aspects of MESA’s school model are:
- Intentional Teaching—MESA uses a standards-based grading system, which makes data understandable and accessible. This enables teachers to create targeted, focused instruction, and helps students understand and track their own progress. MESA teachers love data or at the very least, aren’t afraid of it!
- Intentional Support—MESA teachers have a minimum of rote administrative duties in order to better focus on planning, instruction, and assessment. Dedicated time for co-teaching, department and grade team planning is built into the school schedule.
- Intentional PD—MESA has a comprehensive professional development calendar that includes sessions on instructional practices, school culture and diversity, equity, and inclusion initiatives. Teachers are also encouraged to seek out PD opportunities outside of the school building.
- Intentional Culture—MESA’s advisory model connects small groups of entering freshmen with a teacher-advisor for all 4 years of high school. Advisors provide guidance on academic progress and are mentors, facilitators and positive influencers. Students are recognized by their teachers regularly for academic achievement and effort. Students are incentivized to meet school expectations around attendance, punctuality and preparedness. MESA uses the Love and Logic model to address disciplinary concerns.
- Intentional Relationships—MESA knows that all caregivers want their children to succeed. MESA enlists families as partners in their childrens’ education through regular communication, meetings, workshops, and access to student attendance information and grades. More than 85% of MESA caregivers attend the initial parent-teacher conference of the school year.
- Intentional Scheduling—MESA’s school day starts later than most DOE schools, as research indicates that a late start helps high-school students succeed. Our Block Schedule allows teachers to delve deeper into content and help develop critical thinking skills. The calendar and earlier start allows for “Intersession,” during Spring Break where students receive enrichment, skill remediation, or Regents preparation.
Specific Responsibilities:
- Design and teach five periods each day (two periods daily of prep time). Utilize Universal Design for Learning method of planning and instruction to reach all learners.
- Build relationships with all students. MESA teachers believe that strong rapport is key to student engagement and motivation.
- Attend, participate in, and facilitate team meetings and professional development opportunities, as well as common planning times. MESA believes that good professional development is interactive, practical, and teacher-driven.
- Communicate regularly with caregivers about both positive and negative interactions with students, making a minimum of two positive contacts (phone, email, or text message) with families per week.
- Hold office hours before or after school, at least once per week, to provide extra help and opportunities for reassessment.
- Teach one week of Intersession enrichment program based on teacher interest (additional stipend provided).
- Maintain duties as Advisor.
- Other duties, as assigned by the Principal.
Qualifications:
(1) Minimum Bachelor’s degree in subject area to be taught, Master’s Degree preferred; (2) Minimum of three years teaching experience in an urban public or charter school setting, or similar background; (3) Proven track-record of high achievement in the classroom and commitment to accountability; (4) Belief in and alignment with MESA’s core values, educational philosophy and commitment to diversity, equity and inclusion; (5) Valid New York State Certification strongly preferred; (6) Spanish-speaker a plus.
Salary: $60,000 – $100,000 based on experience.
Special or General Educator for Students with Dyslexia
Position: Special or General Educator for students with dyslexia
Literacy Academy Collective (LAC) is seeking elementary special or general educators to co-teach students with language-based learning disabilities in two schools in the Bronx (P.S. 642) and Brooklyn (P.S. 191).
About LAC
LAC has created the first district public school in the nation specifically designed for children with dyslexia and/or language-based learning difficulties. South Bronx Literacy Academy (SBLA, P.S. 642) opened in Fall 2023 with two classes of 2nd and two classes of 3rd graders and we will add 4th grade in Fall 2024. We will also replicate this successful program with two Model Classrooms in Central Brooklyn (P.S. 191).
LAC is committed to leveraging evidence-based instructional practices to ensure all students read and comprehend grade appropriate texts. We also know that students with specific learning disabilities are able to comprehend information from a wide variety of content areas if they are given access. We are committed to ensuring our students learn through rich culturally responsive experiences so they become well-versed in their mind strengths as well as their learning differences. Teachers teach using intensive structured literacy grounded in the science of reading. Students participate in daily, explicit, multisensory instruction. Teachers will know children deeply and employ a robust set of assessment strategies to meet their academic and social/emotional learning needs. All members of our school community are committed to using data responsibly, advancing equity, and promoting advocacy.
Locations
The South Bronx Literacy Academy (SBLA, P.S. 642) is relocating to the Concourse Village West neighborhood of The Bronx in fall 2024 and serves children and families from all Bronx districts.
LAC is also starting a model classroom in central Brooklyn in P.S. 191 Paul Robeson in District 17 starting this in fall 2024.
All teachers are encouraged to participate in our Summer Rising Teacher Practicum this summer to receive hands-on experience in structured literacy instruction.
About the role:
LAC teachers are deeply committed to professional growth and collaboration with an interest in the pursuit of pedagogical knowledge and instructional expertise. Professional learning structures are embedded throughout the school day. With our robust emphasis on teacher learning, all our educators are offered a wide array of learning opportunities, instructional labsites, coaching, and on-going professional development. Staff members’ voices and ideas are fundamental to the success of our school. All staff participate in staff meetings, grade level planning teams, schoolwide committees, and regular meetings with school administrators.
We are seeking teachers who:
● Believe that all students can learn when provided with appropriate evidence based instruction.
● Care deeply about neurodivergent children, and understand the unique academic, social-emotional, and executive functioning needs of this student population.
● Commit to implementing structured literacy practices with fidelity throughout the school day in all content areas.
● Provide students with a culturally responsive and engaging curriculum that meets the needs of their students.
● Understand the difference between intelligence and ability.
● Will work collaboratively with colleagues and school leadership to improve teaching practice through mentoring, coaching, and observation/feedback cycles.
● Will have a commitment to continuous improvement through professional development and are open to constructive feedback and reflection
● Demonstrate a passion for learning and growth mindset with the ability to thrive in a rigorous training program.
● Demonstrate a true ‘team-member’ mentality and are looking to build equitable and respectful relationships with colleagues, all working towards collective efficacy for students.
● Seek to build trusting relationships with families and members of the local community.
● Commit to engaging productively in conversations about race, power, and privilege.
Qualifications:
● Understanding of, and commitment to, the Science of Reading as the basis for all language instruction.
● Excellent oral and written communication skills
● Strong organizational skills
● Demonstrated expertise in culturally responsive practices.
● Hold or are working towards New York State special education certification.
Preferred qualifications:
● At least 2 years teaching experience in a school setting and demonstrated success working with children in urban schools.
● Practicum experience in a structured literacy educational setting
● ENL certification or experience
● Proficiency in Spanish and/or another
● Available to participate in LAC 2024 Summer I Teacher Training Program- a 6 week paid professional development and practicum at a Summer Rising site in District 1 on the Lower East Side in conjunction with the Windward Institute.
Equal Employment Opportunity Statement
Literacy Academy Collective, P.S. 642 and P.S. 191 are equal opportunity employers. 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.
We believe that our teams should reflect the diverse communities we serve and that our culture and internal structures should be inclusive and equitable for all employees. We also recognize that perspectives from communities that have been historically marginalized are critical to the work we do. Hence, we strongly encourage applications from individuals living in the communities that we serve or who are members of historically marginalized communities.
Teacher, Newcomer Youth Summer Academy
The International Rescue Committee (IRC) responds to the world’s worst humanitarian crises, helping to restore health, safety, education, economic wellbeing, and power to people devastated by conflict and disaster. Founded in 1933 at the call of Albert Einstein, the IRC is one of the world’s largest international humanitarian non-governmental organizations (INGO), at work in more than 40 countries and more than 25 U.S. cities helping people to survive, reclaim control of their future and strengthen their communities. A force for humanity, IRC employees delivers lasting impact by restoring safety, dignity and hope to millions. If you’re a solutions-driven, passionate change-maker, come join us in positively impacting the lives of millions of people world-wide for a better future.
Background/IRC Summary: Since 1999, the IRC has developed partnerships with New York City public schools, community-based organizations and local colleges and universities to support the positive development of refugee youth and their communities in New York City. The Youth Education Department provides year-round programming working directly with refugee youth, their parents and families, and their schools.
Job Overview/Summary: The Newcomer Youth Summer Academy (NYSA) is a six-week program that prepares newly arrived refugee youth to succeed at their grade. Up to 130 students from ages 5 – 21 from over 20 countries will participate in academic, creative arts, physical education, and social-emotional learning classes.
We have a number of openings for our teaching staff for this summer, please see all links included below.
Program Dates:
Training: July 1-3, 2024: Up to 24 hours of training
Main Program: July 8 – August 16, 2024, 8am to 4pm – teacher schedules vary by position
Positions Available:
- Academic Lead Teachers
- Classroom Culture Lead Teachers
- Social Emotional Learning Teachers
- Physical Education Teachers
Social Media Specialist
The United Federation of Teachers, the 195,000-member union of New York City public school educators and other professionals, seeks a social media specialist who is committed to public education and the labor movement to join our digital communications team.
You know how to:
● Create engaging content for major social platforms (Instagram, TikTok, Facebook, LinkedIn, X and
Threads)
● Establish an organization’s message, position and identity in a social media post
● Edit photos, videos and captions on the go using mobile tools
● Create and edit video to make dynamic and engaging posts for TikTok and Instagram/Facebook
reels
● Create simple graphics using Canva, Photoshop or similar tools
● Write compelling and concise captions, X posts and other social media posts using excellent
spelling and grammar
● Use analytics to make recommendations about social media content
● Engage thoughtfully and respectfully on social media while conveying the organization’s message
You’re interested in using social media to:
● Inform, engage and build community and social action
● Advocate for workers’ rights, public education and causes that are important to union members
● Build campaigns for real-world action
● Convey important and sometimes complex information
Responsibilities
● Use digital tools to produce, edit, schedule and collaborate on content on TikTok, Instagram,
Facebook, X, Threads and LinkedIn as directed by the social media team lead and Communications
Department supervisors. Use approved language and messaging to build this content when the
situation calls for it.
● Take primary responsibility for the union’s new TikTok channel and create engaging videos for TikTok
on a regular basis to continue to expand its reach.
● Create Instagram stories and Instagram/Facebook reels to inform, engage and mobilize UFT members.
● Work with the union’s graphic designers to translate ideas into social media graphics.
● Respond rapidly but thoughtfully to breaking news and urgent requests.
● Monitor post engagement for comments in violation of UFT policy and enforce the policy as necessary.
● Work collaboratively in person and remotely with the broader UFT team that designs and executes
social media strategy.
● Explore social media analytics and present monthly summaries along with content recommendations
based on what the data shows.
● Work outside regular work hours as assignments demand, including social posts for important
weekend events or news developments in collaboration with the union’s social media team lead. Comp
time available for in-person after-hours and weekend work.
You have:
● A bachelor’s degree
● 1-3 years of relevant work experience
● An interest in public education, politics and the labor movement
● A sense of humor
Salary $60,000-$70,000 depending on experience. A defined-benefit pension and other excellent benefits.
Equal opportunity employer. In-person work at least three days a week at the union’s lower Manhattan
headquarters is required.
Program Associate, New York
Position: Program Associate, New York
Reports to: Sr Program Director, New York
Location: US-Based Home office (Hybrid), NYC Office
Status: Full Time, Exempt
Start Date: July 2024
Facing History & Ourselves is a global education non-profit organization that challenges teachers and students to use lessons of history to stand up to bigotry and hate. Facing History’s educational content is informed by a unique pedagogical model that helps students explore questions of identity, human behavior, prejudice, and civic responsibility, and make the essential connection between history and the moral choices they confront in their own lives today. We currently apply this model to explore case studies of pivotal historical moments such as the Holocaust during WWII and the Reconstruction Era following the American Civil War, as well as rich works of literature, such as Brown Girl Dreaming. Facing History increasingly works with whole schools and districts to spur transformation in adult mindset, pedagogical practices, and school culture, building on the pillars of Social Emotional Learning, Equity, and Civic Engagement.
Facing History seeks an experienced educator to deliver Facing History professional learning across the US, specifically in New York City and suburbs, including New Jersey suburbs. The Program Associate, New York will:
- Facilitate professional learning for educators, school and district leaders through in-person and online workshops and seminars
- Recruit new schools and districts to implement Facing History and Ourselves’ school and district programs, by leading introductory sessions and establishing partnerships that lead to professional learning contracts
- Consult on program implementation in multiple contexts and regions;
- Cultivate, maintain, and document relationships and communication with educators, school and district leaders.
The Program Associate, New York will collaborate with members of the organization’s program staff in planning professional learning opportunities in the New York area. For the upcoming school year, this person will provide in person and virtual professional learning for schools and districts in the New York area; additionally, the Program Associate, New York, may be deployed for program delivery opportunities outside the region.
* While all New York area Program Associates are expected, as needed, to travel to schools and events throughout the New York region, this position will be focused mostly on supporting educators, schools, and districts virtually and in-person in New York City and the surrounding suburbs.
Occasional evening and weekend work may be required to assist with regional or national initiatives. Between 10 – 20% travel may be required.
Who we are: We are passionate educators and care deeply about our community. Innovative and entrepreneurial, we constantly look for better ways to reach more teachers in ways that meet their needs and drive impact. We continue to prioritize building a team that represents the communities we serve. We work closely together and depend on clear communication, commitment to each other as a team, and a positive work environment.
Who you are: You share our passion for education, youth, and the community, with a demonstrated commitment to diversity, equity and inclusion. You thrive in a team environment, bringing both strong collaboration skills and independent initiative. You have a constant curiosity, and a passion for equity, social-emotional learning and civic education. You are confident facilitating workshops and conversations that explore identity, racism, antisemitism and other challenging topics in a range of educational settings. You demonstrate the ability to build community, support and coach teachers, both in-person and in digital spaces, and you will thrive as a member of a national team that is making a positive impact on students throughout the U.S. You are a reflective practitioner, open to receiving and giving feedback and enjoy being part of a learning community. You are a self starter, can organize your time and are productive in a fluid, team-oriented work environment with a high level of initiative, creativity, and flexibility.
Essential Skills/Qualities
Facing History understands that restrictive job requirements may exclude historically marginalized groups from applying to jobs for which they are qualified. We take an equitable and holistic screening approach. If you feel you have demonstrated experience and expertise relevant to perform this role, please don’t hesitate to apply!
- BA/BS; MA preferred.
- Demonstrates effective communication and facilitation skills.
- 5 years of secondary classroom (grades 7-12) teaching experience required; experience with Facing History content and professional development strongly preferred.
- Minimum 3 years of experience leading professional development and/or adult coaching in educational settings
- Lived experiences, cultural competence, and work experience within marginalized communities is highly valued.
- Familiarity with social-emotional learning, school culture and civic education.
- Experience with culturally responsive teaching, equity and justice initiatives required.
- Knowledge of a humanities based content area: either European or US history or ELA and/or literacy strategies
- Experience with designing and facilitating technology-enabled in-person, hybrid and online professional learning experiences leveraging digital tools and platforms (i.e., Zoom Meeting, Zoom Webinar, Canvas LMS, GSuite, Google Jamboard, Padlet, Mentimeter, Mural).
- Entrepreneurial and collegial style; ability to work independently and in a collaborative team environment
- Comfort with handling multiple projects simultaneously
- Growth mindset in approaching new challenges and reflecting on past efforts; a desire to deepen knowledge in Facing History content areas and strategies.
- Interest in, and ability to, effectively communicate the mission of Facing History.
- Willingness to travel based on school or district assignments.
Preferred
- Experience teaching the Holocaust and other examples of collective violence, the Civil Rights Movement, and the history of race in America.
- Familiarity with or willingness to learn how to use databases and/or Salesforce to track engagement with educators, schools and district leaders.
- Online digital media literacy and comfort with integrating web-based and social media technologies for support of a global network of teachers and students.
Benefits Summary: In addition to meaningful and rewarding work, Facing History provides an excellent and competitive compensation and benefits package including medical with a health reimbursement account, dental, vision, life & AD&D, long-term & short-term disability insurance, 403(b) retirement plan with a discretionary organizational contribution, generous paid time off, an employee assistance program, travel assistance plan, pre-tax commuter spending accounts, flexible spending accounts, voluntary Colonial Life group plans, robust wellness programs through aHealthyMe & weekly virtual yoga and meditation, WellCents 403(b) advisement, and a friendly hybrid work environment.
Facing History values a diverse workforce and an inclusive culture. We encourage applications from all qualified individuals without regard to race, color, religion, gender, sexual orientation, gender identity or expression, age, national origin, marital status, citizenship, disability, veteran status and record of arrest or conviction, or any other characteristic protected by applicable law. We are an Equal Employment Opportunity Employer.
Facing History’s Commitment to Diversity, Equity and Inclusion. At Facing History, we honor and value the uniqueness of each and every human being. Our strength as an organization that provides and distributes educational content and pedagogy to teachers across the globe is directly tied to our diversity of staff, leadership, educators, students, scholars, and volunteers. Our commitment is to treat individuals with dignity and to build and maintain a community of full participation, inclusive of the voices, needs, and contributions of all. As an organization, we are deeply aware of the legacies of injustices that persist in society and in the workplace, and we value and promote diversity, equity, and inclusion in their association with excellence.
Hybrid Work Model: Facing History & Ourselves operates in a hybrid work model, allowing staff flexibility in both schedules and work locations. This particular position is attached to the New York office and requires in-person and in-office work as needed, but will otherwise work from home, though you may access an office work space whenever needed. Some travel is required.
Program Director, CUNY Tutor Corps
Job Title: Program Director, CUNY Tutor Corps
The Office of K-16 Initiatives within Enrollment Management at The City University of New York (CUNY) creates innovative pathways for young New Yorkers to envision and achieve academic and career success, by engaging strategic partners in confronting systemic educational inequities. Recognizing the pivotal role of college readiness, K-16 houses unique pipeline programs united by a common goal: facilitating a seamless transition for New York City Public School (NYCPS) students into college, career, and beyond. Nationally recognized, our programs are instrumental in eliminating achievement disparities among racial, ethnic, and socio-economic groups, ensuring long-term student success.
The CUNY Tutor Corps brings students from CUNY colleges into middle and high school classrooms, helping them become highly effective tutors and teaching assistants in math classrooms.
The Program Director of CUNY Tutor Corps will oversee the strategic redesign and growth of an innovative high-impact math tutoring program. CUNY Tutor Corps hires and trains CUNY students to provide tutoring in Algebra 1 classes in NYC-Public Schools in middle and high schools. Tutors support students’ math achievement through in-person, small group, high-impact tutoring. Tutors work up to 15 hours per week supporting Algebra 1 learning through classroom support and small group, high impact tutoring focused on Algebra 1 fundamental skills. Tutor Corps aims to place 60 tutors in 25 schools this annual year.
In addition to the CUNY Title Overview, key duties include, but are not limited to the following:
-Leads strategic redesign and growth of CUNY Tutor Corps’ math tutoring program, transitioning to a high-impact tutoring model.
-Directs, develops and implements program structures, strategy, vision, policies, and systems to support effective operations.
-Manages relationships and resources to support program partners, including NYCPS and CUNY to develop scalable structures for partner management.
-Oversees school partnerships, including recruitment, retention, and onboarding of partner schools.
-Manages $1.6M annual program budget and spearhead fundraising efforts to secure future funding streams for long-term program sustainability.
-Manages a program team of five full-time staff members and various part-time program staff.
-Develops evaluation systems to assess program impact and identifies areas for improvement.
-Oversees development of database and program data systems to support effective program execution and program evaluation.
-Oversees recruitment, management, and professional development of 50+ tutors and instructional service coordinators.
-Fosters supportive learning and teaching environments conducive to mathematical exploration and learning outcomes.
-Collaborates on near-peer mentoring and other math initiatives within K-16 Initiatives.
-Performs other duties as assigned.
NOTE: Until further notice, this is a hybrid position eligible to work remotely and onsite in the office.
Minimum Qualifications
Bachelor’s degree and eight years’ related experience required.
Preferred Qualifications
-Advanced degree in Education, Mathematics, or in a relevant field.
-Experience in development and management of peer mentors and student support programs, specifically tutoring programs.
-Strong expertise with Algebra and related principles, preferably as a math teacher, encompassing a comprehensive understanding of concepts, methodologies and pedagogical approaches.
-Demonstrated track record of contributions towards student growth across ability levels.
-Experience in managing high-performing teams and programs through evolving shifts in priorities, resource allocations and additional factors.
-Proficiency in group facilitation, written and verbal communication, and creative problem-solving.
-Demonstrated commitment in working with students and experience working collaboratively and cooperatively with a diverse community of staff, partners, and external constituents.
-Experience with data collection and analysis and database management to support effective program operations and program evaluation.
-Strong proficiency in Google and Microsoft program suites, and collaboration tools.
-Experience attending and/or working with NYC public schools, demonstrating familiarity with NYCPS’ unique educational landscape.
Compensation: $107,789 – $115,333, commensurate with qualifications, experience and education.
Benefits: CUNY’s benefits contribute significantly to total compensation, supporting health and wellness, financial well-being, and professional development. We offer a range of health plans, competitive retirement/pension benefits and savings plans, tuition waivers for CUNY graduate study and generous paid time off. Our staff also benefits from the extensive academic, arts, and athletic programs on our campuses and the opportunity to participate in a lively, diverse academic community in one of the greatest cities in the world.
Closing Date: Posting is open until May 12, 2024.
Middle School ELA Teacher (6-8)
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 ELA Teacher provides students in 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
- Develop purposeful, rigorous, and engaging daily and long-term plans aligned to standards, and regularly revisit 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
- Consult with departmental colleagues on curriculum support materials and planning to support intellectual preparation and classroom instruction
In the Classroom
- 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 and middle school specific policies (including but not limited to: student attendance, reporting of absence and lateness within a period, independent student transitions, assigned seats) 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
- Fully embrace VOICE’s mission and values and promote them to students, parents, and colleagues
- Collaborate as part of an interdisciplinary team, across grade bands, and across departments, coordinating all instructional activities with teachers, assistants, and instructional leaders; collaborate with other staff to envision and execute projects
- Collaborate with colleagues to develop systems for student accountability and academic ownership
- Consult with events department to develop experiences for middle school students
- Serve as Advisory Leader for students in grade 7-8
- 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
- Expertise in literature including literary analysis as well as informational/non-fiction texts.
- 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.
- Significant experience working with and/or teaching children in middle school grades required
- Experience with and interest in working with high needs students preferred
- New York State teaching certification in Middle Childhood Education: Generalist or English 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:
Salary range is $70,000 to $100,000. Compensation is competitive and based on experience and education.
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, frequent access to baked goods, and many opportunities to get to know your VOICE colleagues!
How to Apply: Please submit an electronic application (including a VOICE-specific cover letter and resume) at https://voicecharterschool.tedk12.com/hire/index.aspx
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.
Middle School ENL Teacher
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 ENL Teacher provides Middle School students (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.
Coordination
- Support with the identification of ELL services
- Ensure that VOICE is in compliance with the requirements and regulations relating to English Language Learners
- Coordinate the case management system of students who are being provided with ELL services
- Coordinate the testing and assessment programs for students who qualify for ELL services
- Conduct NYSITELL and NYSESLAT assessments
Curriculum and Planning
- Learn new content and skills in order to best support students
- Collaborate with colleagues in developing purposeful, rigorous, and engaging daily and long-term plans aligned to standards, and supporting classroom teachers to include language scaffolds in daily instruction
- Create, administer, and analyze meaningful and frequent assessments from which reteaches are planned
- Maintain the necessary records of student progress toward academic goals
In the Classroom
- Develop and implement push-in and pull-out lessons that scaffold ELL students towards grade level expectations
- Modify ELA instruction to provide additional support to ELL students
- 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
- Lead small-group work with students to build language acquisition
- Review and comply with guidelines of students’ IEPs, attend IEP meetings, follow IDEA reporting requirements, and provide information about student performance and services received
Communication and Collaboration
- Fully embrace VOICE’s mission and values and promote them to students, parents, and colleagues
- Provide consultation, trainings, and support to colleagues in work with ELL students
- Keep families well-informed of student performance and progress
- Provide feedback and guidance to classroom assistants
Professionalism and Work Day Expectations
- Participate in meetings, designated school functions outside of school hours, and opportunities for individual and school-wide professional development
- Supervise out of classroom settings such as arrival, transitions, lunch, recess, dismissal, and field trips
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
- Basic principles of curriculum design
- Child learning theory and behavioral approaches
- Differentiation strategies (conferencing; small group work)
- Elements of effective classroom environment and management
- Analyzing data using defined but different processes in order to inform student progress
- 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
- Communicating effectively and frequently with staff and families
- 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 in TESOL, Childhood Education, or Students With Disabilities. VOICE will also consider (a) strong candidates who are completing or have recently completed a NY State teacher training program and who can show that they will be fully certified by the first day of employment, and (b) strong candidates with teacher training or credentials/licenses from another state who can demonstrably commit to working toward and achieving NY State teaching certification by a reasonable deadline
- Teaching or student teaching experience in a school required
- Experience with and interest in working with high needs students preferred
- New York State teaching certification in Students with Disabilities, Special Ed, or ESL 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 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.
Grant Writer
Morningside Center for Teaching Social Responsibility seeks a full-time grant writer and editor to support our organization’s fundraising and communications operations.
Summary
We are looking for an experienced and talented writer/editor to generate clear, concise, and compelling grant proposals and reports, articles, blogs, and other written materials for our organization.
We seek applicants who have a strong track record in grant writing and can manage and meet deadlines. Applicants will also have a talent for assembling and editing materials generated by others, and must ensure that our materials are ready for publication.
You’ll be joining a thriving NYC-based nonprofit organization that works to foster social and emotional learning and equity in public schools and after-school programs. Our work is mission-driven. We seek applicants who share our commitment to building a just and joyful world and who will value our friendly and collaborative work culture. We will invite your creativity in reporting on and telling stories about the power and impact of our work.
NYC-area applicants preferred. Remote work is possible, but the job requires regular hours and periodic in-person meetings.
Responsibilities
The grant writer’s responsibilities include:
- Take the lead in drafting grant proposals and reports for both foundations and public agencies, in collaboration with the executive director and others on our team
- Draft and edit other fundraising-related materials, including correspondence with foundations and donors, donor fund appeals, and donor newsletters
- Track and monitor proposal and report deadlines and ensure that they are uploaded to grant platforms in advance of deadlines
- Gather information and stories from our school-based staff to inform and enrich grant proposals and reports, blogs, articles, and other materials
- Help strategize for and place articles in external publications
- Write and develop content for our biweekly organizational newsletter, in collaboration with our communications specialist
- Create content for and update our website, in collaboration with our communications specialist and executive director
- Support our organization’s social media presence
- Generate our annual reports, in collaboration with the communications specialist and executive director
Qualifications
- 5 or more years of experience in successful nonprofit grant-writing
- Interest in building support for evidence-based programs that foster social and emotional learning and restorative practices in schools
- Experience in writing compelling articles/essays for a range of audiences
- Experience in doing research, interviews, and compiling data for proposals, reports, and articles
- Capacity to multitask and to plan for and meet competing deadline targets
- Skill in editing and revising a range of materials
- Excellent computer skills and willingness to use and learn new technology including Microsoft Office, Teams, Zoom, and Salesforce; capacity to do online research and navigate foundations’ online platforms
- Social media experience is a plus
- Initiative, creativity, and drive
- A collaborative spirit and eagerness to work for a more just and joyful world
NOTE:
Former NYC Department of Education employees are not eligible to apply for a position at Morningside until one year after they have left the DOE, to avoid a conflict of interest.
About Morningside Center for Teaching Social Responsibility
Each year, Morningside Center provides training and coaching for educators in hundreds of schools and after-school programs. Our evidence-based programs support school staff, students, and parents in developing key social and emotional skills; honoring our diverse cultures and experiences; and using restorative, non-punitive approaches to discipline. We work to create classrooms and schools where everyone feels they belong, and can learn.
Morningside was founded by educators in New York City in 1982, and continues to partner closely with NYC public schools and the NYC Department of Education, as well as other school districts. For more information, visit our website at: www.morningsidecenter.org.
Annual salary range is between $75,000 and $90,000, depending on experience. Morningside Center provides a very competitive benefits package including healthcare (United Healthcare Oxford), dental and vision benefits (Metlife), a discretionary 5% employer contribution to a 403b retirement plan with Principal, and four weeks paid vacation.
We are a multicultural organization, and we warmly invite applicants from a wide variety of backgrounds, identities, and experiences.
Middle School Director of Student Support Services 2024-25
Community Roots is hiring:
We are currently looking for a Middle School Director of Student Support Services who will be both innovative and inspiring in the pursuit of meeting the needs of all students in grades 6 – 8. This position will report to the Middle School Co-Directors and supervise the Learning Specialist team and all support providers and support staff, including but not limited to related service providers and paraprofessionals.
About Community Roots:
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 2024-25 ranges from $65,894 to $121,360
- 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
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
Qualifications:
- Belief in CRCS mission and philosophy
- Strong belief in and ability to collaborate
- Demonstrated ability to prioritize and problem solve independently
- Demonstrated ability to prioritize student achievement while creating a nurturing and encouraging school environment
- Experience in working with students with IEPs and students at risk
- Previous managerial experience preferred
- Certification in Teaching Students with Disabilities required
Main responsibilities will include:
Leadership
- Oversee all programs and services for students with Individual Education Programs and 504 plans as well as those students identified as needing additional at-risk services in grades 6 – 8, including reading intervention, math intervention and behavior plans and any accompanying assessments.
- Work with Co-Directors across K-8 to develop and institute school-wide goals and plans for improving inclusive education practice.
- Collaborate with Co-Directors to provide professional development around inclusive practices for the faculty.
- Supervise and support the work of Learning Specialists and Reading Interventionists through regular meetings and feedback.
- Supervise and support the work of 1:1 paraprofessional(s) through regular meetings, feedback, and professional development.
- Support collaboration between paraprofessionals and teachers.
- Facilitate grade level meetings that are focused on IEP development and supporting student behavior.
- Ensure regular and effective communication between support providers, teaching staff, and families.
- Ensure communication and effective transition of services and information about students from one grade to the next.
- Communicate and model expectations for maintaining an inclusive environment to all stakeholders including staff, families, and students.
Coordination
- Coordinate the development, maintenance and oversight of Individualized Education Programs (IEPs) including, developing IEP goals, collecting documents for meetings, setting pre-meetings and other meetings for all students with IEPs and in process of evaluation
- Ensure the school’s compliance with Special Education regulations and the maintenance of accurate special education records in accordance with state and federal law including required special education reporting to state authorizers
- Serve as liaison for the Committee on Special Education (CSE) and related service provider agencies
- Maintain and oversee logs for intervention services and CSE related meetings
- Serve as liaison and advocate for families and students with the CSE and other agencies
Assessment
- Oversee the implementation of assessments and assessment programs, such as BIPs and FBAs.
Community Roots Middle School staff serve as co-Crew Leaders. Responsibilities of a Crew Leader include:
- Serve as the academic advisor to a small group of students, supporting their academic and leadership development through the Crew curriculum, acting as a liaison between the school and their families, and attending professional meetings to support this work
- Collaborate with colleagues to develop and implement Crew curricula that support students’ learning and is aligned with the school’s mission, core values, priorities and structures
How to apply:
Please apply online at https://communityroots.org/careers/
High School Teacher (all content areas)
The Earl Monroe New Renaissance Basketball School (EMNRBS) seeks passionate, energetic, and dedicated teachers in all content areas to join our school starting August 2024. The ideal candidate will have to experience teaching at the high school level; an enthusiasm for project-based instruction and integrated curriculum; a passion for student engagement; a willingness to grow and develop pedagogically; and a passion for working with adolescents in a community with diverse backgrounds and perspectives.
The EMNRBS opened its doors to a diverse freshman class of 110 boys and girls in August 2021; we are excited to welcome our fourth cohort of students in the summer of 2024, bringing our total enrollment to 400 and witnessing our first graduating class cross the stage. This school is the first specialty high school in the entire country for basketball, but NOT for the PLAYING of the game. Our Founding Trustee, former NBA Commissioner, David Stern, would often say, “A Ball and a Book Can Change the World.”
Our community promotes a commitment to excellence, social responsibility, high achievement, and rigorous programs that empower and inspire both students and those who facilitate their learning. All students will be challenged and supported in their drive to achieve wisdom, service, community, and leadership journey.
The Earl Monroe New Renaissance Basketball School offers a competitive starting salary of $70,000 and a comprehensive benefits package, professional development opportunities, and an extraordinary work environment.
Requirements/Qualifications:
- Bachelor’s degree in the content area or related field required
- Master’s degree, preferred
- Dual certification in Special Education is preferred
- New York State Certification preferred
- Deep knowledge of the New York State Framework and Standards in the content area
- Experience with active learning techniques
Essential Functions:
- Assist in establishing a culture of high academic expectations and behavior
- Support a vision of growth for all student’s development of advanced literacy skills
- Prepare rigorous and engaging lessons that integrate basketball-related career paths
- Facilitate interdisciplinary, project-based units
- Foster collaboration with colleagues to improve practices throughout the school and share best practices
- Develop and plan curriculum aligned to New York State standards
- Support the social/emotional development of our students by implementing SEL techniques and/or mindfulness curriculum throughout the class
- Maintain ongoing parent communication
- Serve as an advisor to a small group of students and deliver Advisory lessons
- Participate in the self-evaluation process for personal and professional growth
- Actively participate in professional development activities, and work closely with the school leadership team
- Contribute to the professional community by identifying needs and developing solutions
Elementary (K-2nd) ICT Teacher
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 Kindergarten-2nd Grade ICT Teacher provides students (K-2) 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
- 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, attend IEP meetings, follow IDEA reporting requirements, and provide information about student performance and services received
Communication and Collaboration
- 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
- Develop and maintain a positive working relationship with co-teacher to foster student growth and positive teacher-student relationships
- 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
- Supervise out of classroom settings such as arrival, transitions, lunch, recess, dismissal, and field trips
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
- Experience with and interest in working with high needs students preferred
- New York State teaching certification in Students with Disabilities, Special Ed, or ESL 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:
Salary range is $70,000 to $100,000. Compensation is competitive and based on experience and education.
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, frequent access to baked goods, 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.
Middle School (6th-8th) Math Teacher
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 Math Teacher provides students in 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
- Develop purposeful, rigorous, and engaging daily and long-term plans aligned to standards, and regularly revisit 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
- Consult with departmental colleagues on curriculum support materials and planning to support intellectual preparation and classroom instruction
In the Classroom
- 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 and middle school specific policies (including but not limited to: student attendance, reporting of absence and lateness within a period, independent student transitions, assigned seats) 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
- Fully embrace VOICE’s mission and values and promote them to students, parents, and colleagues
- Collaborate as part of an interdisciplinary team, across grade bands, and across departments, coordinating all instructional activities with teachers, assistants, and instructional leaders; collaborate with other staff to envision and execute projects
- Collaborate with colleagues to develop systems for student accountability and academic ownership
- Consult with events department to develop experiences for middle school students
- Serve as Advisory Leader for students in grade 7-8
- 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
- Expertise in high level mathematics through calculus.
- 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.
- Significant experience working with and/or teaching children in middle school grades required
- Experience with and interest in working with high needs students preferred
- New York State teaching certification in Middle Childhood Education: Generalist or Mathematics 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:
Salary range is $70,000 to $100,000. Compensation is competitive and based on experience and education.
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, frequent access to baked goods, 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.
Elementary (3rd-5th) ICT Teacher
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.
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Position Responsibilities:
The 3rd-5th Grade ICT Teacher provides students (3-5) 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
- 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, attend IEP meetings, follow IDEA reporting requirements, and provide information about student performance and services received
Communication and Collaboration
- 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
- Develop and maintain a positive working relationship with co-teacher to foster student growth and positive teacher-student relationships
- 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
- Supervise out of classroom settings such as arrival, transitions, lunch, recess, dismissal, and field trips
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
- Experience with and interest in working with high needs students preferred
- New York State teaching certification in Students with Disabilities, Special Ed, or ESL 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:
Salary range is $70,000 to $100,000. Compensation is competitive and based on experience and education.
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, frequent access to baked goods, and many opportunities to get to know your VOICE colleagues!
How to Apply: Please submit an electronic application (including a VOICE-specific cover letter and resume) at https://voicecharterschool.tedk12.com/hire/index.aspx
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.
Elementary School Director of Student Support Services
Community Roots is hiring:
We are currently looking for an Elementary School Director of Student Support Services who will be both innovative and inspiring in the pursuit of meeting the needs of all students in grades K – 5. This position will report to the Elementary School Co-Directors and supervise the Learning Specialist team and all related service providers.
About Community Roots:
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:
- Competitive salary scale based on years of experience with a 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
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
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- 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
Qualifications:
- Belief in CRCS mission and philosophy
- Strong belief in and ability to collaborate
- Demonstrated ability to prioritize and problem solve independently
- Demonstrated ability to prioritize student achievement while creating a nurturing and encouraging school environment
- Strong organizational skills
- Strong communication skills
- Experience in working with students with IEPs and students at risk
- Previous managerial experience preferred
- Certification in Teaching Students with Disabilities required
Main responsibilities will include:
Leadership
- Oversee all programs and services for students with Individual Education Programs and 504 plans as well as those students identified as needing additional at-risk services in grades K – 5, including reading intervention, math intervention and behavior plans and any accompanying assessments.
- Work with Co-Directors across K-8 to develop and institute school-wide goals and plans for improving inclusive education practice.
- Collaborate with Co-Directors to provide professional development around inclusive practices for the faculty.
- Supervise and support the work of Learning Specialists through regular meetings, observation and feedback.
- Ensure regular and effective communication between support providers, support providers and teaching staff, support providers, teaching staff and families.
- Ensure communication, documentation and effective transition of services and information about students from one grade to the next
- Communicate and model expectations for maintaining an inclusive environment to all stakeholders including staff, families, and students.
Coordination
- Coordinate the development, maintenance and oversight of Individualized Education Programs (IEPs) including, developing IEP goals, collecting documents for meetings, setting pre-meetings and other meetings for all students with IEPs and in process of evaluation
- Ensure the school’s compliance with Special Education regulations and the maintenance of accurate special education records in accordance with state and federal law including required special education reporting to state authorizers
- Serve as liaison for the Committee on Special Education (CSE) and related service provider agencies
- Maintain and oversee logs for intervention services and CSE related meetings
- Serve as liaison and advocate for families and students with the CSE and other agencies
Assessment
- Oversee the implementation of assessments and assessment programs, such as BIPs and FBAs.
College and Career Advisor
YPIE partners with students to ensure they are ready for, enroll in, and complete college.
At Yonkers Partners in Education (YPIE), we believe:
- All young people, regardless of zip code, are entitled to a quality education, and a chance to discover their passions and share their talents with the world.
- Post-secondary education is essential to upward economic mobility.
- Readiness for, access to, and persistence in college are integral to degree attainment.
With support from the YPIE team, students become lifelong learners equipped to thrive in the future economy and empowered to contribute to their communities and humanity. If you have the experience and determination to change the course of a student’s life, review this position description for info and next steps.
JOB MISSION
YPIE is embarking on an exciting new opportunity to offer college readiness and access services at a new location, on the campus of Dayspring Community Center in Yonkers. The College and Career Advisor will provide the services listed in “Responsibilities and Results” in the following locations:
- Dayspring Community Center (evenings)
- A Yonkers public high school (school-day)
- Yonkers Public School District-wide events (as needed)
RESPONSIBILITIES & RESULTS
- Academic Prep
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- Coordinate the YPIE Tutor Corp to prep 9th and 10th graders in core academic subjects, including:
- Recruiting, training, and managing a group of YPIE seniors and college students to tutor younger Dayspring students,
- Matching tutors with students based on subject area,
- Coordinating tutor schedules with student schedules,
- Managing tutors’ effectiveness with students.
- Coordinate the YPIE Tutor Corp to prep 9th and 10th graders in core academic subjects, including:
- College Advising
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- College Guidance
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- 11th grade: Provide individualized grade level college guidance to each 11th grade student including, but not limited to: assessing each student’s college aspirations and goals, reviewing transcripts, confirming Naviance access, drafting best fit college lists, supporting students in drafting their college essay, helping students request letters of recommendation and start the Common Application, and identifying students who are appropriate for Opportunity Programs.
- 12th grade: Provide grade level college guidance to 12th grade students including, but not limited to: assistance completing and submitting college applications to an appropriate list of schools; analysis of final school acceptances and financial aid packages to guide students to make college commitments.
- Financial Aid: Assist students in completing FAFSA/TAP/CSS documents. Assist students in identifying and completing scholarship applications. Help students analyze financial aid packages to guide students to make college commitments.
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- College Transition/Enrollment Support
- College Transition: After seniors commit to colleges, support all seniors through the enrollment process to remove all barriers to matriculating.
- College Transition/Enrollment Support
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- Family Engagement
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- Meet with and include parents/guardians one-on-one or in groups on all aspects of the postsecondary process.
- Maintain active, collaborative relationships with key family figures in students’ lives, coordinating to address students’ challenges and reinforce goals.
- Facilitate info sessions and other events that deepen student & family understanding of the college process.
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- District-Wide Support
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- Support students at Yonkers high schools with various College Guidance, College Transition/Enrollment supports
- Support at various district-wide College Guidance, College Transition/Enrollment events.
- Program Administration & Recruitment
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- Manage student records and program logistics, communicating with key stakeholders to ensure seamless events and effective program implementation.
- Leverage data to recruit students each year, proactively collaborating with district and non-profit partners to identify target students and deliver info sessions and presentations.
VALUES
YPIE team members:
- are always learning, embracing feedback and pursuing growth alongside our students.
- do whatever it takes, consistently going the extra mile to get the job done with the highest degree of quality.
- sweat the details, approaching tasks with meticulous attention to every element and pride in high-quality work.
- collaborate, regularly coordinating with key internal and external partners to advance strategic goals.
- track and use data, maintaining strong records and regularly consulting data to inspire effective decision-making.
CANDIDATE QUALIFICATIONS
To be eligible for consideration, applicants should have:
- 2+ years experience providing college guidance to low income, first generation, and/or students of color
- Strong writing and public speaking skills
- Ability to navigate partnerships with diverse stakeholders
- Deep knowledge of public and private colleges/universities, opportunity programs, and financial aid requirements
- Flexibility to work some evening and weekend hours as dictated by programming needs
- A car and willingness to travel to program site(s)
The most competitive applicants will possess:
- Masters in counseling or related field
- Prior experience with Naviance and/or other databases
- NY State certification in school counseling
- Spanish fluency
- Comprehensive knowledge of public and private colleges/universities, opportunity programs, and financial aid requirements
- A desire to learn and stay current in the ever changing world of postsecondary admissions
You are likely to be successful in this role if:
- You enjoy solving challenging problems with students, helping them reach measurable outcomes.
- You thrive in a fast-paced, entrepreneurial environment, where you will manage your own time to support each student.
- You are hungry for collaboration.
JOB DETAILS
This position is based in-person across multiple program sites in Yonkers, NY. You will be designing and implementing a new program, so your schedule may vary.
Hours: Part-Time (32 hours/week, approx. 4 days/week)
Schedule: Will vary depending on student needs (you will have flexibility to build the program schedule) but most weeks:
- Tuesday-Thursday: 11:00am – 7:00pm
- Friday: 8:30am – 4:30pm
Calendar:
- Year One: 12 months (summer schedule July – August, regular schedule September – June)
- Year Two: 10 months (September – June, with opportunity to work in July & August)
Location(s): Dayspring Community Center (evening) and Yonkers Public Schools (school-day)
Salary Range: $48,000 – $54,400
YPIE offers a competitive compensation and benefits package commensurate with experience. Benefits include:
- Health, dental, and vision insurance
- Retirement plan with matching contributions
- Flexible Spending Account
- Commuter benefit
- Life insurance
- Partial cell phone reimbursement
- On-site gym
- Personalized staff learning opportunities
Middle School Teacher ($140,000 Salary)
Join a team of master teachers and earn a $140,000 salary at The Equity Project (TEP) Charter School, featured in the New York Times, The Wall Street Journal, and on 60 Minutes for its revolutionary teacher salaries and its outstanding results.
TEP aims to achieve educational equity for students from traditionally underserved communities by utilizing world-class teachers, while re-imagining the teaching profession as a place in which teachers prioritize their own growth—as pedagogical experts, intellectual seekers, and community leaders.
Watch the video below to learn more about TEP’s investment in teachers.
The Equity Project (TEP) is currently accepting applications for Math Teacher, Science Teacher, ELA Teacher, Special Education Teacher, Music Teacher, and Physical Education Teacher for the 2024-25 School Year.
If you are interested in exploring opportunities across subjects within our Middle School community, please visit TEP’s website, here: https://tepcharter.org/join-our-team/
About You (Qualifications)
- Deeply aligned to TEP’s mission of providing a world-class education to historically under-resourced student communities (90% of TEP students qualify for free or reduced-price lunch, 22% of TEP students receive Special Education services, and 25% of TEP students are Multi-Lingual Learners)
- Classroom experience: Minimum of 3 years of lead teaching experience, at least 2 of which must have been in 4th through 9th grade classrooms in a public charter school, traditional public school, or private school setting
- Outstanding verbal ability and strong communication skills
Why TEP
At TEP, growth isn’t just for our students—continued growth is also a central priority for our teachers. That’s why we’re redefining the teacher experience, offering a rewarding career that includes an annual salary that matches TEP’s high expectations.
- Compensation: Master Teachers earn an annual salary of $140,000, with the opportunity to earn a significant annual bonus up to $35,000 based on whole school performance
- Redefined Work-Year: 3 extended rest breaks and 3 professional development institutes focused on learning and collaboration
- Unmatched Educator Talent: Be surrounded by a collaborative community of experienced, passionate educators who care about educational equity
- Time Off: Approximately 10 weeks of vacation per year (all school vacations)
- Employee Wellness: We value your well-being through our Staff Food Program, Staff Retreats, and Wellness Programming
- Healthcare: World-class medical, dental, vision, Short-Term Disability (STD), Long-Term Disability (LTD), and Life Insurance policies
- Family Focus: Parental leave and dependent care account so you can care for your loved ones
- 403b Retirement Plan: We care about your ability to save for your future
- Learning & Development: A culture that provides and encourages professional growth and development, including professional development and tuition/continuous learning reimbursements
Kindergarten, 1st, 2nd, 3rd, or 4th Grade Teacher ($140,000 Salary)
Join a team of master teachers and earn a $140,000 salary at The Equity Project (TEP) Charter School, featured in the New York Times, The Wall Street Journal, and on 60 Minutes for its revolutionary teacher salaries and its outstanding results.
TEP aims to achieve educational equity for students from traditionally underserved communities by utilizing world-class teachers, while re-imagining the teaching profession as a place in which teachers prioritize their own growth—as pedagogical experts, intellectual seekers, and community leaders.
About the Role
As one of the three pillars of our program (Academics, Arts, and Athletics), TEP is deeply committed to building a classroom culture that fosters a genuine love for learning.
Each Kindergarten, 1st, 2nd, 3rd, or 4th Grade Teacher serves as the lead teacher for one class of students, teaching across subjects to build deep relationships that support student progress and development. While teachers must be adept at teaching the range of subject areas, strong experience with literacy instruction is critical to TEP’s mission.
Early Childhood teachers’ classroom experience is filled with vibrant and colorful spaces that reflect the learning that takes place in each class. In Kindergarten and 1st grade, teachers will help students develop foundational skills in reading and writing, math, and emotional and social skills.
Elementary School teachers will work in a learning environment carefully crafted to instill a love of learning for 2nd, 3rd, and 4th graders. Our unique classroom setting in the heart of Washington Heights provides a perfect classroom environment for young learners. In addition, the nature that surrounds our campus provides a great setting for physical activity for young explorers.
About You
- Deeply aligned to TEP’s mission of providing a world-class education to historically under-resourced student communities (90% of TEP students qualify for free or reduced-price lunch, 22% of TEP students receive Special Education services, and 25% of TEP students are Multi-Lingual Learners)
- Classroom experience: Minimum of 2 years of lead teaching experience in grade levels K-4 in a public charter school, traditional public school, or private school setting
- The ability to tailor curriculum and teaching methods to each individual student’s needs and learning style
- Outstanding verbal ability and strong communication skills
- Certification requirements: Teachers do not need to possess a New York State Teacher Certification to be hired at TEP Charter School. However, prospective teachers that do not yet have New York State teaching certification must identify and present a pathway to obtain New York State teaching certification on their application.
Why TEP
At TEP, growth isn’t just for our students—continued growth is also a central priority for our teachers. That’s why we’re redefining the teacher experience, offering a rewarding career that includes an annual salary that matches TEP’s high expectations.
- Compensation: Master Teachers earn an annual salary of $140,000, with the opportunity to earn a significant annual bonus up to $35,000 based on whole school performance
- Redefined Work-Year: 3 extended rest breaks and 3 professional development institutes focused on learning and collaboration
- Unmatched Educator Talent: Be surrounded by a collaborative community of experienced, passionate educators who care about educational equity
- Time Off: Approximately 10 weeks of vacation per year (all school vacations)
- Employee Wellness: We value your well-being through our Staff Food Program, Staff Retreats, and Wellness Programming
- Healthcare: World-class medical, dental, vision, Short-Term Disability (STD), Long-Term Disability (LTD), and Life Insurance policies
- Family Focus: Parental leave and dependent care account so you can care for your loved ones
- 403b Retirement Plan: We care about your ability to save for your future
- Learning & Development: A culture that provides and encourages professional growth and development, including professional development and tuition/continuous learning reimbursements
Middle School Math Specialist for Grades 6-8 at Small Progressive Charter School 2024-2025
Community Roots is hiring:
A Math Specialist for 6th-8th grades.
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 2024-25 ranges from $63,648.00 to $118,681.80 based on teaching experience [per year]
- 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
Responsibilities:
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- Implement targeted, research-based math interventions to individual students and small groups of students in the least restrictive setting
- Collect and use student data to set goals and monitor progress toward instructional outcomes
- Collaborate with classroom teachers to administer and review assessment data e.g. school based assessments, math assessments, proctor state tests
- Collaborate with teaching teams bi-weekly to assess student growth and plan instruction that addresses the needs of students with IEPS and students at-risk
- Identify barriers to student learning
- Identify strategies for instructional shifts, including use of co-teachers and learning specialist in the room, UDL
- Provide non-evaluative feedback that will support students access the curriculum
- Hold family conferences to review individual student’s progress at least twice a year and arrange more frequent, regular conferences as needed
- Provide families with written narratives to report on individual student’s progress at a minimum of twice a year, in accordance with the schoolwide progress report schedule
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- Provide push in/pull out Special Education Teacher Support Services (SETSS)
- Manage IEP caseload
- Remain in frequent communication with families
- Attend IEP pre-meetings and meetings and contribute relevant information
- Report three times a year on IEP goals
- Facilitate and/or participate in student centered research and meetings (e.g. Child Study Team, Functional Behavioral Assessments and Behavior Intervention Plans)
- Attend weekly department meetings with the Director of Student Supports, and Literacy Specialist
- Attend biweekly Math department meetings to discuss and analyze student work, data and best practices
- Co-facilitate a “crew”, our school’s advisory structure
Qualifications:- Special education certification
- Demonstrated success in implementing math intervention and/or instruction
- Belief in CRCS mission and philosophy
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
Charter High School SPED Teacher 24-25
Why Teach With Us?
We are seeking 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.
Our 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.
Who You Are
You’re a dedicated special education educator who is committed to serving students from all backgrounds to help foster creativity and self-expression. 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 what you do.
What You’ll Do
Our 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 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 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
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.
Charter High School Teacher 24-25
Why Teach With Us?
We are seeking 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.
Our 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.
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.
What You’ll Do
Our teachers work with a diverse range of students to help foster creativity and self-expression. You will:
- create lessons that help students to build practical skills that they will be able to carry directly into their lives and careers
- regularly analyze student results in order to differentiate classroom instruction and better serve student needs
- foster a classroom environment conducive to the intellectual and social development of students
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 Teacher Certification
- There are limited opportunities for qualified teachers who do not possess a NY State certification to work in one of our 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
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.
Elementary Music Teacher
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 Elementary School Music Teacher works with K-2nd grade students teaching a variety of classes from general music to choir to guitar. S/he collaborates with both other music teachers and classroom teachers to ensure that opportunities for deep learning occur throughout the curriculum. S/he provides students with a rigorous level of music education while fostering the innate joy that accompanies making music with a community. S/he provides students 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
- 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
- Maintain a productive, safe, and disciplined learning environment in which classroom values, teaching points, process charts, and student work are clearly displayed
- 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
- Review and comply with guidelines of students’ IEPs, follow IDEA reporting requirements, and provide information about student performance and services received
Communication and Collaboration
- 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
- 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
- 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
- Supervise out of classroom settings such as transitions, dismissal, and field trips
Position Qualifications:
Behavioral Qualifications
- Unwavering humility, patience, and kindness
- 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
- 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
- Familiarity with Kodály, Orff, Dalcroze, and/or the Gordon approaches to music education.
- Familiarity with state and national music standards
- A repertoire of music appropriate for elementary school singers
Educational Background and Work Experience
- Bachelor’s degree from an accredited college or university required
- Bachelor’s or Master’s degree in music education preferred
- New York State teaching certification in Music is preferred
- Mastery of primary instrument and proper voice production and intonation preferred
- Experience conducting an ensemble required
- Beginning piano skills preferred
- Experience co-teaching or working in a close collaborative environment preferred
- Experience with and interest in working with high needs students preferred
- Experience with curriculum development preferred
- Accompaniment skills (piano, guitar) preferred
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.
Middle School ELA Teacher (6-8)
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 ELA Teacher provides students in 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
- Develop purposeful, rigorous, and engaging daily and long-term plans aligned to standards, and regularly revisit 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
- Consult with departmental colleagues on curriculum support materials and planning to support intellectual preparation and classroom instruction
In the Classroom
- 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 and middle school specific policies (including but not limited to: student attendance, reporting of absence and lateness within a period, independent student transitions, assigned seats) 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
- Fully embrace VOICE’s mission and values and promote them to students, parents, and colleagues
- Collaborate as part of an interdisciplinary team, across grade bands, and across departments, coordinating all instructional activities with teachers, assistants, and instructional leaders; collaborate with other staff to envision and execute projects
- Collaborate with colleagues to develop systems for student accountability and academic ownership
- Consult with events department to develop experiences for middle school students
- Serve as Advisory Leader for students in grade 7-8
- 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
- Expertise in literature including literary analysis as well as informational/non-fiction texts.
- 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.
- Significant experience working with and/or teaching children in middle school grades required
- Experience with and interest in working with high needs students preferred
- New York State teaching certification in Middle Childhood Education: Generalist or English 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:
Salary range is $70,000 to $100,000. Compensation is competitive and based on experience and education.
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, frequent access to baked goods, 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.
Middle School Math Teacher (6-8)
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 Math Teacher provides students in 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
- Develop purposeful, rigorous, and engaging daily and long-term plans aligned to standards, and regularly revisit 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
- Consult with departmental colleagues on curriculum support materials and planning to support intellectual preparation and classroom instruction
In the Classroom
- 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 and middle school specific policies (including but not limited to: student attendance, reporting of absence and lateness within a period, independent student transitions, assigned seats) 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
- Fully embrace VOICE’s mission and values and promote them to students, parents, and colleagues
- Collaborate as part of an interdisciplinary team, across grade bands, and across departments, coordinating all instructional activities with teachers, assistants, and instructional leaders; collaborate with other staff to envision and execute projects
- Collaborate with colleagues to develop systems for student accountability and academic ownership
- Consult with events department to develop experiences for middle school students
- Serve as Advisory Leader for students in grade 7-8
- 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
- Expertise in high level mathematics through calculus.
- 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.
- Significant experience working with and/or teaching children in middle school grades required
- Experience with and interest in working with high needs students preferred
- New York State teaching certification in Middle Childhood Education: Generalist or Mathematics 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:
Salary range is $70,000 to $100,000. Compensation is competitive and based on experience and education.
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, frequent access to baked goods, 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.
Director of Programs
About Masa
Masa partners with Mexican and Latin American children, youth, and families in the South Bronx to develop strong learners and leaders who fully contribute to the larger community. We envision a community that is civically engaged, empowered, and educated. Masa’s community-led, integrated model engages the entire family, grounded in a deep commitment to strengthening literacy, leadership, and power for Mexican, Central American, and Indigenous People. Masa fosters a culturally responsive learning community in which families engage with direct service and advocacy programs to dismantle barriers to success.
About the Director of Programs
Masa is seeking a highly qualified and hands-on Director of Programs who is passionate about the organization’s mission of strengthening literacy, leadership, and power for Mexican, Central American, and Indigenous People to steward a comprehensive array of services, including our K-12 Education, Family Support, and Early Childhood programs. They share Masa’s commitment to advancing social and racial justice through a community-led model and possess skills critical to developing and executing on Masa’s strategic vision for its program delivery and community engagement. The ideal candidate is an effective and inspiring leader with a proven track record in education, early childhood, or social work, and who communicates fluently in both English and Spanish. The Director of Programs will manage four (4) full-time staff members and be equipped to lead all aspects of their portfolio of programs at Masa including planning, organizing, operating, evaluating and staffing. They will also partner with the Executive Director to represent Masa with external stakeholders including community, governmental, and private organizations.
Responsibilities
Program Design and Implementation
- Actively collaborate with managers and coordinators to drive program design, service delivery, quality assurance, and data collection
- Problem-solve with managers and coordinators to ensure the high quality of day-to-day service implementation across programs
- Develop and maintain a program operations manual and ensure that all program activities operate consistently and ethically within the mission and values of Masa
- Implement and lead a continuous quality improvement process throughout program and service areas
- Solicit feedback and input from parent, youth and community stakeholders to ensure that programs consistently maximize opportunities for learning and engagement
- Oversee the recruitment, tracking, and management of program participants and Masa’s large volunteer base
- Work with consultants to develop curricula for core subject areas and for supporting English Language Learners, and review program lesson plans
Program Evaluation and Data Management
- Lead yearly cycle of reflection, program planning and outcome mapping
- Support implementation and creation of program evaluation systems, including surveys and other data collection tools
- Ensure data, deliverables, team progress, and general service implementation and delivery are on track to meet annual goals
- Run reports in SalesForce to support recruitment, enrollment, and waitlist processes
Fiscal and Contract Management
- Prepare and submit recommendations to inform the annual operational budget, and effectively manage resources within that budget
- Ensure the continued financial viability of Masa’s programs and services through consistent monitoring of revenue and expenditure
- Collaborate with leadership and program staff to ensure that Masa maintains compliance with government, corporate and private foundation grant requirements including budgets,contract registration, and reporting
Staff Leadership and Development
- Develop and lead a high-performing team of managers and coordinators to deliver high-quality and culturally responsive programs and services
- Coach program staff through team meetings and one-on-ones, and identify, review, and recommend opportunities for professional development
- Promote regular and ongoing opportunities for staff to give feedback on program operations and delivery
- Demonstrate commitment to leading equitably and to modeling behavior expected of all staff
- Amplify Masa’s work by using data and storytelling to share successes and best practices across teams and departments
- Support recruitment and onboarding processes for new hires
You may be Masa’s next Director of Programs if you:
- Have a graduate degree in education, social work, non-profit management, or other related field OR possess an undergraduate degree in a related field and have 5+ years of experience in a director-level position
- Possess excellent verbal, listening, and written communication skills in English AND Spanish
- Can demonstrate prior success as a member of a leadership team responsible for driving strong program outcomes
- Have experience working with immigrant youth and families
- Share Masa’s commitment to advancing social and racial justice through a community-led model and are comfortable discussing race, class, power and privilege
- Possess knowledge of, and ideally experience with, culturally responsive education
- Are passionate about drawing on families’ strengths and traditions to build strong partnerships within Latin American immigrant and indigenous communities
- Have demonstrated proficiency in building and maintaining relationships with a wide array of stakeholders, including community members, for-profit and nonprofit partners, and representatives from government agencies
- Are an active learner and understand the roles of curiosity and empathy in driving organizational and social change
- Skillfully balance advocating for the needs of your team and meeting expectations of funders and partners
- Have the ability to work in a constantly changing environment and a talent for foreseeing challenges and proactively addressing them
- Are a proficient user of Microsoft Office (incl. Excel and PowerPoint), Google Workspace, and project management tools (such as Asana, toggl or others)
- Are passionate about serving Masa’s community, being part of a team environment and taking an all-hands-on-deck approach when needed
Bonus Skills
- Verbal and written communication skills in an indigenous language from Latin America and the Caribbean
- Salesforce proficiency
- Knowledge and/or experience in one or more of the following areas: NYC public school system, curriculum development, educational instruction, early childhood development, and/or working with English Language Learners (ELLs)
Physical Demands
- This position is in-person at Masa’s office, and may require local travel to other settings (e.g. schools, Masa community events, etc.)
- During the academic school year, the work schedule will include weekday late evening program coverage, and occasional weekends
- Light to moderate carrying of program materials is required
- CPR and First Aid Certification or willingness to obtain
- Willingness to be fingerprinted and complete a background check
- COVID-19 vaccination is required
Institutional Giving Manager (Part-Time)
About Masa
Masa partners with Mexican and Latin American children, youth, and families in the South Bronx to develop strong learners and leaders who fully contribute to the larger community. We envision a community that is civically engaged, empowered, and educated. Masa’s community-led, integrated model engages the entire family, grounded in a deep commitment to strengthening literacy, leadership, and power for Mexican, Central American, and Indigenous People. Masa fosters a culturally responsive learning community in which families engage with direct service and advocacy programs to develop barriers to success.
About the Institutional Giving Manager Position
The role of the Institutional Giving Manager (IGM) is pivotal in advancing Masa’s mission, opening new channels for funding, and cementing enduring partnerships. In close collaboration with the Executive Director, the IGM will be at the forefront of crafting and implementing an all-encompassing fundraising strategy. Their responsibilities span event coordination, orchestrating donor engagement campaigns, and cultivating meaningful connections with foundations and corporate allies. This is a part-time position and the IGM will be expected to work 20 hours per week.
Responsibilities
Donor Identification & Management
- Identify and cultivate relationships with new foundations, government, and corporate partners
- Engage in prospect research and identify relevant RFPs and other grant opportunities
- Develop and draft grant proposal narratives, letters of inquiry, reports, and other supporting documents
- Coordinate events, site visits, and other projects to deepen the commitment of donors and major supporters and secure their long-term support
- Respond to inquiries from high net-worth individuals interested in contributing to Masa’s work
- Provide administrative support to maintain compliance with government, corporate and private foundation grant requirements including budgets
Development Operations and Data Management
- Establish a system to maintain accurate donor records and track cultivation and stewardship activities
- Track government and private revenue from multiple sources throughout the fiscal year
- Monitor and evaluate funding campaigns and initiatives to assess effectiveness and leverage learnings to inform future campaigns
- Generate reports from Salesforce and other data sources, as needed, to support and inform fundraising efforts and donor relations
- Work closely with the Executive Director to establish an annual cultivation and stewardship plan/calendar including email, social media, print, and events (live and virtual)
- Coordinate content and write internal and external communication pieces including newsletters, email scripts, flyers, etc.
Requirements
- Passionate about drawing on families’ strengths and values to build strong partnerships within Latin American immigrant communities
- At least 3+ years of development experience, with strong track record developing partnerships and leading on funding proposals in the non-profit sector
- Knowledge and experience in fundraising techniques, including major gift fundraising
- Experience writing grants, packaging proposals, and presenting a compelling story based on key data
- Have excellent verbal and written communication skills in English, including editing; bilingual English/Spanish preferred but not required
- Outstanding organizational skills and attention to detail
- Experience with database management and fundraising software a plus; Salesforce experience a plus
- High energy and enthusiasm for the position; willingness to roll up your sleeves to do what it takes to get the job done
Physical Demand
- Light to moderate carrying of program materials is required
- COVID-19 vaccination is required
- Position is in-person at Masa’s offices
Compensation
$38+ per hour, depending on experience
Portfolio Associate , K-9 Education
About Overdeck Family Foundation
Overdeck Family Foundation (“the Foundation”) was founded in 2011 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 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.
At the Overdeck Family Foundation, we achieve our impact by thinking and acting with rigor and collaborating with one another, fostering a culture of curiosity and learning, and living our core values to drive meaningful change. Visit www.overdeck.org for more information.
The Portfolio Associate Position:
Overdeck Family Foundation seeks to hire a full-time Portfolio Associate to support its grantmaking focused on K-9 education, with a primary focus on the Innovative Schools portfolio and a secondary focus on the Exceptional Educators portfolio. Reporting to the Portfolio Manager, Innovative Schools, the Associate will source new grantees; analyze and synthesize research, data, and field trends to facilitate learning; support grantee data collection and analysis; and efficiently manage the grantmaking workflow of the portfolio. The ideal candidate is a results-driven, detail-oriented, enthusiastic, and flexible individual who is also a keen learner, proactive, and collaborative, demonstrating strong analytical and organizational skills.
The Innovative Schools portfolio supports organizations that leverage technology to create student-centered, evidence-based K-9 learning environments that engage, challenge, and improve academic, executive function, and social-emotional skills for all students.
What You’ll Help Us Do:
- Facilitate continuous learning, improvement, and data-informed decision-making
- Analyze and visualize data to inform decision-making, develop grant recommendations, and facilitate learning with external partners
- Maintain an up-to-date, complete database of all current and potential grantees to support analysis, learning, decision-making, and reporting
- Synthesize and elevate research, trends, and changes in the national landscapes surrounding K-9 education, edtech initiatives, and philanthropy, to inform portfolio strategy
- In partnership with the Foundation’s Strategic Impact & Learning (SIL) team, deepen understanding of grantee impact by creatively and rigorously applying evidence, grantee data, insights from research, and input from experts
- Ensure portfolio operations run smoothly
- Efficiently manage the logistics of the portfolio, including grantmaking, grantee support, and events
- Utilize the grants management system (GivingData) and internal goals tracker to ensure timely and accurate data management
- Proactively identify and act on opportunities for operational improvements in collaboration with peer Portfolio Associates
- Support Portfolio Manager with grantee check-ins, events, and meetings
- Find and fund impactful, scalable organizations
- Help us develop a more open and diverse pipeline of potential grantees that expand access to tech-enabled, student-centered K-9 learning environments
- Conduct due diligence research on potential grantee organizations, use your critical thinking and analytical skills to examine organizations’ impact and scale potential, and make recommendations to the Portfolio Manager about strategic alignment and organizational fit
- Contribute to concise and clear grant recommendations to the Foundation’s Leadership Team
- Support Portfolio Manager to help grantees grow their impact
- Partner with internal colleagues and external contractors to plan and coordinate the execution of capacity-building support for our grantees
- Drive new approaches to support meaningful knowledge sharing and collaboration among our grantees and partners
Who You Are:
Results-driven and reliable. You are highly goal-driven, motivated by results, and committed to continual improvement. Your verbal and written communication skills enhance your ability to manage details and see the broader context effectively. This ability ensures successful task prioritization and clear communication of ideas, allowing you to showcase your work compellingly and emphasizes your reliability and excellence in all tasks.
Exceptionally Organized. You are recognized for your exceptional organizational skills, bringing order and efficiency to every aspect of your work. With meticulous attention to detail and a process-oriented mindset, you manage tasks, projects, and deadlines with precision. Your organizational expertise also enables you to quickly adapt to changes, re-prioritize as needed, and maintain a clear overview of project statuses and milestones.
A strategist with a high capacity to compile and analyze data. You are able to adeptly understand a problem, identify potential solutions, and narrow those solutions through a cost-benefit analysis lens. You are able to analyze complex datasets to tell clear and accurate stories.
A smart, eager learner. You take a nuanced and rigorous approach to your work, both able to act on well-informed hypotheses and willing to change your mind. You use your critical thinking and quantitative analysis skills to see patterns, guide smart decision-making, and evaluate opportunities. You’re comfortable with data and enthusiastic about what the data can teach us.
Enthusiastic about education. You have a passion for innovation and excellence in education. You enjoy learning, collaborating, and having fun while working hard to improve outcomes for children. You’re motivated by the Foundation’s mission of unlocking every child’s potential and its approach to funding promising ideas and solutions.
Flexible and proactive. Your flexible, self-starting style helps you move quickly from one task to another and manage multiple projects at once. You take ownership of your work and aren’t afraid to solve problems creatively. You’re open to new projects and opportunities and get excited by the possibility that comes with ambiguity.
Collaborative. While you work well independently, you thrive as part of a team. You’re comfortable building relationships, both within and beyond the organization, because you are kind, thoughtful, and curious. You ask insightful questions and listen with a desire to empathetically understand.
What You’ve Done:
Required experience:
- Minimum of two years of work experience
- Work experience in education, consulting, data analysis, impact investing, research and/or product management is preferred
- Subject matter proficiency in K-9 education, such as education technology, innovative school models, instructional materials, or professional learning preferred
- Bachelor’s degree or equivalent experience
Working at Overdeck Family Foundation
The base pay for this role is $80,000-$90,000, with potential additional compensation and benefits, including a discretionary bonus based on performance at year-end, medical, dental, and vision coverage, and wellness programs. The Foundation has an employee match program and also contributes 8% of the base salary to employee 401(k), provides $3K for professional development, and tuition reimbursement for relevant courses. The total compensation range aligns with our expectations, reserving the top end for qualified candidates who fully meet the required skills, qualifications, and experience.
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 beverages, and a casual dress code in our beautiful office.
How to Apply
Overdeck Family Foundation is partnering with RCG Talent Solutions to find our next Portfolio Associate. Please follow this link to submit your application and direct all questions to openroles@rcgtalent.com. RCG will review all applicants and, upon qualification, contact you to determine next steps.
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. By submitting this online application form, you consent to be contacted via email with important updates and other information from RCG Talent Solutions.
School Director (Education Director)
EDUCATION DIRECTOR
The Education Director is responsible for overseeing all operational and program planning of the Preschool. Responsibilities include supervision of Preschool, Curriculum Planning/development, staff training, family relations, community support, and supporting the needs of the Preschool.
The Director shall possess energy, passion, and strong leadership skills to promote a warm and nurturing environment for children, parents, teachers, and community alike.
Roles and Responsibilities:
- Oversee all aspects of the Preschool, including daily operations & administration, teacher hiring, parent relations, and set educational goals
- Oversee the implementation of a Reggio-inspired Mandarin Immersion curriculum for the preschool
- Responsible for ensuring that preschool is compliant with local Health Codes
- Supervise and train the Teachers and Administrative staff
- Oversee all professional development for the preschool staff and coordinate with outside consultants on educational matters
- Develop and coordinate teacher orientation, training, and annual evaluations
- Assist teachers with tasks as needed (e.g. guidance on setting up appropriate activities, portfolios, administrative tasks, parent meetings, etc.) and ongoing email communication with families
- Work with the Executive Director on all budget items for the Preschool, including annual and monthly budget updates and submissions, and ongoing oversight of the preschool budget
- Must be familiar with ECERs, ITERs, CLASS rating system
Qualifications:
- Master’s degree in Early Childhood Education or related field required
- 2 or more years’ experience as a Education Director
- Firm understanding of the Emilia-Reggio approach a plus
- Excellent verbal and written communication skills as well as computer skills
- Demonstrated strong supervisory, management, mentorship, and interpersonal skills
- Solid working knowledge of Early Childhood Education and NYC Dept. of Health and Mental Hygiene, Article 47 of the NYC Health Code
- Experience in a management or supervisory role
Benefits:
- Health benefits.
- Discounts for employee’s children on all our programs
- 401K and commuter benefits
- Paid Holidays and school breaks
Benefit Conditions:
- Only full-time employees eligible
Work Remotely
- No
Art Teacher
About Us:
Excellence Community Schools is a charter management, non-profit organization. The mission of the Excellence Community Schools is to prepare young people to compete for admission to and succeed in top public, private, and parochial high schools by cultivating their intellectual, artistic, social, and emotional and ethical development through the Bronx Charter School for Excellence (Bronx Excellence) and the Stamford Charter School for Excellence (Stamford Excellence). Our network of schools accomplish this by offering a challenging and rigorous academic curriculum – which at the earliest of grades has an eye towards college preparation. We achieve this in a supportive and caring environment that at all times has high expectations of our students.
The mission of the Schools and Innovation department is to provide an array of college and career readiness services on the Excellence Community Schools Pre-K through 16 educational spectrum. These services focus on the development of the whole child, empowering the family and transforming communities.
Position:
We are seeking Art Teachers who are dedicated, ambitious, and committed to student success and education reform. Qualified candidates must demonstrate records of achievement, high degrees of personal responsibility, and the drive to do whatever it takes to ensure that every child achieves academic success. This individual must be committed to excellence, lead by example, and see collaboration as a key component of success.
Responsibilities:
· Implement curricula and activities to meet academic standards.
· Design and implement assessments that measure progress towards academic standards.
· Use assessment data to refine curriculum and inform instructional practices.
· Participate in collaborative curriculum development, grade-level activities, and school-wide functions.
· Provide consistent rewards and/or consequences for student behavior.
· Be accountable for students’ mastery of academic standards.
· Communicate effectively with students, families, and colleagues.
· Performs other duties as assigned.
Requirements
- NYS Teacher Certification in Art or reciprocity from another state in the equivalent area required.
- At least 2 years of Art Teacher experience at the middle school level, grades 5-8 required.
- Bachelor’s Degree required.
- Master’s Degree preferred.
- **THIS POSITION REQUIRES YOU TO BE FULLY VACCINATED AND YOU MUST PROVIDE PROOF OF VACCINATION.**
Note: Candidates who do not meet the above requirements will not be considered.
Benefits
Compensation:
- Salary is commensurate with experience and qualifications. Salary range ($55,156.50- $136,493)
- Health Insurance, dental, vision & 403b Retirement Plan
- Paid Time Off/Paid Sick Leave/Parental Leave/FMLA
- Short-term, Long-term Disability benefits and Life Insurance
To learn more about our schools, please visit: www.excellencecommunityschools.org
Music Teacher
About Us:
Excellence Community Schools is a charter management, non-profit organization. The mission of the Excellence Community Schools is to prepare young people to compete for admission to and succeed in top public, private, and parochial high schools by cultivating their intellectual, artistic, social, and emotional and ethical development through the Bronx Charter School for Excellence (Bronx Excellence) and the Stamford Charter School for Excellence (Stamford Excellence). Our network of schools accomplishes this by offering a challenging and rigorous academic curriculum – which at the earliest of grades has an eye towards college preparation. We achieve this in a supportive and caring environment that at all times has high expectations of our students.
Position:
Excellence Community Schools is seeking a passionate, patient, quick thinking, & innovative Music Teacher. This position currently includes responsibility for classroom music for grades 1-6. Experience in a classroom music setting engaging all children is desired.
Responsibilities:
• Provides instruction in music in a variety of settings & uses effective instructional techniques tailored to individual student’s goals and objective & provides instruction and support in the area of music education.
• Effectively organizes instructional material to maximize learning.
• Utilizes appropriate assessment tools to (a) develop and implement goals and objectives for each child and (b) measure and communicate present level of performance.
• Adheres to the school philosophy regarding behavior management and implements all relevant techniques appropriately.
• Participates in all activities and meetings relevant to the position or required by supervisor (e.g., Initial and Annual Reviews; Parent/Teacher Conferences, Open School Night, Parent Center meetings; Team, Department and Classroom Meetings, etc.).
• Complies with regulatory requirements and school policy and procedures in all areas & completes and submits within designated time frames all necessary documentation for regulatory and funding agencies.
• Maintains appropriate and effective interpersonal relationships with team and department members, parents, other staff, supervisors, administrators, and outside agencies.
• Demonstrates open communication, flexibility, and the ability to learn and utilize team building strategies.
• Performs other duties as assigned.
Requirements
• Bachelor’s Degree required.
• Master’s Degree preferred.
• New York State Teaching Certification in Education 1-6 is required.
• Minimum of 2 years of teaching experience in music education working with children and providing music instruction in an urban school setting required.
• Passionate about teaching music and enforcing the learning of music concepts required.
• Have educational and/or professional training in developing and implementing a music education program for children required.
- **THIS POSITION REQUIRES YOU TO BE FULLY VACCINATED AND YOU MUST PROVIDE PROOF OF VACCINATION.**
Note: Candidates who do not meet the above requirements will not be considered.
Benefits
Compensation
- Salary is commensurate with experience and qualifications ($55,156.50 – $136,493)
- Health Insurance, dental, vision & 403b Retirement Plan
- Paid Time Off/Paid Sick Leave/Parental Leave/FMLA
- Short-term, Long-term Disability benefits and Life Insurance
To learn more about our schools, please visit: www.excellencecommunityschools.org
Computer Science Teacher
Who We Are:
Excellence Community Schools is a charter management, non-profit organization. The mission of the Excellence Community Schools is to prepare young people to compete for admission to and succeed in top public, private, and parochial high schools by cultivating their intellectual, artistic, social, and emotional and ethical development through the Bronx Charter School for Excellence (Bronx Excellence) and the Stamford Charter School for Excellence (Stamford Excellence). Our network of schools accomplish this by offering a challenging and rigorous academic curriculum – which at the earliest of grades has an eye towards college preparation. We achieve this in a supportive and caring environment that at all times has high expectations of our students.
Who We Need:
We are seeking individuals who are dedicated, ambitious, and committed to student success and education reform. This position is ideal for candidates that wish to fully pursue a credentialed lead teaching position. Becoming an educational associate serves as an internship for candidates who wish to develop their expertise through observation and experience in preparation for a meaningful and successful teaching career. This individual must be committed to excellence, lead by example, and see collaboration as a key component of success.
Our Mission:
The mission of Bronx Excellence is to prepare young people to compete for admission to and succeed in top public, private, and parochial high schools by cultivating their intellectual, artistic, social, and emotional and ethical development through the Bronx Charter School for Excellence (Bronx Excellence). Our schools accomplish this by offering a challenging and rigorous academic curriculum – which at the earliest of grades has an eye towards college preparation. We achieve this in a supportive and caring environment that at all times has high expectations of our scholars.
The Position:
The Computer Science Teacher will teach Computer Science to students in grades K-8 and create a curriculum to follow with the students to teach students how to write computer programs, algorithms, computer system design, and also teach computer programming languages.
Responsibilities:
- Teach Computer Science classes for grades K-8.
- Assist and or teach advanced algebra and trigonometry to scholars.
- Assist in assessing changing curricular needs and offer plans for improvement
- Desire to plan product architecture and roadmap
- Work alongside ECS staff and teaching team to best meet the needs and learning of students.
- Facilitate a dynamic and collaborative classroom community.
- Help build software programs to improve student learning.
- Work on software programs to assist staff and faculty.
- Assist students outside of class as necessary.
- Serve as a project manager for students during project Development.
- Develop and maintain genuine, positive, and consistent communication with parents.
- Build a classroom culture that promotes active learning and computer science.
- Learn a new programming language or skill every quarter as part of professional development.
- Make direct technical contributions (writing, debugging, reviewing, and deploying code).
- Perform other duties as assigned.
Requirements
- Bachelor’s degree in Computer Science, Software Engineering, or equivalent experience.
- Ability to learn and teach new technologies with limited guidance.
- Experience with HTML5, CSS3, & JavaScript.
- Excellent understanding of JavaScript Frameworks and libraries along with their related tooling (ex: React, Redux, Webpack, and ES6).
- Experience working on front and backend applications.
- Proven track record of high achievement in the classroom.
- Evidence of self-governance and willingness to be a team player.
- Experience with one or more general-purpose programming languages including but not limited to: Java, C/C++, C#, Objective C, Python, JavaScript, or Go.
- Modern Web Framework experience ( Vue, Angular, Ember).
- Experience in iOS and Android development.
- Strong mathematical background with strong knowledge in at least one of the following fields: statistics, data mining, machine learning, statistics, operations research, econometrics, natural language processing.
- Hands-on work experience working on development projects run using an Agile methodology, familiarity with DevOps
practices.
- Proficient in big data ecosystem programming languages (e.g. Python, Ruby, Java, Scala).
- Some teaching experience.
- Knowledge of an MVC framework such as Ruby on Rails a plus.
- Must provide a portfolio site and a sample for consideration.
- Be prepared for a coding challenge.
- **THIS POSITION REQUIRES YOU TO BE FULLY VACCINATED AND YOU MUST PROVIDE PROOF OF VACCINATION.**
Benefits
Compensation
- Salary is commensurate with experience and qualifications. Salary range ($55,156.50- $136,493)
- Health Insurance, dental, vision & 403b Retirement Plan
- Paid Time Off/Paid Sick Leave/Parental Leave/FMLA
- Short-term, Long-term Disability benefits and Life Insurance
To learn more about our schools, please visit: www.excellencecommunityschools.org
Middle School Teachers—Humanities, Math, Science
Who We Are:
Excellence Community Schools is a charter management, non-profit organization. The mission of the Excellence Community Schools is to prepare young people to compete for admission to and succeed in top public, private, and parochial high schools by cultivating their intellectual, artistic, social, and emotional and ethical development through the Bronx Charter School for Excellence (Bronx Excellence) and the Stamford Charter School for Excellence (Stamford Excellence). Our network of schools accomplishes this by offering a challenging and rigorous academic curriculum – which at the earliest of grades has an eye towards college preparation. We achieve this in a supportive and caring environment that at all times has high expectations of our students.
Who We Need:
We are seeking individuals who are dedicated, ambitious, and committed to student success and education reform. This position is ideal for candidates that wish to fully pursue a credentialed lead teaching position. Becoming an educational associate serves as an internship for candidates who wish to develop their expertise through observation and experience in preparation for a meaningful and successful teaching career. This individual must be committed to excellence, lead by example, and see collaboration as a key component of success.
Our Mission:
The mission of Bronx Excellence is to prepare young people to compete for admission to and succeed in top public, private, and parochial high schools by cultivating their intellectual, artistic, social, and emotional and ethical development through the Bronx Charter School for Excellence (Bronx Excellence). Our schools accomplish this by offering a challenging and rigorous academic curriculum – which at the earliest of grades has an eye towards college preparation. We achieve this in a supportive and caring environment that at all times has high expectations of our scholars.
Qualifications
- NY/CT Teacher Certification or reciprocity from another state in the equivalent area
- At least 1 year of teaching experience
- Bachelor’s Degree or higher
- “Highly Qualified”
- **THIS POSITION REQUIRES YOU TO BE FULLY VACCINATED AND YOU MUST PROVIDE PROOF OF VACCINATION.**
- Candidates who do not meet the above requirements will not be considered.
Requirements
Responsibilities
- Develop weekly lesson plans that correlate with our curriculum goals and objectives; uses a variety of teaching strategies to ensure that students are engaged and motivated.
- Collaborate with colleagues to plan units and lessons and develop expertise in implementing instruction.
- Become familiar with school charter, standardized testing and school wide plan, including goals set for student performance.
- Use tests, classroom performance and other evaluation and diagnostic tools to assess the progress of students expeditiously in order to create small group instruction and to identify curricular and professional development needs.
- Create and maintain an orderly, well-managed and stimulating classroom environment.
- Evaluate student academic and social growth, keep accurate records, prepare progress reports and communicate with parents on individual pupil progress.
- Reflect on practice in a continuous effort to improve professional knowledge by participating in professional development opportunities.
- Possesses strong time management, problem-solving, and communication skills
- Promotes our reputation as an institution with a social conscience by operating with a sense of integrity and honesty.
- Recognizes and appreciates the unique qualities of middle school students.
We will also require copies of BA and/or MA transcripts and copies of certification.
Benefits
Compensation
- Salary is commensurate with experience and qualifications ($55,156.50 – $136,493)
- Health Insurance, dental, vision & 403b Retirement Plan
- Paid Time Off/Paid Sick Leave/Parental Leave/FMLA
- Short-term, Long-term Disability benefits and Life Insurance
To learn more about our schools, please visit: www.excellencecommunityschools.org
CTE Multimedia/Video Production Teacher
Dear Applicant,
Our school has been teaching video production for the past 20 years. 2 years ago, we were approved as a New York City Public Schools’ CTE program for Video Production. After a successful pilot and first year, we are expanding the program in the fall and, consequently, are looking for instructors with video teaching experience (or potential!) at the high school level.
Ideally you will already have a license for CTE. If that is not the case, our school can assist in obtaining a transitional CTE license and help with the application process for the actual license. We are expanding carefully and thoughtfully, and welcome qualified candidates. If you or someone you know are interested in applying, please send me a resume and, if possible, sample work.
For the past five years, we have participated in a yearly showcase we help create called rFUTURE. Here is the link to last year’s program, which was shown at the Bruno Walter Auditorium in Lincoln Center.
Significantly- we are also building a television station with construction commencing in July of 2024. This will be first soundstage of its kind in any school in New York City.
To learn more about our school, please see www.tapconyc.org
Please send a letter of inquiry and resume. Thank you!
All best,
Principal Ron Link
“At TAPCo, we take care of ourselves and each other.”
Certified Classroom Teacher -Elementary
Who We Are:
Excellence Community Schools is a charter management, non-profit organization. The mission of the Excellence Community Schools is to prepare young people to compete for admission to and succeed in top public, private, and parochial high schools by cultivating their intellectual, artistic, social, and emotional, and ethical development through the Bronx Charter School for Excellence (Bronx Excellence) and the Stamford Charter School for Excellence (Stamford Excellence). Our network of schools accomplishes this by offering a challenging and rigorous academic curriculum – which at the earliest of grades has an eye towards college preparation. We achieve this in a supportive and caring environment that at all times has high expectations of our students.
Who We Need:
We are seeking individuals who are dedicated, ambitious, and committed to student success and education reform. Qualified candidates must demonstrate records of achievement, high degrees of personal responsibility, and the drive to do whatever it takes to ensure that every child achieves academic success. This individual must be committed to excellence, lead by example, and see collaboration as a key component of success.
Responsibilities:
- Plans and teaches with the grade-level team to implement best practices for the success of all learners within the classroom.
- Plans purposefully in order to provide students with opportunities for constructing meaning and developing an understanding of new concepts.
- Utilizes developmentally appropriate and rigorous curricula and instructional materials that are tightly aligned to benchmarks and the Common Core standards.
- Presents students with new ideas and concepts through a variety of strategies, and inspires and guides them to explore, express, and uncover new ideas of their own.
- Administers collects and analyzes both qualitative and quantitative data gathered from a variety of assessments on each student.
- Builds relationships with his or her students’ families through regular communication about students’ progress and provides ways in which families can support their children’s learning.
- Participates in school-wide student assessments in order to diagnose students’ needs.
- Supervises lunch and/ or recess.
- Provides coverage for classroom teachers.
- Provides other support as needed by the school community.
Requirements
- NYS Teacher Certification (Birth -2nd Grade or Grades 1-6) or reciprocity from another state in the equivalent area required.
We also consider:
- Candidates with three years of elementary, middle, or secondary classroom lead teaching experience; tenured or tenure track college faculty; or an individual with two (2) years of satisfactory experience through the Teach for America program.
- Also considered: individuals who possess exceptional and verifiable business, professional, artistic, athletic, or military experience.
- All candidates must complete NYS workshop requirements.
- Teaching experience at the elementary school level or experience with school-age children is preferred.
- Bachelor’s Degree Required.
- Master’s Degree Preferred.
- **THIS POSITION REQUIRES YOU TO BE FULLY VACCINATED AND YOU MUST PROVIDE PROOF OF VACCINATION.**
- Note: Candidates who do not meet the above requirements will not be considered.
Benefits
Compensation:
- Salary is commensurate with experience and qualifications. Salary range ($55,156.50- $136,493)
- Health Insurance, dental, vision & 403b Retirement Plan
- Paid Time Off/Paid Sick Leave/Parental Leave/FMLA
- Short-term, Long-term Disability benefits and Life Insurance
To learn more about our schools, please visit: www.excellencecommunityschools.org
Middle School Math Teacher (6-8)
Middle School Math Teacher
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 Math Teacher provides students in 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
- Develop purposeful, rigorous, and engaging daily and long-term plans aligned to standards, and regularly revisit 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
- Consult with departmental colleagues on curriculum support materials and planning to support intellectual preparation and classroom instruction
In the Classroom
- 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 and middle school specific policies (including but not limited to: student attendance, reporting of absence and lateness within a period, independent student transitions, assigned seats) 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
- Fully embrace VOICE’s mission and values and promote them to students, parents, and colleagues
- Collaborate as part of an interdisciplinary team, across grade bands, and across departments, coordinating all instructional activities with teachers, assistants, and instructional leaders; collaborate with other staff to envision and execute projects
- Collaborate with colleagues to develop systems for student accountability and academic ownership
- Consult with events department to develop experiences for middle school students
- Serve as Advisory Leader for students in grade 7-8
- 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
- Expertise in high level mathematics through calculus.
- 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.
- Significant experience working with and/or teaching children in middle school grades required
- Experience with and interest in working with high needs students preferred
- New York State teaching certification in Middle Childhood Education: Generalist or Mathematics 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:
Salary range is $70,000 to $100,000. Compensation is competitive and based on experience and education.
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, frequent access to baked goods, 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.
Elementary (3rd-5th) ICT Teacher
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 3rd-5th Grade ICT Teacher provides students (3-5) 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
- 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, attend IEP meetings, follow IDEA reporting requirements, and provide information about student performance and services received
Communication and Collaboration
- 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
- Develop and maintain a positive working relationship with co-teacher to foster student growth and positive teacher-student relationships
- 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
- Supervise out of classroom settings such as arrival, transitions, lunch, recess, dismissal, and field trips
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
- Experience with and interest in working with high needs students preferred
- New York State teaching certification in Students with Disabilities, Special Ed, or ESL 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:
Salary range is $70,000 to $100,000. Compensation is competitive and based on experience and education.
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, frequent access to baked goods, and many opportunities to get to know your VOICE colleagues!
How to Apply: Please submit an electronic application (including a VOICE-specific cover letter and resume) at https://voicecharterschool.tedk12.com/hire/index.aspx
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.
Elementary (K-2nd) ICT Teacher
Elementary (K-2nd) ICT Teacher
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 Kindergarten-2nd Grade ICT Teacher provides students (K-2) 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
- 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, attend IEP meetings, follow IDEA reporting requirements, and provide information about student performance and services received
Communication and Collaboration
- 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
- Develop and maintain a positive working relationship with co-teacher to foster student growth and positive teacher-student relationships
- 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
- Supervise out of classroom settings such as arrival, transitions, lunch, recess, dismissal, and field trips
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
- Experience with and interest in working with high needs students preferred
- New York State teaching certification in Students with Disabilities, Special Ed, or ESL 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:
Salary range is $70,000 to $100,000. Compensation is competitive and based on experience and education.
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, frequent access to baked goods, 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.
Curriculum Specialist
About New York Sun Works
NY Sun Works is a 501(c)(3) nonprofit dedicated to integrating the science of sustainability and climate education into K-12 urban schools. Through our hydroponic classrooms, we provide hands-on learning experiences that foster scientific inquiry and environmental stewardship. We bring quality education to the communities where it’s most needed. Together with our 300+ partner schools, we’re shaping the next generation of environmental innovators empowered to create solutions to global climate challenges.
NY Sun Works serves a diverse population of students primarily across the five boroughs of New York City, with a small but growing number of schools in the greater metropolitan area. We strive to make our program accessible to all types of learners, especially to students who are at-risk, require special accommodations, or are currently underrepresented in STEM fields.
NY Sun Works is an EPA, NAAEE, and HBSCNY award-winning organization, and maintains a platinum-rated status on Guidestar and a top-rated status on Great NonProfits.
Title: Curriculum Specialist
Position Summary
Are you looking to join a motivated team of educators passionate about shaping innovative learning experiences? If so, we’re seeking a dedicated K-5 Curriculum Specialist to lead the integration of NY Sun Works’ curriculum at our partner schools. As a member in our team of enthusiastic educators, you’ll play a pivotal role in advancing educational initiatives, fostering collaboration among teachers, and ensuring engaging curriculum alignment with national standards. Join us in making a profound impact on K-12 education while supporting the development of dynamic learning environments for students.
Primary Responsibilities:
- Deliver the training program to all partner teachers so they know how to use the NY Sun Works complementary science program to enhance more comprehensive science curricula.
- Advise partner teachers on content connections within the NY Sun Works curriculum, offering ideas on implementation timelines.
- Align existing material to national and state curriculum standards and develop new curricular content as needed. support curriculum development as needed.
- Provide timely interaction and answer content questions via email.
- Cultivate strong partnerships with collaborating teachers to foster a supportive environment.
- Lead the Teacher Community, organize community events, and manage the online educator forum.
- Administer certification processes for fully trained teachers while ensuring accurate tracking.
- Travel to partner schools and meet lab teachers. Meetings may also take place virtually.
- Research curriculum innovation and best practices in K-5 science education.
- Create instructional videos to support curriculum content.
- Lead and aid in planning Professional Development sessions.
- Meet with teachers and partner schools for implementation schools (4x per year with 1 being in person) Operations schools (2x a year virtual or in-person – (in addition to email, phone, and text message correspondence).
- Utilize organizational tools such as Accelo, G Sheets, and other relevant resources to maintain the organization and structure of program data.
- Regularly update and input information from schools and colleges to ensure the historical accuracy of data records.
Principal Relationships:
- Director of Education
- Education Team
- Executive Director
- Grow Support Team
Qualifications:
Education and Certification:
- Bachelor’s degree (required)
- Master’s in education, science, curriculum development, or a related field (required)
- Teaching certification (preferred) or relevant teaching experience
Teaching Experience:
- Experience as an educator with a strong background in K-5 science education.
- Experience developing and implementing curriculum materials and educational resources.
- Familiarity with various teaching methodologies and best practices in science education.
Curriculum Development:
- Proficiency in curriculum development, including aligning materials with national and state curriculum standards.
- Ability to adapt existing materials for online and blended learning environments.
- Experience delivering professional development workshops, webinars, or training programs for educators.
- Strong presentation and facilitation skills to effectively train and engage teachers.
Communication Skills:
- Excellent communication skills, including the ability to provide timely responses to content-related questions via email.
- Ability to build positive and productive relationships with partner teachers and school staff.
- Strong interpersonal skills for effective collaboration and support.
Travel and Flexibility:
- Willingness to travel to partner schools for meetings and training sessions, as well as the ability to conduct virtual meetings when necessary.
Others:
- Passion for teaching and working with teachers
- Classroom management skills
- Passion for Science, Sustainability, and Environmental Education
- Attention to detail with strong organizational skills
- Ability to work independently and on a team
- Flexibility to jump-in and help team as needed
- Excellent time-management skills with the ability to manage multiple projects and meet deadlines
Job Location: New York City
The heart of this role is in-person, allowing you to be at the center of our dynamic work environment. You’ll typically enjoy standard working hours from 9am to -5 pm. However, we understand that life sometimes calls for flexibility. With that in mind, we are open to occasional remote work options, especially when travel or special circumstances arise.
Compensation:
This is a full-time position with a salary range of $55,000-$70,000 USD.
The compensation for this position encompasses a broad range, and the precise remuneration will be established at the time of hire, contingent upon the candidate’s level of experience and qualifications.
Benefits
- NY Sun Works offers comprehensive and competitive medical benefits covering 100% of an individual’s medical, dental, and vision expenses.
- Full-time employees at NY Sun Works enjoy 15 paid vacation days in addition to paid holidays provided by the organization. Furthermore, we provide 10 paid sick/personal days to ensure your well-being.
- Additionally, we extend the privilege to our employees to enroll in our 401(k) plan. Moreover, we provide a comprehensive package of benefits, including short-term disability coverage, life insurance, accident insurance, and illness insurance.
- Work/Life balance- we prioritize fostering a healthy work environment that supports flexible schedules. We recognize that occasionally, employees may need to address personal matters, and in such instances, they have the option to adjust their work hours to accommodate these needs rather than taking a full day of leave. These arrangements are permissible once mutually agreed upon with departmental supervisors, ensuring a balanced and accommodating approach to work-life integration.
- Professional Development- We are committed to nurturing the growth and advancement of our team members. We consistently explore avenues for professional development, and exposure to new skill sets, and foster a culture that encourages continuous learning.
Start Date: The start date is flexible, and we are open to having the right candidate start out as part-time and transition to a full-time position in alignment with the school year.
Elementary Special Education Teacher
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 Elementary Special Education Coordinator and Teacher provides students (K-5) 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 SETSS 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
- Supervise out of classroom settings such as arrival, transitions, lunch, recess, dismissal, and field trips
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
- Special education and/or ESL certification is 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!
Middle School Teachers—Humanities, Math, Science
Who We Are:
Excellence Community Schools is a charter management, non-profit organization. The mission of the Excellence Community Schools is to prepare young people to compete for admission to and succeed in top public, private, and parochial high schools by cultivating their intellectual, artistic, social, and emotional and ethical development through the Bronx Charter School for Excellence (Bronx Excellence) and the Stamford Charter School for Excellence (Stamford Excellence). Our network of schools accomplishes this by offering a challenging and rigorous academic curriculum – which at the earliest of grades has an eye towards college preparation. We achieve this in a supportive and caring environment that at all times has high expectations of our students.
Who We Need:
We are seeking individuals who are dedicated, ambitious, and committed to student success and education reform. This position is ideal for candidates that wish to fully pursue a credentialed lead teaching position. Becoming an educational associate serves as an internship for candidates who wish to develop their expertise through observation and experience in preparation for a meaningful and successful teaching career. This individual must be committed to excellence, lead by example, and see collaboration as a key component of success.
Our Mission:
The mission of Bronx Excellence is to prepare young people to compete for admission to and succeed in top public, private, and parochial high schools by cultivating their intellectual, artistic, social, and emotional and ethical development through the Bronx Charter School for Excellence (Bronx Excellence). Our schools accomplish this by offering a challenging and rigorous academic curriculum – which at the earliest of grades has an eye towards college preparation. We achieve this in a supportive and caring environment that at all times has high expectations of our scholars.
Qualifications
- NY/CT Teacher Certification or reciprocity from another state in the equivalent area
- At least 1 year of teaching experience
- Bachelor’s Degree or higher
- “Highly Qualified”
- **THIS POSITION REQUIRES YOU TO BE FULLY VACCINATED AND YOU MUST PROVIDE PROOF OF VACCINATION.**
- Candidates who do not meet the above requirements will not be considered.
Requirements
Responsibilities
- Develop weekly lesson plans that correlate with our curriculum goals and objectives; uses a variety of teaching strategies to ensure that students are engaged and motivated.
- Collaborate with colleagues to plan units and lessons and develop expertise in implementing instruction.
- Become familiar with school charter, standardized testing and school wide plan, including goals set for student performance.
- Use tests, classroom performance and other evaluation and diagnostic tools to assess the progress of students expeditiously in order to create small group instruction and to identify curricular and professional development needs.
- Create and maintain an orderly, well-managed and stimulating classroom environment.
- Evaluate student academic and social growth, keep accurate records, prepare progress reports and communicate with parents on individual pupil progress.
- Reflect on practice in a continuous effort to improve professional knowledge by participating in professional development opportunities.
- Possesses strong time management, problem-solving, and communication skills
- Promotes our reputation as an institution with a social conscience by operating with a sense of integrity and honesty.
- Recognizes and appreciates the unique qualities of middle school students.
We will also require copies of BA and/or MA transcripts and copies of certification.
Benefits
Compensation
- Salary is commensurate with experience and qualifications ($55,156.50 – $136,493)
- Health Insurance, dental, vision & 403b Retirement Plan
- Paid Time Off/Paid Sick Leave/Parental Leave/FMLA
- Short-term, Long-term Disability benefits and Life Insurance
To learn more about our schools, please visit www.excellencecommunityschools.org and www.stamfordexcellence.org.
Superintendent, Lawrence Public Schools
About our District
Proudly nicknamed the “Immigrant City”, Lawrence, Massachusetts has been home to many immigrant communities for generations and is a city rich in diversity, history, and resilience. Lawrence Public Schools is committed to creating high-quality learning opportunities that meet the whole child’s development. The district strives to create an inclusive environment that encourages children of all abilities to be lifelong learners and to meet their full potential. Latinos are now the largest ethnic group in Lawrence, accounting for 94.5% of the school district’s current population. Lawrence serves approximately 13,000 PK-12 students, in its 5 early elementary schools, 8 elementary, 7 middle, 2 high schools, and 4 mixed grade band schools. In November 2011, the Lawrence Public Schools was placed into state receivership by the Massachusetts Board of Elementary & Secondary Education (DESE) because of its chronic underperformance and is currently overseen by a seven-member appointed board called the Lawrence Alliance for Education (LAE).
About the Superintendent Role
Reporting to the seven-member appointed LAE board, the next superintendent of Lawrence Public Schools will enter the district at a critical time as the district strives to transition from receivership in collaboration with DESE and the City of Lawrence. The next leader will set the vision and innovative strategy to improve academic outcomes for the students of Lawrence, centering the input of students, families, and the community in the process. The superintendent should possess the cultural competence to embrace and leverage the unique strengths of the community while maintaining a keen focus on accelerating learning and raising expectations for all students. This person must be willing to meet parents where they are, to collaborate with city and state leaders and community partners, and to prioritize student-centered decision-making at all levels of the organization.
What You’ll Do (Responsibilities)
- Develop the vision and implement the strategy to improve student outcomes at every level
- Guide and lead the transition planning and strategic planning process to establish the future of the district.
- Establish a vision for academic and instructional excellence, centering on what matters most to students and families. Model deep knowledge of curriculum and evidence-based pedagogy
- Model innovation, creativity, and thought leadership that is inclusive, transparent, and empowering in a manner that upholds the district’s vision and drives its mission.
- Strengthen systems and structures that support multilingual learners and students with diverse learning needs.
- Augment innovative and culturally and linguistically responsive instructional models and structures based on research and best practices.
- Use and analyze school and district data to drive decisions and guide problem-solving to achieve the best student outcomes.
- Organize and support a diverse and high-performing workforce
- Recruit, retain, develop, and inspire highly effective staff at every layer of the organization, focusing on competitive compensation and well-being for all employees.
- Create conditions where staff feel supported and valued so that they can do their best work for students.
- Provide professional development and professional growth opportunities to improve retention and ensure an effective pipeline to leadership.
- Actively coach and develop direct reports to be effective in their roles and in the management of their teams and functional areas.
- Create new partnerships to attract, develop, and promote multilingual staff members who are reflective of the student population.
- Strengthen and maintain strong partnerships with the unions.
- Maintain visibility and communication between the district, schools, and families in a collaborative way
- Be visible and present in the schools and in the community in meaningful ways.
- Establish two-way communication between the district office, schools, and families to allow for input and inclusion in important decisions.
- Collaborate meaningfully within the city to inform, problem-solve, establish partnerships, and share ownership of the district.
- Leverage and align the numerous community partnerships and resources in support of students’ and families’ needs both during school and after school.
- Ensure that district systems and structures are accountable to and in support of students and schools
- Organize the district’s departments and staff to ensure optimal support and service for each school, removing barriers and bureaucratic practices that impede progress.
- Build on the district track record of whole student support and maintain a holistic focus on social-emotional learning support and safety for students.
- Establish performance management processes for evaluating the effectiveness of programs, and ensuring quality controls and operational efficiency in the district support and school level implementation.
- Manage and streamline the day-to-day operations of the district.
- Ensure the safety and security of all schools, providing the necessary support to keep students and staff safe at all times.
- Steward and manage the financial and operational resources of the district
- Maximize the funding available to the district, effectively and efficiently, including Student Opportunity Act funding to allow for effective programming, operations, and staffing.
- Develop long-range plans, aligned with the goals, vision, and priorities of the district and ensure that departments are held accountable for meeting targets.
- Ensure equitable distribution of resources, prioritizing the highest needs schools and students.
- Partner effectively with the state and city-appointed and elected officials
- Communicate and collaborate with all members of the LAE, City Council, and state delegation, advising on initiatives and issues in the district.
- Foster an open relationship and clear vision for the elected and appointed officials’ role in supporting and advocating for the district.
What Skills You Need to Be Successful (Competencies)
- Effective relationship builder and two-way communicator
- Serve as the #1 advocate for LPS students, building effective relationships with city leaders and parents.
- Promote the district’s success and transparently communicate shortcomings in order to inspire and motivate others to support the strategic direction of the district.
- Challenge assumptions and preconceived notions when needed to avoid distraction from core priorities and goals in the better interest of student success.
- Build trust among the elected and appointed leaders, district staff, teachers, school leaders, and critical stakeholders to establish a shared vision for the district.
- Communicate effectively, tailoring messages for the audience, context, and mode of communication.
- Navigate politically complex structures, relationships, and dynamics to challenge ideas and enable thoughtful decisions and positive outcomes for students.
- Track record of success in school improvement and turnaround
- Demonstrate belief and hold self and others accountable for reaching high academic outcomes for all students.
- Deeply understand and implement promising, innovative, and effective instructional practices, and models for school turnaround and improvement.
- Identify effective instructional practices and improvement strategies to build the capacity of teachers and school leaders.
- Cultural competence and fluency
- Demonstrate cultural fluency, sensitivity, and a strong equity lens to establish a culture of growth mindset and to meet the needs of students and families.
- Listen compassionately with an open mind – seeking to fully understand what makes LPS unique before establishing the direction forward.
- Ability to address inequities with urgency in order to improve the lives of students in LPS.
- Strategic and student-centered leadership and vision
- Solve problems strategically while weighing the advantages and disadvantages of each approach with a systems level and equity lens.
- Initiate innovative solutions to seemingly intractable problems and exercise judgment in making critical decisions and communicate the implications to diverse audiences.
- Set priorities to maintain a high-quality instructional program within the district’s financial means.
- Exhibit a strong focus on goals, accountability, and results; set clear metrics for success.
- Monitor progress and demonstrate persistence to overcome obstacles to achieve goals.
- Team leadership and management
- Balance the tension between school autonomy and decision-making, empowered school leaders, and the need for coherence and equity across all schools.
- Build, inspire, manage, and coach an effective district team to achieve ambitious goals aligned with the vision and strategy for the district.
- Assess team and individual skills, identify development needs, and hold self and others accountable for high standards of performance in order to improve practice, build capacity, and maximize talent.
- Lead teams to collaborate with one another, other departments, schools, and stakeholders including parents and families.
Minimum Qualifications
- At least ten years of senior education leadership experience with progressive levels of responsibility and evidence of success.
- Demonstrated track record of school turnaround success and data-driven decision making ideally in a diverse public school district setting.
- Successful experience working in diverse economic, multicultural, and multilingual communities and environments.
- Proven cultural competence skills with a history of inclusive and relevant equity practices.
- Knowledgeable about the Lawrence community and/or committed to becoming an engaged and longstanding member of the community.
- A growth mindset and belief that continuous improvement happens through purposeful, relevant, differentiated learning experiences that set all students up for success.
- Experience and successful track record of collaboration with labor unions and collective bargaining units.
- Experience working in conjunction with an appointed board, elected school board, or school committee to identify priorities, establish goals, monitor progress, and produce outcomes in service to stakeholders.
- Demonstrated experience building consensus and trust within an organization.
- Exceptional written, oral, and visual communication skills. Bilingual (Spanish/English) preferred.
- Meets eligibility criteria for a Superintendent’s license in the State of Massachusetts.
Benefits
Salary for this integral leadership position is commensurate with prior experience. In addition, a comprehensive benefits package will be included in the ultimate offer for the identified sole finalist. We look forward to discussing details with you as the interview process progresses.
Manager, Program & Impact
About Read Ahead
Read Ahead is dedicated to helping New York City youth strengthen the literacy and social-emotional skills they need to thrive in school and beyond.
Since 1991, Read Ahead has connected public elementary school students with caring mentors from leading corporate and community partners. During weekly sessions, mentors and mentees read together, discuss books and their lives, and engage in fun and educational games and activities. Read Ahead sessions are designed to help children grow their confidence, love of reading, literacy skills, and other skills essential for success.
In 2020, Read Ahead developed a completely virtual program to provide essential support during a challenging year of remote and hybrid learning. Combining our 30 years of experience with new technology platforms and an educator-designed curriculum, Read Ahead continues to match children with supportive mentors for fun, live program sessions that build connection, confidence, literacy skills, and more.
With the development of our new virtual program, and anti-racism and anti-oppression commitments (https://readahead.org/anti-oppression-commitments-oct2020/), Read Ahead has an opportunity to deepen our impact for students. We are committed to ongoing improvement as an organization, and are eager to take bold new steps to create better outcomes for the students, families, and schools we serve.
Read Ahead expects each staff member to be an active and engaged collaborator in Read Ahead’s organization-wide efforts to advance DEIB (Diversity, Equity, Inclusion & Belonging) goals including, but not limited to, participating in team meetings and ensuring that all project plans and outcomes are aligned with DEIB goals.
Read Ahead’s Anti-Racism and Anti-Oppression Commitments are outlined here.
Read Ahead provides equal employment opportunities (EEO) to all employees and applicants without regard to race, color, ethnicity, religion, sex, sexual orientation, gender identity, national origin, age, disability, genetic information, veteran status or any other protected characteristic as established by applicable law. We seek to build a diverse staff representative of the communities we serve. All qualified applicants are strongly encouraged to apply.
Position Overview
The Manager, Program & Impact is responsible for the management of Read Ahead at their assigned school(s)/program(s). She/he/they will act as an ambassador of Read Ahead and engage regularly with mentees, parents and caregivers, volunteer mentors, and school staff. They are responsible for ensuring that the program runs smoothly, that mentors and mentees are supported throughout their mentoring experience, and that program goals are met. Other responsibilities include critical administrative and logistical tasks, including scheduling, tracking attendance, and database entry.
As part of a dynamic and evolving Program Team, the Manager, Program & Impact will support with building out an improved literacy program that engages even more deeply with students, caregivers, schools, and mentors. As we focus on deepening the impact of our literacy engagement with students, Read Ahead may expand its current program offerings beyond our current volunteer model. The Manager, Program & Impact will participate in initiatives that further deepen the impact of Read Ahead’s unique approach to using literacy as a means of social change.
This position reports to a Senior Manager, Program & Impact on the Read Ahead program team.
The ideal candidates are flexible, proactive problem-solvers with excellent relationship-building (especially with families), organizational, and communication skills. This role is a great fit for individuals who have an understanding of the New York City public school system and the communities we serve. This is a great opportunity for someone who is passionate about children, mentoring, reading, and/or volunteerism. Experience with using technology and a comfort and interest in learning new technology is a plus. Completion of a satisfactory criminal background check and DOE fingerprinting is required.
Responsibilities
Program Facilitation
- Facilitate, coordinate, and monitor 15-20 weekly Read Ahead sessions at assigned school partner(s)
- The majority of students will be on-site at their schools participating in sessions over Zoom with their mentors
- Communicate effectively and regularly with key stakeholders, including parents/caregivers, volunteer mentors, and teachers/school staff
- Manage program technology and provide in-person assistance to participants (i.e., Zoom and online reading platforms)
- Manage and support ~140 – 180 volunteer mentors, including ongoing communication
- Support ~100-140 mentees in grades 1-5 in their mentoring experience
- Provide ongoing support to mentors and mentees, including formal check-ins
Program Quality Management
- Conduct tasks that ensure a high-quality program, including attendance data tracking and entering program status updates on Read Ahead’s Live Impact database
- Review and approve mentor applications and support mentors through onboarding and matching process at the start of program launch
- Support the creation of session materials for programs, as well as supporting curriculum development, improvements, and redesigns by the Program Team
- Engage with school staff and families to share information about programming and encourage student enrollment, including communicating with school leadership and liaisons, answering caregiver questions, supporting with completion of permission forms
- Collaborate with school stakeholders including leadership staff, teachers, and after school staff to strengthen program implementation on site
Family Engagement
- Support and execute new family engagement initiatives to build relationships with families
- Lead in-person family orientations at school site to ensure family engagement is prioritized during the mentee onboarding process
- Conduct a bi-monthly check-in call with caregivers to update on progress of Read Ahead program including mentee attendance, reading progress, and general mentor-mentee relationship updates
- Support all other initiatives that foster greater engagement of parents and caregivers, as determined by the Senior Director, Program & Impact
Administrative Tasks and Other Stakeholder Engagement
- Enter and track daily program data in Read Ahead’s database in a timely manner with attention to detail/accuracy
- Coordinate the scheduling of and reminders for mentors and mentees for your program sessions
- Support with distribution of annual stakeholder surveys including school surveys, mentor surveys, and caregiver surveys
- Support organization-wide communications by periodically contributing to Read Ahead’s general newsletter, social media, blog, or other stakeholder engagement initiatives
Organizational Culture
- Actively participate in team meetings, learning initiatives, and professional development
- Ensure the inclusion of DEIB initiatives into mentor onboarding, training, and ongoing management
- Support all key DEIB initiatives and new team culture practices
Qualifications
- Passion for Read Ahead’s mission
- Demonstrated understanding of the connection between literacy, child development, and social justice
- A demonstrated commitment to an anti-racism and equity lens in their work and communications (internal and external)
- Experience working with kids and their parents/caregivers, and a positive, growth-mindset approach to supporting children
- Experience with, or a strong interest in, volunteer management
- Strong organizational skills, including the ability to manage time and deadlines effectively
- Excellent verbal and written communication skills
- Experience with technology, and an openness to learning and using new tools (e.g., email, video conferencing, cloud-based file management, and project management tools)
- High level of attention to detail
- Team player and contributor
- Ability to work and adapt in a fast-paced environment
- Interest in hybrid work with the ability to lead and monitor weekly mentoring sessions
- Spanish and Mandarin speakers a plus but not required
Summary of Compensation and Benefits
Salary & Benefits
$60,000/year. Competitive benefits package includes:
- 90% healthcare insurance coverage (employee contributes 10%)
- Vision insurance
- 100% dental insurance coverage (no cost to employee)
- $3,000 annual employer-funded Health Reimbursement Account (HRA)
- Eligibility to contribute to 403(b) retirement savings account with up to a 3% match by Read Ahead for all employees who are employed on the last day of the calendar year (e.g. 12/31/2024)
- Pre-tax transit/commuter funding program
- Pre-tax Flexible Spending Account (FSA)
- Vacation time is accrued based no length of employment: During the first year, employees accrue 15 days/year; after the first year, employees accrue 20 days/year.
- 10 sick days per year
- 3 personal days per year
- The Read Ahead office is closed from Christmas Eve and New Year’s Day each year and for all federal holidays.
Hybrid Work Policy
As an organization that partners with New York City public schools, afterschool service providers, families, corporate partners, and other stakeholders, Read Ahead recognizes that in-person work is required to achieve our mission moving forward. We have adopted a hybrid work policy to allow us to continue our work with students and schools as safely as possible.
The Manager, Program & Impact will typically work up to 4 days/week Monday – Thursday in-person at schools to perform essential job responsibilities, with a schedule determined by program needs and approved by their manager. When school is not in session such as during holiday weeks and breaks, on-site responsibilities can be expected up to 3 days/week at the Read Ahead office. Fridays will generally be a remote work day. Essential in-person responsibilities for this role include, but are not limited to:
- Lead in-person weekly program sessions working in partnership with key school and/or after school staff
- Meetings with Read Ahead staff and external stakeholders (e.g. bi-weekly staff meetings, bi-weekly program team meetings, quarterly school leadership and after school partner meetings, etc.)
- School recruitment and engagement events (e.g. Annual family nights at partner schools, PTA meetings or caregiver orientation workshops)
- Fundraising and donor cultivation events and event preparation (e.g. Read Ahead’s annual gala)
- Program, operations, and event support during key times of the year
In addition to the essential in-person job responsibilities described above, this role also includes other essential functions which may be performed remotely. A list of responsibilities is included below, and are subject to change based on organizational need.
Higher Ed Media Fellowship
We are reaching out from Citizens & Scholars about our Higher Ed Media Fellowship.
The award is for early to mid-career journalists who are interested in diving deeper into underreported issues in higher education.
Fellows receive a $10,000 award, mentoring support and expenses-paid professional development at our symposium.
Applications close February 15.
Assistant Principal of Humanities
Summary
The Assistant Principal is the assistant instructional leader and is ultimately responsible for assisting the Principal in ensuring that the school provides students with the skills, knowledge and experience necessary to succeed academically and socially. To do this, the assistant principal must have the skills needed to adeptly assist in facilitating and collaborating with faculty and staff; experience teaching using alternative pedagogy; ability to identify and use diagnostic and formative assessments; and ability to engage in and support classroom and organizational level inquiry to inform decision making. The assistant principal in conjunction with the guidance counselor will lead a grade group cohort from 9th-12th grades.
Successful candidates will have demonstrated alignment with the New Visions mission to empower young people by challenging them academically and providing them with the support they need to excel.
Essential Job Functions:
Curriculum, Instruction and Assessment
- Assist in delivering the academic preparation and requisite support for all students to be prepared to succeed in college and career
- Reinforce and institutionalize the implementation of New Visions Charter School practices through regular observation, coaching, and evaluation
- Foster connections between academic learning, the community, and the natural world
- Will be responsible for teaching, co-teaching, and model teaching in the classroom
Staff Development
- Assist in creating a professional community that focuses on instruction and assessment as the primary vehicles for improving student achievement and school culture
- Motivate teachers to continue to develop their content knowledge and instructional repertoire, and provide the resources needed for them to do so
School Culture
- Assist in building a school culture that evidences high expectations for courtesy, respect, compassion, and an intellectually engaged environment for both students and adults
- Ensure a safe, supportive, and productive environment for students, staff, and families
- Model effective instructional practices in staff meetings, professional development sessions, and team meetings
- Cultivate strong partnerships with community organizations and regional and national partners
- Oversee extra-curricular activities, Saturday School, and after-school programs
- Cultivate strong partnerships with community organizations and regional and national partners
- Implement behavior/discipline modification plan for grade group cohort in conjunction with the guidance counselor
Required Education and Experience:
- Master’s degree in Education, School Leadership, or Education Administration/Management
- 7+ years experience (teaching, counseling, leadership) at the high school level, with a history of improving student outcomes
- 2+ years of coaching and supervising educators
- New York State School Building Leader or School District Leader certification required
- Experience in an urban public school is strongly preferred
Required Knowledge and Skills:
- Demonstrated leadership capabilities, including management and team-building skills
- Experience with supervising, evaluating, and professional development of teachers and teachers-in-training
- Experience implementing pedagogical strategies and developing a curriculum relevant to the New Visions Charter School model including, but not limited to challenge-based curriculum, inquiry, data-based decision making, analysis of student performance on an ongoing basis, alternative use of time through scheduling and programming, systems of adult learning
- Rigorous approach to problem-solving – collecting all relevant information, consulting diverse perspectives, and creating feedback systems
- Passion for creating a school community that supports the development and achievement of all students, particularly those underserved and at-risk in other school settings
- Recognition of self as a learner, able to identify areas for growth, and commitment to working in these areas
- Experience and zeal for working in an entrepreneurial environment
- Commitment to democratic governance and collaborative, data-based decision-making
- Excellent interpersonal and communication skills
- Experience working on school culture and discipline{[
- Demonstrated commitment to the school’s vision and mission
- Knowledge and experience supporting advisory for SEL and academic support
Physical Requirements:
- Light lifting may be required
Supervisory Reports:
- ELA, Social Studies, World Language, PE/Health, GLT 11
Disclaimer:
The statements herein are intended to describe the general nature and level of work being performed by the employee in this position. These statements are not intended to be construed as an exhaustive list of all responsibilities, duties, and skills required of a person in this position.
Pay Range
$135,000 minimum to $175,000 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.
MELS (Queens) Has Immediate Teacher Positions in Multiple Subjects (6-12)
We are currently hiring for positions (starting immediately) in the following subjects:
- Math
- Special Education
- Spanish
You can learn more about MELS and our unique approach here:
Community Roots Charter School, K-8 Teaching Positions 2024-2025
Community Roots Charter School, K-8 Teaching Positions 2024-2025
About the Position:
We are looking for K-8 classroom teachers with certification in elementary school, secondary school content area certification (Art, Humanities, Math, Science, Performing Arts, Physical Education, and Spanish) and special education for the upcoming 2024-2025 school year. Community Roots offers Integrated Co-Taught (ICT) classes for all K-5 classrooms and all 6-8 grade core content areas.
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 2024-25 ranges from $64,920.96 to $120,513.43
- 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
High School Special Education Teacher
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
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
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.
Salary Information
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
For over three decades, New Visions for Public Schools has played a central role in improving the quality of New York City public schools and removing barriers to the success of low-income students and students of color.
New Visions focuses on providing educators with the tools, resources, and support to build and continuously improve strong and responsive systems. These include major investments in student planning tools, free and high-quality curriculum, and innovative career & college preparatory programs.
Equal Employment Opportunity Statement
New Visions for Public Schools 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.
New Visions believes that our teams should reflect the diverse communities we serve and that our culture and internal structures should be inclusive and equitable for all employees. We also recognize that perspectives from communities that have been historically marginalized are critical to the work we do. Hence, we strongly encourage applications from individuals living in the communities that we serve or who are members of historically marginalized communities.
New Visions provides a comprehensive and competitive compensation and benefits package in addition to the opportunity to make a significant impact on education reform and in the lives of urban youth.
Training and Development
Job Description
Position: Training and Development
Department: Metropolitan Parent Center
Position reports to Director, MPC
Introductory Period: As per agency policy and procedure (Employee Manual)
Exemption Status: This position is exempt and is not eligible for overtime pay for hours work in excess of 35 during a single calendar week (Monday-Sunday)
Scope of Position: Under the supervision of the Director MPC, Trainer will provide the following primary services.
- · Parent Training and Information Center, PTIC, training to diverse audiences
- · Individual consultation, information, and referral
- · Outreach
Scheduled Hours: In person, this position doesn’t offer remote option, full-time Monday-Friday (some Saturdays/year for outreach events)
Sinergia’s Metropolitan Parent Center, one of the three federally funded Parent Training and Information Centers (PTIC) in New York City seeks a Trainer to join its Parent Center staff, which provides information and training especially to families of students with disabilities throughout New York City.
We are seeking a full-time team member who is knowledgeable about New York Early Intervention (birth through 3), Early Learning, and K-12 Public Education systems and who supports cultural diversity, belonging, and inclusion for students with disabilities. The right candidate will be effective in providing training to adult learners, including youth with disabilities, and in being a collaborative partner with others in various systems for children, youth, and young adults (0-26) with disabilities
Position Summary: A Parent Trainer’s role is to provide seamless support to families by providing pertinent information to guide and educate them in assessing choices and making decisions regarding their child/youth with special educational needs. The Parent Trainer provides evidence-based informational resources, training, and one-to-one support, as needed, and facilitates collaborative partnerships with local, regional, and state nonprofits, for-profit and government entities, and their representatives for system change. Trainer will document and evaluate the quantity and quality of programming delivered.
Primary Responsibilities for PTIC Training:
· To develop and or update existing curricula as needed, in English and Spanish, for training for parents, professionals, and self-advocates on the educational system related to IDEA, the Individual Disabilities Education Act.
· Scheduling and presenting live sessions, hybrid, and standalone webinars, including the “Advocacy for Parents Providing Leadership in Education”, APPLE Academy, MPC curriculum for parent leadership classes.
· Assist with the distribution of materials to individuals requesting information or inquiring about training opportunities.
· Identifying and scheduling guest presenters
· Physical setup of in-person or virtual / hybrid workshops, conferences, or resource information at fairs
· Promote the mission and goals of Sinergia through outreach to families, health care providers, educators, hospitals, schools, agencies, and others.
· Represent the agency and the Metropolitan Parent Center in outreach activities such as community resource fairs and round tables among other opportunities to do advocacy.
· Maintaining complete and up-to-date records of training attendance, evaluation, and other data points in Salesforce as required in Parent Center’s work plan.
Primary Responsibilities for Individual consultation, information, and referral:
· Consultation incidental to training – provide consultation services to workshop attendees including information and referral, and record promptly case interactions in database.
Shared Responsibilities:
· Outreach: As needed and assigned participate in outreach events and activities, generate content for social media and website
· Networking: As needed and assigned, participate in community meetings, provider groupings, etc.
· Representation of agency: As needed and assigned, represent Sinergia at government agency meetings, local and regional conferences, etc.
· Under the Program Director’s guidance, sit on committees, taskforce groups, councils, and other community meetings. Collaboration with educators and professionals and other community agencies who provide special education, early intervention, transition, and related services.
· Attend required programs and all staff meetings and training and workshops and assigned state and national professional development events.
· Traveling as needed for company events and training.
Professional Conduct:
· Adhere to expected work hours/shifts and to maintain punctuality when reporting to work.
· Maintain absolute confidentiality about all individuals served and personnel records.
· Maintain a timely record of contacts and actions taken in Salesforce.
· Abide by all agency policies as outlined in the employee manual.
· Maintain good work habits and teamwork relationships with the rest of the Metropolitan Parent Center team and agency staff in general.
Required Qualifications:
· Possess knowledge of rules and regulations regarding the implementation of the Individuals with Disabilities Education Act (IDEA), Section 504, Early Intervention, Special Education, section 504, and youth transition services. (Training will be provided to fill knowledge some gaps)
· Pass a background check.
· Preference is given to a parent/guardian or a family member of a person with disabilities.
· Bilingual English – Spanish
· Have some connections into the disability community and local groups.
· Demonstrate ability and commitment to facilitate online parent groups and webinars through program social media pages, web conferencing and related cloud-based platforms.
Skills Required:
· Excellent verbal and written communication skills, in English and Spanish
· Experience working with families of individuals with intellectual / developmental disability.
· Leadership, Classroom Management, Project Management
· Curriculum development, lesson planning, and implementation
· Possess excellent organizational skills, be able to manage their time, and meet deadlines working independently.
· Have experience with public speaking and facilitating parent group conversations.
· Have strong customer service skills. Be able to communicate with people of all demographics. (Written and verbal communication skills)
· Research Skills, Navigating Databases, Microsoft 365
· Preference is given to those with a master’s degree in a relevant field (Social Work/Human Services, Education, Program Management, etc.) or a Bachelor’s degree or five years of related work experience instead of a degree
What We Offer:
· Competitive salary and benefits package.
· Opportunities for career advancement, including participation in regional and national conferences.
· A supportive and collaborative work environment.
· An opportunity to make a difference in the lives of individuals with special needs and their families in New York City.
Salary range: $60,000-$80,000
If you are a creative, driven, and enthusiastic individual with a passion for training, we would like to hear from you. Join us in helping our team reach their full potential. Apply today via Careers@sinergiany.org and be a part of our exciting journey.
Sinergia Inc is an equal-opportunity employer. We welcome candidates of all backgrounds to apply.
*NOTE* this job description is not intended to be all-inclusive. Employees may perform other related duties as negotiated to meet the ongoing needs of the organization. Job descriptions are revised periodically to meet the needs of the organization.
Open Teaching Positions at Amani
Amani Public Charter School, located in Mount Vernon, NY, is seeking passionate and dedicated teachers to join our team for the 2023-2024 school year. We are currently hiring for the following positions:
– Math Teacher (Middle School)
– Art Teacher
– Special Education Teacher
– Science Teacher (Middle School)
About Amani:
– Public charter school serving grades 5-8
– Located in Mount Vernon, NY (25 mins from NYC)
– Mission is to provide students with academic and critical thinking skills to succeed in high school, college, and future careers.
– Equal opportunity employer that values diversity and encourages applicants from all backgrounds.
Qualifications:
– Bachelor’s degree required, Master’s preferred
– NYS Teaching Certification required
– Experience working in an urban school environment
– Strong communication and collaboration skills
– Commitment to professional development
Responsibilities:
– Develop engaging and differentiated lesson plans
– Use data to inform instruction and track student progress
– Create positive classroom culture with high expectations
– Communicate frequently with students, families
– Participate in regular observations, feedback, and professional development
We offer a competitive salary and excellent benefits package. Jobs are full-time and in-person.
Chief Operating Officer at ExpandED Schools
Chief Operating Officer
Background
ExpandED Schools is dedicated to ensuring that all young people in New York City have access to enriching programs that affirm their identities, teach them valuable skills, and spark new possibilities in and out of the school day. In order to achieve this mission, ExpandED provides K–12 programs with curricula and support; trains educators; and advances the sector through policy and research. ExpandED envisions a vibrant, stable, and equitable publicly-funded system of school-community partnerships so that all New York City children thrive.
Founded as The After-School Corporation (TASC) in 1998 through a challenge grant from the Open Society Foundations (then the Open Society Institute), ExpandED Schools was the first organization established to build a citywide system of daily comprehensive after-school programs for kids in kindergarten through high school. ExpandED laid the foundation for New York City to construct the nation’s largest publicly funded K-12 after-school system.
The organization today reaches more than 70,000 children and 900 programs per year throughout New York City to ensure that young people throughout the five boroughs have access to innovative, engaging ways of learning to enable them to reach their full potential. Over the last two decades, ExpandED Schools’ program, research and policy efforts have led to increased recognition of the academic, social, and emotional benefits of afterschool, increased funding, and new models for school-community partnership. Located in midtown Manhattan at 11 West 42nd Street, ExpandED Schools has a staff of approximately 60 and an annual budget of approximately $15 million.
The Opportunity
ExpandED Schools seeks an entrepreneurial, strategic, and passionate Chief Operating Officer with the expertise to help shape and advance ExpandED’s strategy while ensuring its long-term sustainability and its responsiveness to a changing environment. As chief problem-solver and cross-organizational cheerleader and coach, the COO serves as the internal chief for people and operations for the 60-person ExpandED staff, shapes our culture and staff development systems, and plays a critical role in our efforts to strengthen diversity, equity and inclusion. Driving results and continuous improvement, the COO oversees our research team and supports evidence-based decision-making throughout the organization. Reporting to the President & CEO, the COO supports all key operations functions of a highly dynamic and adaptive organization.
Duties & Responsibilities
The Chief Operating Officer has the following responsibilities:
- Advance the organization’s core strategies.
- Work closely with the President and cabinet members to manage the processes that enable us to develop, implement and adapt ExpandED’s strategy in response to changing conditions.
- Develop, refine and advance materials that effectively communicate ExpandED Schools’ broad strategy to internal and external stakeholders.
- Support all departments in executing operational expectations with special attention to the alignment of resources and priorities.
- Drive continuous improvement and impact.
- Shape and advance organizational data collection, data-driven decision-making, research & evaluation.
- Monitor and report on progress towards goals.
- Nurture an effective culture.
- Cultivate a collaborative organizational culture that promotes diversity, equity and inclusion in order to meet our goals.
- Facilitate efficient and accountable interdepartmental communication and collaboration.
- Supervise and mentor staff.
- Directly supervise the HR & Administration Manager and Senior Director of Research.
- Shape and advance culture and staff development systems, including human resources, salaries and benefits, individual and group professional development opportunities, and team-building events to build community.
- Oversee operations of complex and dynamic organization.
- Assess and refine ExpandED’s organizational structure to respond to priorities and team needs.
- Develop and reinforce policies and practices that reflect ExpandED Schools’ mission, values and priorities.
- In conjunction with Chief Financial Officer and budget managers, develop ExpandED Schools’ annual budget, ensuring its alignment with organizational priorities.
- Serve as the primary liaison to ExpandED Schools’ pro bono counsel.
- Oversee management of office space including leading negotiations and communication with subtenants and landlord, and actively seeking ways to economize on administrative expenses.
- Oversee ExpandED’s technology use, identifying, developing and implementing solutions to make organizational processes, communication, document storage and other functions more efficient.
- Serve as an impeccable senior administrator for the organization, representing the organization in city, state, and federal registration systems, reviewing and serving as signatory on most major consultant contracts and purchases.
Desired Qualifications:
- Outstanding organizational and project management skills, motivation to self and others, and orientation to detail.
- Demonstrated effectiveness in designing and implementing systems that support successful strategy execution and change management processes.
- Deep commitment to ExpandED Schools’ vision of an equitable public education system that prepares young people for long-term success.
- Strong cultural competence with respect for and knowledge of the cultures of stakeholders we work with and communities we serve and an ability to lead deeper understanding and positive practices to advance diversity, equity and inclusion within the organization.
- Capability to develop and manage a complex $15M organizational budget with multiple public and private sources.
- Avid and curious user of technology to solve problems, interest in building new and more efficient systems, and comfort using Word, Excel, PowerPoint, and Google suite products.
- Capability and enthusiasm for managing people and teams to produce high-quality work in a fast-paced environment while nurturing a strong organizational culture.
- Experience leading initiatives connected to public schools and/or afterschool programs, preferably in New York City.
- Willingness and ability to travel within New York City and occasional overnight trips.
Salary Range: $188,000 – $205,000
Benefits: ExpandED Schools offers competitive salaries commensurate with experience and a comprehensive benefits package for full-time and eligible part-time employees, including:
- Medical, dental and vision plans for employees and dependents, largely subsidized by ExpandED
- Health, dependent care and transit pre-tax accounts
- Employer-paid life insurance and supplemental disability coverage
- Paid time off package which includes 24 vacation days, 8 sick days, and 13 paid holidays
- 403b retirement plan with eligibility for employer contribution of 5% of annual compensation after one year of employment (no match requirement)
- Commitment to work-life balance
- Partial tuition reimbursement offered to employees after six months of service
- Professional development opportunities, including funds for training and coaching
ExpandED Schools believes in the importance of being a diverse, equitable and inclusive organization that enables our students and staff to thrive. We are committed to building a talented team that reflects diverse backgrounds and experiences. ExpandED Schools is an equal opportunity employer, and as such, we hire without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status or disability.
Assistant Director of Development (Bard Early Colleges, NYC, NY)
Job Title: Assistant Director of Development (Bard Early Colleges, NYC, NY)
Position Overview:
The Assistant Director of Development is a full-time, exempt position of Bard Early College. The successful candidate will excel at working in a community that is broadly diverse with regard to race, ethnicity, socioeconomic status, gender, nationality, sexual orientation and religion.
The Assistant Director of Development is charged with increasing philanthropic support for the BEC Schools and strengthening their visibility. This opportunity comes at a critical and exciting time for Bard Early College: the organization is in its 20th year, celebrating the successful launch of new schools and initiatives, and helping to lead a national conversation on rethinking college access in the public sphere. The Assistant Director of Development will report to the Deputy Director of Bard Early College and will supervise the Donor Relations Manager.
About the Bard Early Colleges:
The Bard Early Colleges (BEC) are founded on the belief that, for many young people, college can and should start at an earlier age. Bard Early College’s simple idea – to begin serious college study in place of the traditional 11th and 12th grades, at no cost to students or families – has had an extraordinary impact on young people and on education innovation and equity in America.
The Bard Early Colleges offer a truly unique home for young people’s intellectual ambition: as both tuition-free, branch campuses of Bard College and public high schools, they award a high school diploma and a Bard College Associate in Arts degree (and 60 transferable credits) by the end of the 12th grade. Students are taught by college faculty in undergraduate, seminar classes, all deeply rooted in the liberal arts and sciences, in Bard College’s commitment to excellence in teaching, and in Bard’s mission as a private college in the public interest.
Now entering its third decade, the Bard Early College network enrolls over 3,000 young people in campuses in NYC; Newark, New Jersey; New Orleans, Louisiana; Cleveland, Ohio; Baltimore, Maryland; Washington, D.C.; and Hudson, New York. Over 80% have completed bachelors degrees after graduating from the Bard Early College – far above the national average – and more than half are first-generation college students.
Those nine campuses are supported by a central leadership team, which is a division of Bard College. Bard invites applications for a creative, proactive, and mission-driven individual who will join that team as Assistant Director of Development.
Roles & Responsibilities:
Fundraising Strategy and Execution
- In coordination with the BEC network team, develop a proactive and achievable fundraising plan that includes clear goals, benchmarks, and indicators for success.
- Develop and implement acquisition, cultivation and solicitation plans.
- Maintain a portfolio of major donors.
- Maintain detailed records and tracking of stewardship and reporting activities. Maintain a detailed donor database with prospective, current and past donors.
- Make direct, face-to-face solicitations, and assist other staff with their solicitation (eg. provide portfolio development support, strategic counsel, and help with donor communications).
- Acknowledge donors through public and private recognition.
- Collaborate with Alumni/ae engagement coordinator to grow alumni giving and develop a long term fundraising strategy.
- Analyze and organize alumni demographics to plan targeted campaigns and events.
- Plan, execute, and manage virtual and in-person events with current and prospective funders.
External Communications
- To build relationships across the community of BEC supporters leading to greater philanthropic support. At the end of one year, the successful candidate will have increased the number of major gifts and the total amount of financial support from individual donors.
- Collaborate with the Donor Relations Manager and the Communications and Program Manager to craft materials to engage current and prospective funders, specifically major donors, including newsletters, campaigns and social media presence.
- Provide leadership and mentorship to supervising staff and ensure staff have the skills, tools, support, input, and feedback they need.
Compensation:
While salary will be commensurate with experience, the expected range is between $90,000 and $110,000.
Location:
New York City, NY
Expected start Date: January or February 2024
We are pleased to offer our full-time employees an excellent benefit package which includes; multiple heath insurance options; TIAA retirement plans; generous vacation, sick, and personal time; and more. To learn more about employee benefits and eligibility at Bard College, please visit https://www.bard.edu/humanresources/benefits/.
Qualifications:
The Assistant Director of Development should be, above all, passionate about improving public education for young people and committed to educational opportunity, equity, and excellence. Successful candidates will be able to express themselves with clarity, tact, and conviction and will be comfortable in soliciting donations and support.
The successful candidate for the position will possess the following qualifications:
- Bachelor’s degree with 7 years of demonstrated success in fundraising
- Excellent writing and communication skills
- Responsive and reliable, with strong project management and time management skills
- Demonstrated ability to work successfully in multi-faceted, team-oriented environment, as well as the ability to work independently
- Experience cultivating successful relationships with donors
- Close attention to detail and accuracy
- Working familiarity with basic data management tools and other digital tools, primarily including Microsoft Excel and Google Suite.
Physical Demands:
- Must be able to sit for extended periods of time and work in standard office environment
- Must be able to occasionally lift 20 pounds
- Occasional travel (estimated once per month) to Annandale-on-Hudson, NY and to other BEC sites
Bard College is an equal opportunity employer and we welcome applications from those who contribute to our diversity. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, mental, or physical disability, age, sexual orientation, gender identity, national origin, familial status, veteran status, or genetic information.
Bard is committed to providing access, equal opportunity, and reasonable accommodation for all individuals in employment practices, services, programs, and activities.
Product Marketing Manager
About the Role
We are looking for a thoughtful and passionate Product Marketing Manager to join our team. You will work directly with product managers, designers, and stakeholders to tell the story of New Visions and help establish and grow the systems we offer to solve the most complex problems in urban K-12 education.
This is an exciting opportunity to have an impact on a mission-driven organization, founded in equity, with ambitious goals to influence a long-established industry. In this role, you will join the Marketing & Communications team to help evangelize data-driven marketing best practices across the organization and communicate the important work that New Visions is doing to multiple stakeholders and audiences.
What You’ll Do
You’ll be an expert in New Visions’ products, key verticals, and user types to help the team strategize prospective user acquisition, engagement and retention campaigns. You’ll implement marketing strategies to increase user awareness and engagement, and ideate new and creative ways to deepen the products’ relationship with its users. You’ll develop pricing and subscription strategies for products and services and operationalize the way we deliver product releases to our users.
Who You Are
You are passionate about mission-driven product work that has a tangible impact on opportunities and outcomes for young people. You are able to collaborate to achieve the best outcomes and also work independently to strategize new ideas and solutions to problems. You are dedicated to continuous improvement, seeking-out opportunities to develop your skill set and share what you learn with your teammates. You are clear in articulation of intent and goals, and you know how to use data and research to measure the success of your work. This role also requires:
- 3+ years developing product marketing strategies for web applications and subscription-type packages, preferably in the education space
- Multi-channel B2B and B2B2C marketing experience with a thorough understanding of acquisition, engagement, retention, and analytics
- Strong analytical skills including the ability to analyze data, prepare and interpret reports and communicate actionable results, findings and recommendations
- Ability to communicate technical products in easy-to-understand formats for a variety of different audiences
Pay Range
$89,836 minimum to $160,986 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.
Executive Director, Ed Trust New York
ABOUT THE ORGANIZATION AND THE OPPORTUNITY
The Education Trust (Ed Trust) seeks an Executive Director to lead the Ed Trust–New York (ETNY) office. The Executive Director will champion and steward the work of the ETNY team in service of Ed Trust’s mission: to close opportunity gaps that disproportionately affect students of color and students from low-income families.
The Executive Director sets the vision that inspires and motivates staff, funders, and partners to rally around our mission to remedy gaps in opportunity, access, and achievement for students of color and students from low-income families in New York. This position serves as a member of the organization-wide Senior Leadership Team and leads the multi-layered, mission-driven ETNY office of policy, research, communications, government affairs, and operations professionals. The Executive Director enhances ETNY’s presence in the state as a leading advocate for educational equity and justice, setting the organization’s policy agenda and serving as the primary spokesperson and fundraiser to advance our policy, research, and advocacy agenda. This role is ideal for a leader who thrives in a fast-paced environment and has the breadth and depth of knowledge and experiences to lead on and speak to a range of equity issues for New York students.
Ed Trust is committed to advancing policies and practices to dismantle the racial and economic barriers embedded in the U.S. education system. Through our research and advocacy, Ed Trust improves equity in education from preschool through college, engages diverse communities dedicated to equity and justice, and increases political and public will to build an education system where all students will thrive.
Available immediately, the Executive Director works primarily from a home office and travels frequently throughout the state of New York and New York City. Only candidates who reside in New York or New Jersey will be considered. The Executive Director reports to the Senior Vice President and supervises a mid-size team (e.g., 8-10 full time employees).
ABOUT THE ROLE
The responsibilities and objectives for this role include, but are not limited to, the following:
- Lead a dynamic and healthy team, and ensure a culture of identifying and retaining diverse talent, coaching and developing employees, succession planning, and managing and assessing performance
- Set and measure Ed Trust–New York’s strategic vision, long-term goals, and priorities, defining accountability metrics and tracking success
- Identify processes and policies for the organization that need improvement to support a positive, healthy work environment
- Monitor and evaluate professional development needs for the New York office; identify resources necessary to support continuous improvement and skill-building of New York staff
- Cultivate and secure philanthropic, individual, and corporate investors to meet annual fundraising objectives and ensure long-term financial sustainability for the organization’s policy, research, and advocacy agenda
- Serve as the chief spokesperson for Ed Trust–NY, maintaining a personal brand and profile that uplifts organizational priorities and strengthens relationships with media, policymakers, community leaders, educators, and funders (e.g., through board and task force membership)
- Review and approve all external-facing reports and collateral that reflect Ed Trust’s commitment to being data-driven and rooted in facts
- Set the organization’s policy agenda, including identifying new concepts to be pursued, and manage key government and agency relationships in service of the New York policy and advocacy priorities
- Foster effective coordination and communication within the New York office and across Ed Trust’s National, Regional, and state offices to build mutual support for one another’s work and to align across teams and offices around organization-wide priorities
- Approve and manage the New York office’s budget and resources in line with strategic priorities and grant commitments
IDEAL SKILLS AND CHARACTERISTICS
- Shared belief in Ed Trust’s mission and a commitment to improving educational equity with a focus on racial equity
- Dedication in contributing to and maintaining an equitable working environment
- Exceptional written and verbal communication skills, including public speaking and presenting
- Strategic thinking skills that unify large groups with diverse perspectives
- Strong relationship-building and collaboration skills with internal and external stakeholders
- High emotional intelligence, professional maturity, and problem-solving skills
- Willingness to provide constructive feedback to others; as well as to receive and act upon feedback
- Ability to speak on and represent organizational interests across a myriad of education subjects and areas
- Ability to exercise decisiveness and sound judgement in a complex political environment
- Ability to build and manage teams across lines of difference in a remote work context, tailoring supports based on staff member needs
QUALIFICATIONS AND EXPERIENCE
The ideal candidate will possess the following qualifications and experience:
- Bachelor’s degree required; an advanced degree in public policy, organizational development, nonprofit management, community development, or a related field is a plus
- Extensive leadership experience, with a track-record of creatively building coalitions to advance organizational policy and advocacy goals
- Extensive knowledge in the areas of early childhood and P-12 policy in the state of New York and in New York City, including experience setting policy agendas from an equity lens
- Nuanced understanding of the advocacy landscape in the state of New York and New York City
- Experience developing and operationalizing vision and strategy through collaborative and innovative executive-level leadership
- Experience fundraising with private foundations
COMPENSATION
This position falls in Level I of our salary structure for our New York office. The new hire offer range for this position is anticipated to be between $176,990 and $221,240, and offers are rarely offered at the top of this range. Offers will be commensurate with skills and experience.
The Education Trust prioritizes the health and well-being of its employees and, to that end, offers a highly competitive benefits package. Medical, dental and vision insurance are covered at 100% for the employee, with significant coverage also offered for spouses, domestic partners, and dependents. We provide sick leave, vacation leave, and personal leave, and we follow the federal government for most holiday closures. To ensure staff have synchronous opportunities for rest and renewal, the office is closed for a week-long summer break and a week-long winter break. Among other offerings, we provide an Employee Assistance Program at no cost to the employee, and a generous 7% contribution opportunity on a 403(b)-retirement plan.
VACCINATION FOR COVID-19
At The Education Trust, the health and safety of our employees is of the utmost importance. As such, all Education Trust employees are required to be fully vaccinated and remain up to date on their vaccinations for COVID-19. New hires should be fully vaccinated and up to date on their COVID-19 vaccinations prior to their first day of work. Requests for accommodations due to medical or religious reasons will be reviewed by Human Resources.
Coordinator, New York Programs
About BEAM
The mission of BEAM is to create pathways for students from low-income and historically marginalized communities to become scientists, mathematicians, engineers, and computer scientists. Led by staff with these same technical backgrounds, BEAM believes that pathways to STEM careers are created through community, individual support, and access to advanced work that typically lies outside most school curricula. We work to directly support students and to transition them to other supportive enrichment programs that enable their future success.
BEAM’s model provides continuous support from middle school through college graduation, including intense academic summer programs for middle school students (after 6th and 7th grade), weekend classes and mentoring, and STEM-focused support through college. Our program includes not just access to learning advanced math but also support finding and applying to other opportunities, including support with college admissions and financial aid. In addition to our academic content, bringing students into community is a key part of our mission and all of our work is designed to support that goal.
BEAM has grown from a small summer program serving 17 students in the summer of 2011 to a year-round, national program, serving 420+ students at six summer program sites and 600+ students in year-round programming in New York City and Los Angeles this school year. In addition, our BEAM National pilot program now reaches over 500 elementary-aged students in seven different states, working to create a new nationwide pathway modeled on our local work.
With our recent strategic plan, our team has committed to transforming the organization from a successful startup to a more mature and scalable organization that can drive change across the country.
About the role
The responsibilities of the Coordinator, New York Programs are primarily about building relationships with students and families. This involves supporting admissions and registration to our summer programs for rising 7th and 8th graders; providing academic advising and coordinating communications with 8th graders, especially around the student’s high school admissions process; supporting Saturday programs and year round events. Additional key responsibilities include with summer program logistics and communication efforts, along with other administrative work as needed on the New York Programs team.
Each year, we admit 200 rising 7th graders and 80 rising 8th graders into our summer programs. During their 8th grade year, we support the cohort of 8th grade students in their first year of BEAM’s Pathway Program, a 10-year long commitment that includes enrichment and academic advising support.
COVID-19 Note: Proof of COVID vaccination (and a booster shot when eligible) will be required before working in-person at the office or BEAM events/programming. Other precautions for student and staff safety (including updated boosters) may be taken as needed.
KEY RESPONSIBILITIES
- Support advising for our 8th grade cohort, approximately 80 students. (20%)
- Use BEAM’s model to provide individual academic advising to students, including:
- Advising 8th graders through the High School Admissions process in New York City
- Support BEAM students academically via office hours and, when applicable, skills-based workshops.
- Supporting students in identifying academic goals and obstacles
- Helping students seek academic opportunities aligned with their interests
- Build strong relationships with students and families to create sense of community at BEAM
- Communicate with students regularly about academic enrichment opportunities both through and external to BEAM
- Collaborate with the Enrichment Coordinator to support students with applications to external enrichment opportunities, which includes:
- Finding good-fit external academic enrichment programs
- Reviewing enrichment program application essays
- Ensuring timely submissions of external enrichment applications
- During the fall term, support 8th grade advising at Saturday class programming
- Maintain accurate records of communications, student progress, and other relevant data by tracking in Salesforce
- Use BEAM’s model to provide individual academic advising to students, including:
- In collaboration with the Pre-College Programs Manager, co-coordinate BEAM’s summer program admissions and registration (40%)
- Manage admissions and registration communications with students and families
- Create communications plan, including developing templates used to share information about the program with prospective students and families, and following up regarding completing admissions materials
- Communicate with families and students via email, text, and phone
- Reply to programmatic/admissions questions from prospective students and families via email, text, and phone
- Travel to partner schools to administer admissions assessments during late winter/early Spring: may include schools in Manhattan, Queens, Brooklyn and the Bronx
- During the BEAM summer program registration process:
- Communicate with students about their admissions status
- Coordinate outreach to ensure families complete registration in time
- Ensure student data entry and registration forms are completed before the start of summer programs
- Manage admissions and registration communications with students and families
- Supporting Summer Programs (25%)
- Serve as site administrative support at the Discovery program, including:
- Supporting daily operations by supporting communication to staff,
- Coordinating meals or field trips, or
- Performing other logistics and administrative tasks necessary to run the program successfully.
- Set up for the Discovery summer program, including:
- Determining student class schedules during BEAM summer programming
- Support coordinating student public transportation travel plans to and from the campsite during the summer.
- Participating in organization-wide summer planning committees
- Serve as site administrative support at the Discovery program, including:
- Provide general administrative support to other NY programs as needed
QUALIFICATIONS
The ideal candidate would have the ability to quickly build rapport with students and be able to identify tools to help them grow academically. They would be excited about learning and implementing systems that help BEAM operate year-round and in the summer.
We expect applicants will have the following qualifications:
- Strong communication and interpersonal skills, both written and verbal,
- A sense of empathy and demonstrated sensitivity, especially when working with students from diverse backgrounds
- An understanding of academic pathways for middle school students,
- Organization skills with strong attention to detail,
- A highly collaborative spirit,
- A knack for solving problems,
- An ability to balance logistical details.
Significant pluses may include:
- Past work experience with students from the communities we serve,
- Demonstrated commitment to BEAM’s mission and values,
- Knowledge and comfort using the following applications:
- Salesforce or another CRM
- Excel and/or Google Sheets
- A graphic design tool, e.g. Canva or the Adobe Creative Suite
- Experience with STEM education, STEM research, or STEM outreach
- Degree or studies in fields related to BEAM’s work, such as mathematics, computer science, education, etc.
- Verbal/written Spanish language fluency
SALARY, BENEFITS AND OTHER DETAILS
The expected salary range for this position is $50,000 – $62,000, depending on experience and background.
BEAM provides a number of benefits including:
- Flexible working hours
- Health, dental and vision benefits including health plan options that are free for individuals
- 12 paid holidays including an office closure
- 15 days of paid annual leave to start, and will increase by one day for each year worked for your first 5 years of employment
- Paid sick leave
- 12 weeks paid maternity/paternity leave
- 403(b) Retirement Plan
- Student loan reimbursement
- Pre-tax commuter benefits
- Discounted health club membership
Director of Admissions at Bard High School Early College in Queens, NY
Job Title: Director of Admissions at Bard High School Early College in Queens, NY
About the Bard Early Colleges
Bard Early Colleges are founded on the belief that many high school–age students are eager and ready for the intellectual challenges of a college education. Bard Early Colleges act on this belief by providing younger scholars with a tuition-free, credit-bearing college course of study in the liberal arts and sciences following the 9th and 10th grades. Students are taught by college faculty and have the opportunity to earn up to 60 college credits and an associate in arts (A.A.) degree from Bard College, concurrently with a high school diploma. Bard Early Colleges begin preparing students for college work as early as the 9th grade and offer ongoing guidance and academic support.
Now in its third decade, the Bard Early College network serves over 3,000 students in campuses in The Bronx, Lower Manhattan, Queens, and Hudson, New York; Newark, New Jersey; New Orleans, Louisiana; Cleveland, Ohio; Washington, D.C.; and Baltimore, Maryland. Since 2003, Bard College has awarded more than 3,000 A.A. degrees to its early college students.
Bard High School Early College (BHSEC) Queens, a partnership between Bard College and the New York City Department of Education (NYDOE), invites applications for an Admissions Director to join our staff beginning in January or February 2024.
Position Duties
The Admissions Director will support all aspects of the outreach and student recruitment at BHSEC Queens. The Director will report to the Principal of BHSEC Queens and Bard Early College Network leadership.
The Director’s duties will include the following:
- Conduct outreach to students, families, schools, and youth-serving organizations, via high school fairs, schools visits, social media and other modes
- Plan and manage admissions events, such as open houses, new student orientations, summer bridge programming, and the school’s assessment, ensuring that the school meets its set-aside target of 73% of offers to students who qualify for free lunch
- Serve as liaison to middle schools, non-profit, community- and faith-based organizations
- Review admissions applications and assessments
- Coordinate with staff and faculty at the school to help process and grade assessments
- Recruit and train a group of student ambassadors to help with the admissions process
- Manage student enrollment data
- Become well-acquainted with, and help to inform the NYCDOE application process
- Represent strategic priorities as needed to key organizational partners, including foundations and policy makers
- Support other aspects of school planning as needed
Location: Bard High School Early College (BHSEC) Queens, 30-20 Thomson Ave., Long Island City, Queens, NY
Start Date: January or February 2024
Duration: Full-time ongoing
Compensation: $70,000 to $75,000
We are pleased to offer our full-time employees an excellent benefit package which includes; multiple heath insurance options; TIAA retirement plans; generous vacation, sick, and personal time; and more. To learn more about employee benefits and eligibility at Bard College, please visit https://www.bard.edu/humanresources/benefits/.
- B.A. (required)
- Experience working with students
- Familiarity with the education landscape in New York City (preferred)
- Facility with Microsoft Word, Excel, and other basic office software
- Strong interpersonal and organizational skills
- Strong written and oral communication skills
Training and Development
Job Description
Position: Training and Development
Department: Metropolitan Parent Center
Position reports to: Director, MPC
Introductory Period: As per agency policy and procedure (Employee Manual)
Exemption Status: This position is exempt and is not eligible for overtime pay for
hours work in excess of 35 during a single calendar week.
(Monday-Sunday)
Scope of Position: Under the supervision of Director MPC, Trainer will provide the
following primary services:
• Parent Training and Information Center, PTIC, training to
diverse audiences
• Individual consultation, information, and referral
• Outreach
Scheduled Hours: In person, this position doesn’t not offer remote option, full-time
Monday-Friday (some Saturdays/year for outreach events)
Sinergia’s Metropolitan Parent Center, one of the three federal funded Parent Training and
Information Center (PTIC) in New York City seeks a Trainer to join its Parent Center staff,
which provides information and training especially to families of students with disabilities
throughout New York City.
We are seeking a full-time team member that is knowledgeable about New York Early
Intervention (birth through 3), Early Learning, and K-12 Public Education systems and who
support cultural diversity, belonging, and inclusion for students with disabilities. The right
candidate will be effective in providing training to adult learners, including youth with
disabilities, and in being a collaborative partner with others in various systems for children,
youth, and young adults (0-26) with disabilities.
Position Summary: A Parent Trainer’s role is to provide seamless support to families by
providing pertinent information to guide and educate them in assessing choices and making
decisions regarding their child / youth with special educational needs. The Parent Trainer
provides evidence-based informational resources, training, one-to-one support, as needed, and
facilitates collaborative partnerships with local, regional, and state nonprofits, for-profit and
government entities, and their representatives for system change. Trainer will document and
evaluate the quantity and quality of programming delivered.
Primary Responsibilities for PTIC Training
• To develop and or update existing curricula as needed, in English and Spanish, for
training for parents, professionals, and self-advocates on the educational system related to
IDEA, the Individual Disabilities Education Act.
• Scheduling and presenting live sessions, hybrid, and standalone webinars, including the
“Advocacy for Parents Providing Leadership in Education”, APPLE Academy, MPC
curriculum for parent leadership classes.
• Assist with the distribution of materials to individuals requesting information or inquiring
about training opportunities.
• Identifying and scheduling guest presenters
• Physical setup of in-person or virtual / hybrid workshops, conferences, or resource
information at fairs
• Promote the mission and goals of Sinergia through outreach to families, health care
providers, educators, hospitals, schools, agencies, and others.
• Represent the agency and the Metropolitan Parent Center in outreach activities such as
community resource fairs and round tables among other opportunities to do advocacy.
• Maintaining complete and up-to-date records of training attendance, evaluation and other
data points in Salesforce as required in Parent Center’s work plan.
Primary Responsibilities for Individual consultation, information, and referral:
• Consultation incidental to training – provide consultation services to workshop attendees
including information and referral, and record promptly case interaction in database.
Shared Responsibilities:
• Outreach: As needed and assigned participate in outreach events and activities, generate
content for social media and website
• Networking: As needed and assigned, participate in community meetings, provider
groupings, etc.
• Representation of agency: As needed and assigned, represent Sinergia at government
agency meetings, local and regional conferences, etc.
• Under the Program Director’s guidance, sit on committees, taskforce groups, councils,
and other community meetings. Collaboration with educators and professionals and other
MPC Training and Development, 2023
community agencies who provide special education, early intervention, transition, and
related services.
• Attend required programs and all staff meetings and training and workshops and assigned
state and national professional development events.
• Traveling as needed for company events and training
Professional Conduct:
• Adhere to expected work hours/shift and to maintain punctuality when reporting to work.
• Maintain absolute confidentiality about all individual served and personnel records.
• Maintain timely record of contacts and actions taken in Salesforce.
• Abide by all agency policy as outlined in the employee manual.
• Maintain good work habits and teamwork relationship with the rest of the Metropolitan
Parent Center team and agency staff in general.
Required Qualifications:
• Possess knowledge of rules and regulations regarding the implementation of the
Individuals with Disabilities Education Act (IDEA), Section 504, Early Intervention,
Special Education, section 504, and youth transition services. (Training will be provided
to fill knowledge some gaps)
• Pass a background check.
• Preference is given to a parent/guardian or a family member of a person with disabilities.
• Bilingual English – Spanish
• Have some connections into the disability community and local groups.
• Demonstrate ability and commitment to facilitate online parent groups and webinars
through program social media pages, web conferencing and related cloud-based
platforms.
Skills Required:
• Excellent verbal and written communication skills, in English and Spanish
• Experience working with families of individuals with intellectual / developmental
disability.
• Leadership, Classroom Management, Project Management
• Curriculum development, lesson planning, and implementation
• Possess excellent organizational skills, be able to manage their time, and meet deadlines
working independently.
• Have experience with public speaking and facilitating parent group conversations.
• Have strong customer service skills. Be able to communicate with people of all.
demographics. (Written and verbal communication skills)
• Research Skills, Navigating Databases, Microsoft 365
• Preference is given to those with a master’s degree in a relevant field (Social
Work/Human Services, Education, Program Management, etc.) or bachelor’s degree or
five years related work experience instead of a degree.
What We Offer:
• Competitive salary and benefits package.
• Opportunities for career advancement, including participation in regional and national
conferences.
• A supportive and collaborative work environment.
• An opportunity to make a difference in the lives of individuals with special needs and
their families in New York City.
Salary range: $60,000-$65,000
If you are a creative, driven, and enthusiastic individual with a passion for training, we would.
like to hear from you. Join us in helping our team reach their full potential. Apply today via
Careers@sinergiany.org and be a part of our exciting journey.
Sinergia Inc is an equal opportunity employer. We welcome candidates of all backgrounds to
apply.
*NOTE* this job description is not intended to be all-inclusive. Employees may perform
other related duties as negotiated to meet the ongoing needs of the organization. Job
descriptions are revised periodically to meet the needs of the organization.
Training and Development
Job Description
Position: Training and Development
Department: Metropolitan Parent Center
Position reports to Director, MPC
Introductory Period: As per agency policy and procedure (Employee Manual)
Exemption Status: This position is exempt and is not eligible for overtime pay for hours work in excess of 35 during a single calendar week (Monday-Sunday)
Scope of Position: Under the supervision of the Director MPC, Trainer will provide the following primary services
- · Parent Training and Information Center, PTIC, training to diverse audiences
- · Individual consultation, information, and referral
- · Outreach
Scheduled Hours: In person, this position doesn’t offer remote option, full-time Monday-Friday (some Saturdays/year for outreach events)
Sinergia’s Metropolitan Parent Center, one of the three federally funded Parent Training and Information Centers (PTIC) in New York City seeks a Trainer to join its Parent Center staff, which provides information and training especially to families of students with disabilities throughout New York City.
We are seeking a full-time team member who is knowledgeable about New York Early Intervention (birth through 3), Early Learning, and K-12 Public Education systems and who supports cultural diversity, belonging, and inclusion for students with disabilities. The right candidate will be effective in providing training to adult learners, including youth with disabilities, and in being a collaborative partner with others in various systems for children, youth, and young adults (0-26) with disabilities
Position Summary: A Parent Trainer’s role is to provide seamless support to families by providing pertinent information to guide and educate them in assessing choices and making decisions regarding their child/youth with special educational needs. The Parent Trainer provides evidence-based informational resources, training, and one-to-one support, as needed, and facilitates collaborative partnerships with local, regional, and state nonprofits, for-profit and government entities, and their representatives for system change. Trainer will document and evaluate the quantity and quality of programming delivered.
Primary Responsibilities for PTIC Training:
· To develop and or update existing curricula as needed, in English and Spanish, for training for parents, professionals, and self-advocates on the educational system related to IDEA, the Individual Disabilities Education Act.
· Scheduling and presenting live sessions, hybrid, and standalone webinars, including the “Advocacy for Parents Providing Leadership in Education”, APPLE Academy, MPC curriculum for parent leadership classes.
· Assist with the distribution of materials to individuals requesting information or inquiring about training opportunities.
· Identifying and scheduling guest presenters
· Physical setup of in-person or virtual / hybrid workshops, conferences, or resource information at fairs
· Promote the mission and goals of Sinergia through outreach to families, health care providers, educators, hospitals, schools, agencies, and others.
· Represent the agency and the Metropolitan Parent Center in outreach activities such as community resource fairs and round tables among other opportunities to do advocacy.
· Maintaining complete and up-to-date records of training attendance, evaluation, and other data points in Salesforce as required in Parent Center’s work plan.
Primary Responsibilities for Individual consultation, information, and referral:
· Consultation incidental to training – provide consultation services to workshop attendees including information and referral, and record promptly case interactions in database.
Shared Responsibilities:
· Outreach: As needed and assigned participate in outreach events and activities, generate content for social media and website
· Networking: As needed and assigned, participate in community meetings, provider groupings, etc.
· Representation of agency: As needed and assigned, represent Sinergia at government agency meetings, local and regional conferences, etc.
· Under the Program Director’s guidance, sit on committees, taskforce groups, councils, and other community meetings. Collaboration with educators and professionals and other community agencies who provide special education, early intervention, transition, and related services.
· Attend required programs and all staff meetings and training and workshops and assigned state and national professional development events.
· Traveling as needed for company events and training.
Professional Conduct:
· Adhere to expected work hours/shifts and to maintain punctuality when reporting to work.
· Maintain absolute confidentiality about all individuals served and personnel records.
· Maintain a timely record of contacts and actions taken in Salesforce.
· Abide by all agency policies as outlined in the employee manual.
· Maintain good work habits and teamwork relationships with the rest of the Metropolitan Parent Center team and agency staff in general.
Required Qualifications:
· Possess knowledge of rules and regulations regarding the implementation of the Individuals with Disabilities Education Act (IDEA), Section 504, Early Intervention, Special Education, section 504, and youth transition services. (Training will be provided to fill knowledge some gaps)
· Pass a background check.
· Preference is given to a parent/guardian or a family member of a person with disabilities.
· Bilingual English – Spanish
· Have some connections into the disability community and local groups.
· Demonstrate ability and commitment to facilitate online parent groups and webinars through program social media pages, web conferencing and related cloud-based platforms
Skills Required:
· Excellent verbal and written communication skills, in English and Spanish
· Experience working with families of individuals with intellectual / developmental disability.
· Leadership, Classroom Management, Project Management
· Curriculum development, lesson planning, and implementation
· Possess excellent organizational skills, be able to manage their time, and meet deadlines working independently.
· Have experience with public speaking and facilitating parent group conversations.
· Have strong customer service skills. Be able to communicate with people of all demographics. (Written and verbal communication skills)
· Research Skills, Navigating Databases, Microsoft 365
· Preference is given to those with a master’s degree in a relevant field (Social Work/Human Services, Education, Program Management, etc.) or a Bachelor’s degree or five years of related work experience instead of a degree
What We Offer:
· Competitive salary and benefits package.
· Opportunities for career advancement, including participation in regional and national conferences.
· A supportive and collaborative work environment.
· An opportunity to make a difference in the lives of individuals with special needs and their families in New York City.
Salary range: $60,000-$65,000
If you are a creative, driven, and enthusiastic individual with a passion for training, we would like to hear from you. Join us in helping our team reach their full potential. Apply today via Careers@sinergiany.org and be a part of our exciting journey.
Sinergia Inc is an equal-opportunity employer. We welcome candidates of all backgrounds to apply.
*NOTE* this job description is not intended to be all-inclusive. Employees may perform other related duties as negotiated to meet the ongoing needs of the organization. Job descriptions are revised periodically to meet the needs of the organization.
2K Lead Teacher
Job Overview:
- Work Schedule: 37.5 hours per week, regular, full time. Typical hours are Monday to Friday 8am-3:30pm, 9am-4:30pm, or 10:30am-6pm
- Pay: Annualized salary between $51,901- $68,652 depending on education & certification
- Location: Fully onsite in the Lower East Side
Program Overview:
The Henry Street Early Childhood Center aims to provide a challenging and inventive curriculum along with stimulating activities for children ages two to four years old. Our classrooms are designed to expand, awaken and enlighten the minds of every child who attends, and we provide age appropriate support in social, emotional, physical, cognitive and language development skills for our children in order to establish and provide the highest quality early childhood education in a secure environment.
Job Summary:
As Lead Teacher, your goal will be to ensure a nurturing, safe, and healthy environment to help students develop socially, intellectually, and emotionally. You will develop and implement age-appropriate curricula, activities, and lesson plans in the classroom. Your support will also include supervising an Assistant Teacher and Teacher’s Aide, maintaining accurate and up-to-date records and progress reports, and participating in meetings and events.
Qualifications:
- Hold an Associate’s degree in Early Childhood Education required , Bachelor’s degree in Early Childhood Education; Bachelor ‘s Degree/Master’s Degree in Early Childhood Education or active plan to obtain Master’s Degree preferred
- New York State Certification preferred (B-2 or N-6)
- Minimum of 3 years of experience working with preschool children (2-5 years of age)
- Demonstrated proficiency in planning appropriate Early Childhood classroom activities aligned with NYS Common Core Standards and DAP, observing children’s behaviors, maintaining educational records and conferring with parents
- Must have knowledge of progressive approaches to Early Childhood education and experiences with the Creative Curriculum
- Mastery of child development including typical and atypical language, cognitive, motor, social, and self-help skills development
- Desire to work with a diverse population of children and families (including, but not limited to families and children in transitional housing, first generation speakers of languages other than English)
- Exceptional supervisory and leadership skills; ability to motivate others
- Excellent communication, organizational and interpersonal skills
- Self-motivated; ability to multi-task and work efficiently and effectively under deadlines
- Well-versed in DOH/DOE contractual and licensure requirements relative to classroom layout, curriculum, lesson plans, and service delivery to Henry Street children and families
- Knowledge of federal, state, and local rules and regulations which govern childcare (including but not limited to Early Learn, Head Start, DOH Article 47 standards)
- Experience working with groups and/or families from diverse cultural, linguistic, economic, and ethnic backgrounds
- Bi-lingual (English/Spanish, English/Mandarin or English/Cantonese) a plus
- Current CPR/First Aid Certification
Responsibilities:
- Age-appropriately provide students with a nurturing, safe, and healthy environment to help them develop socially, intellectually, physically, and emotionally
- Develop engaging activities and lesson plans in accordance with the Creative Curriculum and the NYS Pre-Kindergarten Standards for the Common Core
- Provide services to all children and families with respect, confidentiality and dignity
- Exhibit knowledge of and sensitivity to the educational and socio-economic needs of the children and families served in the program
- Create and post visual and written documentation to highlight the voice of the children and communicate the learning and growth that they experience daily
- Relate to families in a holistic fashion to address matters such as education, social services, health, nutrition, and family issues
- Nurture and uphold positive working relationships with parents and Henry Street team members
- Ensure parent involvement and/or awareness in program planning through regular, open communication (i.e. parent meetings and events, newsletters, daily notes, conferences, etc.)
- Supervise and collaborate with Assistant Teacher and Teacher Aide regarding program development, planning and implementation and delegate their responsibilities professionally
- Consistently update and maintain children’s progress reports, daily health logs, incident logs, accident reports, lesson plans, and weekly child observation notes, etc.; comply with other requirements for documentation and recordkeeping
- Solve problems quickly and efficiently
- Maintain an open, frequent dialogue with the Education Director and Program Director regarding all matters pertaining to the Early Childhood classroom, students, parents, etc.
Essential Physical Job Functions:
- Ability to climb 2 flights of stairs
- Ability to lift up to 25 pounds
- Ability to stand, stoop, or bend for long periods of time
- Must be able to work onsite in the Lower East Side
- Fully vaccinated against COVID-19
Middle School Operations Coordinator at Small Progressive Charter School – Spring 2024
About the Position:
We are looking for a temporary Family Leave Middle School Operations Coordinator for Spring 2024 (February/March/April).
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 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:
- ● Single and family dental, vision, and health care
- ● Pre-tax commuter benefits
Qualifications:
- ● Experience with technology (Google Suite, Microsoft, Chromebooks, Audio/Visual Equipment, etc)
- ● Prior work experience with children
- ● Demonstrated ability to collaborate
- ● Demonstrated ability to prioritize and problem-solve independently
- ● Demonstrated ability to prioritize student achievement while creating a nurturing and encouraging school environment
- ● Previous school operations experience preferred
- ● Experience using online database systems including Google Apps, PowerSchool SIS, ATS
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 an 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
Operations Coordinator responsibilities will include:
- ● Supporting all families, students, and teachers as needed and requested
- ● Performing general main office duties such as answering phones, photocopying, faxing, emailing and
scanning
- ● Supervising morning arrival/afternoon dismissal of students and the cafeteria during lunch/recess
- ● Organizing school busing/transportation and metro card distribution
o Ensurethatschoolinformationisup-to-dateinOPT
- ● Supervising ordering, deliveries and distribution of materials to classrooms as needed
- ● Filing packing slips
- ● Performing basic management and troubleshooting for all school Apple computers, Chromebook carts,
projectors, sound bars, printers, copiers, document cameras, speakers
- ● Managing Google Chrome Suite and deploying apps to student computers as necessary
- ● Managing office appliances and supervising troubleshooting when issues arise
- ● Organizing transportation schedules with OPT and field trip transportation
- ● Managing all facilities, custodial and permit related issues
- ● Managing all extended use permits and coordinating with School Safety office as needed
- ● Supervising all School Foods needs, including the maintenance of school meals, tracking records and
compliance needs
- ● Coordinating classroom/teacher coverages
o Ensure lessons and materials are available for all classes when a teacher is out
o Notify teachers when they have a coverage due to an absence, trip or meeting
o Support teachers in classrooms as needed, including covering classes when teachers are out - ● Coordinating school field trips: includes ordering transportation and lunches
Spanish speaking, Reggio- inspired Early Ed Maestre
| Mi Casita began as an inspired home-based bilingual daycare/preschool in 2011. The preschool expanded to a three classroom school and opened its doors full-time in January 2020. Located on the border of the Brooklyn neighborhoods of Clinton Hill and Bedford-Stuyvesant, Mi Casita Preschool and Cultural Center is dedicated to Spanish immersion for young children and to creating an environment where creativity is honored and cultivated.
The role of Head Teacher in this environment is vital to the mission of the school. We are seeking highly motivated, creative bilingual educators, who through reflective teaching and purposeful interactions, create an environment where children are fully engaged in the educational process of inquiry, observation, and reflection. We are looking for an applicant who resonates with the idea of educators as futurists, and who is looking to collaborate with fellow like-minded educators. |
- Short and Long-term subs
- 2024-25 Head Teacher
The Head Teacher’s responsibilities include:
Classroom Management
- Creating a thoughtful classroom environment that inspires play and curiosity and fosters the physical, social, emotional and intellectual growth of the children;
- Observing and documenting classroom interactions through individual and whole group assessments, photographs, dictation, etc.
- Collaborate with the teaching team to maintain the everyday function of the classroom.
Curriculum Design & Collaboration
- Have an in-depth understanding of many progressive emergent curriculums (i.e. Reggio Emilia philosophy, Montessori, Waldorf);
- Designing and implementing emergent curriculum through Reggio Inspired documentation and Learning Stories, with the ability to curate the physical classroom environment to promote learning;
- A deep understanding of how to implement equity and social justice principles into the everyday experience of the children;
- A deep understanding of how to recognize and disrupt oppressive narratives in society and ourselves;
- Routinely meet with teaching team to create meaningful and relevant emergent curriculum;
- Critically analyze child observations and collaborate with teaching team to guide curriculum;
- Performing and analyzing ongoing developmental assessments.
Communication
- Maintain regular communication with families, verbally, through our preferred platform, or by email correspondence (individual emails, weekly newsletters, etc.);
- Sharing classroom documentation through newsletters, displays throughout the classroom, and in shared spaces;
- Planning and facilitating bi-annual parent teacher conferences;
- Meeting with parents and administration to find avenues of support for individual children when needed.
Hours/ Salary:
Subs positions: $22-$27 hourly
When available, the Head Teacher position is a full-time position with full health benefits, a 401(k) with matching, and a starting salary range currently at $47,000-$60,000 based on a combination of factors.
Qualifications:
- A sense of true joy and enthusiasm for teaching and learning;
- Bachelor’s degree or higher in Early Childhood Education or related field;
- Fully bilingual in both English and Spanish;
- Strong written and verbal communications skills, as well as proven problem-solving skills;
- Strong organizational and classroom management skills;
- Familiarity with a variety of early childhood educational approaches (Reggio Emilia, Montessori, Waldorf, project-based learning, learning stories etc.) and a willingness to hybridize;
- Knowledge on principles and policies of safety and age-appropriate activities for children;
- The ability to multitask and adhere to timelines;
- Demonstrate a commitment to Mi Casita’s mission.
K-2nd grade ICT Teacher
Kindergarten-2nd Grade ICT Teacher
Position Responsibilities:
The Kindergarten-2nd Grade ICT Teacher provides students (K-2) 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
- 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, attend IEP meetings, follow IDEA reporting requirements, and provide information about student performance and services received
Communication and Collaboration
- 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
- Develop and maintain a positive working relationship with co-teacher to foster student growth and positive teacher-student relationships
- 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
- Supervise out of classroom settings such as arrival, transitions, lunch, recess, dismissal, and field trips
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
- Experience with and interest in working with high needs students preferred
- New York State teaching certification in Students with Disabilities, Special Ed, or ESL 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:
Salary range is $70,000 to $100,000. Compensation is competitive and based on experience and education.
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, frequent access to baked goods, and many opportunities to get to know your VOICE colleagues!
3rd-5th grade ICT Teacher
Position Responsibilities:
The 3rd-5th Grade ICT Teacher provides students (3-5) 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
- 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, attend IEP meetings, follow IDEA reporting requirements, and provide information about student performance and services received
Communication and Collaboration
- 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
- Develop and maintain a positive working relationship with co-teacher to foster student growth and positive teacher-student relationships
- 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
- Supervise out of classroom settings such as arrival, transitions, lunch, recess, dismissal, and field trips
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
- Experience with and interest in working with high needs students preferred
- New York State teaching certification in Students with Disabilities, Special Ed, or ESL 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:
Salary range is $70,000 to $100,000. Compensation is competitive and based on experience and education.
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, frequent access to baked goods, and many opportunities to get to know your VOICE colleagues!
School Psychologist
SCHOOL PSYCHOLOGIST
JOB DESCRIPTION
MISSION OF THE SCHOOL
Compass Charter School is a safe and nurturing educational environment that honors the individuality of each learner. By engaging in a process of inquiry, our graduates will be equipped with the necessary skills to lead fulfilling personal and professional lives, including a developed sense of self, the ability to think in innovative and flexible ways, and the inspiration to make a positive impact on their community.
DESCRIPTION OF THE SCHOOL
Compass Charter School is an inquiry-based, progressive elementary school that opened in the fall of 2014 in Fort Greene, Brooklyn. We are committed to providing an experiential and democratic elementary experience to all children, with intentional access for children who typically do not get access to progressive education (children with special needs, children from economically disadvantaged backgrounds, and English language learners).
Our Integrated Curriculum centers sustainability in all forms: environmental, racial, and economic justice. Our staff works interdependently in collaborative teams and engages in professional inquiry (instructional coaching, reflection, restorative and trauma-informed practices). Compass enrolls approximately 330 students in pre-kindergarten through fifth grade.
THE OPPORTUNITY
Compass Charter School is seeking a School Psychologist to join our team. The School Psychologist will work closely with students, staff, and families to provide supports that contribute to mental health, wellbeing, and the growth of social-emotional skills. We are looking for an experienced school psychologist whose expertise is collaborating with other professionals, managing and coordinating teams of people, and providing guidance and supervision to aspiring social workers. The school psychologist will also be a key member of our schoolwide MTSS Team and participate in schoolwide data analysis and problem solving. The school psychologist will also support students through mandated and intervention counseling services, family consultation, and collaboration with classroom teachers. The School Psychologist will complete some psychoeducational evaluations.
QUALIFICATIONS:
- New York State School Psychologist Certification
- Master’s Degree in School Psychology
- 5 years of clinical experience as a social worker with elementary-aged children
- 5 years of experience working in an elementary school setting, preferred
- Experience leading professional development for staff required
- Strong philosophical alignment to Compass mission and vision
- Strong interpersonal skills
- Strong written and oral communication skills
- Knowledge of the school neighborhood and nearby social services
- Ability to work collaboratively with teachers, leaders, and coordinators
- Able to oversee and manage multiple programs and projects simultaneously
- Ability to collaborate with learning support team, student support team, classroom co-teachers, and related service providers to ensure that all mandated services are being provided in accordance to IEPs
- Reflective practitioner in a state of constant professional growth and a willingness to share their craft with others
- Has own passions and interests
- Commitment to integrating social-emotional curriculum into the culture of the school, units of study, and teachers’ daily lesson plans
- Experience working with children with special needs in ICT classrooms preferred
- Commitment and knowledge of experiential and inquiry-based teaching and learning
- Educational philosophy aligns with the mission and vision of Compass
- Experience creating and implementing social-emotional curriculum
- Experience working with children with special needs
- Strong knowledge of child development
- Commitment to working with families from diverse backgrounds
RESPONSIBILITIES:
- Support the social-emotional growth of students with special needs, English Language Learners, and at-risk students
- Provide counseling services as mandated on student IEPs
- Provide counseling services to at-risk students with parent consent
- Conduct psychoeducational assessments, classroom observations, and Functional Behavioral Assessments
- Develop and monitor behavior intervention plans and data collection methodologies
- Collaborate with teachers, co-leaders, and directors to plan and create a safe and nurturing school culture and community
- Provide professional development for teachers and school staff regarding social-emotional development
- Maintain confidentiality with student information and records
- Provide mental health, social service, and wellness resources for families
- Actively participate in and lead Child Study Team, MTSS meetings, and CSE meetings
- Use data from a variety of sources to determine when a student needs intervention
- Actively participate in a professional learning community, including professional literature circles, peer coaching, reflection meetings, planning meetings, data meetings, and staff meetings
- Actively participate in the school’s decision-making process
- Regularly communicate with families, students, and community partners through phone, email, or face-to-face conversation
- Maintain positive relationships with students and staff
- Create a positive and safe classroom culture and community
- Create and carry out a vision for the mental health program in collaboration with the Student Support Team at Compass
- Regularly communicate with teachers about students on caseload and help to identify students who may benefit from counseling services
- Conduct risk assessment, crisis intervention and mediation as needed
- Work closely with the leadership team to ensure compliance with IEPs
- Observe in classrooms to gather information about specific students and provide suggestions to teachers for how to incorporate strategies into the classroom
- Support student attendance improvement initiatives
- Ensure compliance in mandated reporting, confidentiality, and schoolwide policies
- Collaborate with the MTSS Team to design and implement school-wide social-emotional curriculum
- Provide mental health, social service, and wellness resources for families
- Communicate with families about student progress and provide community mental health referrals for families when requested
- Create and lead workshops for families surrounding social-emotional, parenting and mental health issues
- Collaborate with members of the Compass mental health team to provide professional development for teachers and school staff regarding mental health and social-emotional development
- Partner with local institutions of higher education to develop and manage a social work internship program at Compass
- Provide supervision to school psychology interns at Compass
- Regularly communicate with families, students, and community partners through phone, email, or face-to-face conversation
- Maintain positive relationships with students and staff
- Collaborate with teachers, directors, and leaders to plan and create a safe and nurturing school culture and community
- Support the school community with other duties upon request
COMPENSATION
Compass is a unionized charter school and the salary for this position ranges from 65K to 128K based on education level and years of experience.
School Social Worker
SOCIAL WORKER
JOB DESCRIPTION
MISSION OF THE SCHOOL
Compass Charter School is a safe and nurturing educational environment that honors the individuality of each learner. By engaging in a process of inquiry, our graduates will be equipped with the necessary skills to lead fulfilling personal and professional lives, including a developed sense of self, the ability to think in innovative and flexible ways, and the inspiration to make a positive impact on their community.
DESCRIPTION OF THE SCHOOL
Compass Charter School is an inquiry-based, progressive elementary school that opened in the fall of 2014 in Fort Greene, Brooklyn. We are committed to providing an experiential and democratic elementary experience to all children, with intentional access for children who typically do not get access to progressive education (children with special needs, children from economically disadvantaged backgrounds, and English language learners).
Our Integrated Curriculum centers sustainability in all forms: environmental, racial, and economic justice. Our staff works interdependently in collaborative teams and engages in professional inquiry (instructional coaching, reflection, restorative and trauma-informed practices). Compass enrolls approximately 330 students in pre-kindergarten through fifth grade.
THE OPPORTUNITY
Compass Charter School is seeking a Social Worker to join our team. The Social Worker will work closely with students, staff, and families to provide supports that contribute to mental health, wellbeing, and the growth of social-emotional skills. We are looking for an experienced social worker whose expertise is collaborating with other professionals, managing and coordinating teams of people, and providing guidance and supervision to aspiring social workers. The Social Worker will also be a key member of our schoolwide MTSS Team and participate in schoolwide data analysis and problem solving. The Social Worker will also support students through mandated and intervention counseling services, family consultation, and collaboration with classroom teachers.
QUALIFICATIONS
- Master’s Degree in Social Work required
- LMSW or LCSW in the state of New York required
- School Social Work Certification required
- 5 years of clinical experience as a social worker with elementary-aged children
- 5 years of experience working in an elementary school setting, preferred
- Experience leading professional development for staff required
- Able to oversee and manage multiple programs and projects simultaneously
- Educational philosophy aligns with the mission and vision of Compass
- Experience creating and implementing social-emotional curriculum
- Experience working with children with special needs
- Experience collaborating with children, families, colleagues, and administrators
- Skilled in collaborating with others
- Strong knowledge of child development
- Strong written and oral communication skills
- Strong interpersonal skills
- Commitment to working with families from diverse backgrounds
- Knowledge of the school neighborhood and nearby social services
- Reflective practitioner in a state of constant professional growth and a willingness to share their craft with others
- Has own passions and interests
RESPONSIBILITIES
- Create and carry out a vision for the mental health program in collaboration with the Student Support Team at Compass
- Provide individual or group counseling services as mandated on student IEPs
- Provide individual or group counseling services to at-risk students with parent consent
- Support the social-emotional growth of students with special needs and at-risk students at Compass
- Develop, monitor, and analyze behavior intervention plans and data collection methodologies
- Regularly communicate with teachers about students on caseload and help to identify students who may benefit from counseling services
- Conduct risk assessment, crisis intervention and mediation as needed
- Conduct FBAs as needed
- Work closely with the leadership team to ensure compliance with IEPs
- Participate in Child Study Team meetings, MTSS meetings, and CSE meetings as needed
- Observe in classrooms to gather information about specific students and provide suggestions to teachers for how to incorporate strategies into the classroom
- Maintain confidentiality with student information and records
- Support student attendance improvement initiatives
- Ensure compliance in mandated reporting, confidentiality, and schoolwide policies
- Collaborate with the MTSS Team to design and implement school-wide social-emotional curriculum
- Provide social-emotional intervention as needed through MTSS process
- Provide mental health, social service, and wellness resources for families
- Communicate with families about student progress and provide community mental health referrals for families when requested
- Create and lead workshops for families surrounding social-emotional, parenting and mental health issues
- Collaborate with members of the Compass mental health team to provide professional development for teachers and school staff regarding mental health and social-emotional development
- Partner with local institutions of higher education to develop and manage a social work internship program at Compass
- Provide supervision to social work interns at Compass
- Actively participate in a professional learning community, including professional literature circles, peer coaching, reflection meetings, planning meetings, data meetings, and staff meetings
- Actively participate in the school’s decision-making process
- Regularly communicate with families, students, and community partners through phone, email, or face-to-face conversation
- Maintain positive relationships with students and staff
- Collaborate with teachers, directors, and leaders to plan and create a safe and nurturing school culture and community
- Support the school community with other duties upon request
COMPENSATION
Compass is a unionized charter school and the salary for this position ranges from 65K to 128K based on education level and years of experience.
Deputy Press Secretary
Deputy Press Secretary
About The State University of New York :
The State University of New York is the largest comprehensive system of higher education in the United States, and more than 95 percent of all New Yorkers live within 30 miles of any one of SUNY’s 64 colleges and universities. Across the system, SUNY has four academic health centers, five hospitals, four medical schools, two dental schools, a law school, the state’s only college of optometry, and manages one US Department of Energy National Laboratory. In total, SUNY serves about 1.4 million students amongst its entire portfolio of credit- and non-credit-bearing courses and programs, continuing education, and community outreach programs. SUNY oversees nearly a quarter of academic research in New York. Research expenditures system-wide are nearly $1.1 billion in fiscal year 2022, including significant contributions from students and faculty. There are more than three million SUNY alumni worldwide, and one in three New Yorkers with a college degree is a SUNY alum. To learn more about how SUNY creates opportunities, visit www.suny.edu.
Job Description:
The State University of New York (SUNY) is searching for a Deputy Press Secretary to join its Office of Press and Communications in either its Albany or NYC office.
SUNY is seeking an exceptional communications professional with excellent writing skills to be a vital member for the SUNY System Administration media relations team. Charged with supporting SUNY’s Chancellor and leadership team to promote SUNY as a world-class institution of high quality, accessible, and affordable education. This candidate can expect to travel in advance of the Chancellor to manage visits and events across New York State on a weekly basis.
The Deputy Press Secretary – in coordination with government affairs and creative and marketing teams – will:
- Develop, manage, and organize communications activities statewide and nationally
- Write and issue press releases, opinion pieces, statements, and media advisories on behalf of SUNY’s Chancellor and Board of Trustees
- Assist with press inquiries in alerting senior leaders, drafting proposed responses, and talking points on deadline
- Partner to develop an ongoing media strategy for the Chancellor, one that includes national speaking engagements and placements in Sunday programs
- Interact with top New York State, higher education, and national media
- Develop and manage communications to highlight SUNY’s overall leadership in research
- Assist Press Secretary with crisis communications, and communicating policy initiatives
- Respond to daily media inquiries
- Manage the daily news clips
- Coordinate closely with other departments, in particular Government Relations and Marketing
- Lead on internal communications at System and with campuses
Requirements:
Minimum Qualifications:
- Experience in public relations, media, journalism, or related field
- Strong writing and editing skills are required
- Demonstrated project and team management experience
- Able to multi-task and work in a deadline-driven environment
- Established statewide contacts in TV, newspaper, and radio outlets
Additional Information:
Salary is dependent on a variety of factors, including but not limited to, experience, education, training, and certifications. The range for this position is $80,000-$100,000.
Excellent Benefit Package which includes: NYS health insurance, free dental and vision coverage, competitive retirement options, tuition assistance, parental leave at full pay, and generous vacation, sick, and holiday time.
Applicants must be currently authorized to work in the United States on a full-time basis.
The Deputy Press Secretary will report to Assistant Vice Chancellor for Media Relations and Press Secretary.
Travel to any of the 64 campuses in the SUNY system is expected with some overnights.
State University of New York System Administration is an affirmative action, equal opportunity employer and does not discriminate on the basis of race, color, national origin, religion, creed, age, disability, sex, gender identity, sexual orientation, familial status, pregnancy, predisposing genetic characteristics, military status, domestic violence victim status, criminal conviction, or retaliation.
Pursuant to Executive Order 161, no State entity, as defined by the Executive Order, is permitted to ask, or mandate, in any form, that an applicant for employment provide his or her current compensation, or any prior compensation history, until such time as the applicant is extended a conditional offer of employment with compensation. If such information has been requested from you before such time, please contact the Office of Employee Relations at (518) 474-6988 or via email at info@oer.ny.gov.
Manager of Social Work
About StreetSquash
StreetSquash was founded in Harlem in September 1999 as the second squash and education program in the United States. A comprehensive youth enrichment program, StreetSquash combines academic tutoring, squash instruction, community service, college preparation, leadership development, and mentoring for young people ages 11-24. What began as an after-school program with 24 middle school students and two staff members has expanded to serve upwards of 500 participants from 6th grade through college graduation, and entry into the workforce. Learn more about us at www.streetsquash.org.
About the Position
StreetSquash is seeking a driven, innovative Manager of Social Work with a primary focus on adolescent counseling and family engagement, who has a passion for supporting young people and putting them on the path to achieving their higher education and career goals. The Manager of Social Work will be expected to oversee and be present at weekday sessions until 6:30 pm and select special events potentially on weekends. This position reports to the Program Director (PD).
Position Responsibilities
Programmatic Responsibilities
- Provide and train Social Workers on bio-psycho-social assessments and treatment, and family sessions
- Develop and lead weekly social-emotional curriculum and enrichment programming
- Communicate regularly with all staff and interns about student action plans
- Support students and families in their academic and personal growth through programming and relationship-building including one on one counseling, school visits, home visits, group work, action planning, casework, crisis intervention, family sessions, etc.
- Network with external stakeholders and other service providers to refer students and families as needed
- Lead and participate in Family Leadership Board initiatives including meetings, forums, and fundraising efforts
- Work closely with Social Work team to meet the needs of participants
- Work collaboratively with the Program Director, Executive Team, and Social Work team to resolve programmatic concerns
Managerial Responsibilities
- Serve as a member of the senior leadership team to oversee the Social Work department, implement organizational plans, execute defined strategies, maintain a solution-focused approach as a leader within the organization, and resolve programmatic issues and concerns
- Work closely with the PD to oversee development and implementation of social-emotional and health and wellness programming to ensure consistency, high quality, and mission alignment
- Work with the PD to ensure full participant enrollment and high attendance to achieve full space utilization and maximum impact. Support recruitment efforts accordingly.
- Manage a team of 1-2 full-time social workers and 2 interns;
- Assess staff and interns strengths and provide regular, direct feedback regarding individual performance, areas for growth, and plans for improvement
- Support PD with talent management including hiring, evaluations, retention and promotions, and performance improvement plans
- Lead supervision meetings and department meetings
- Maintain consistent high standards for staff performance and program execution and hold them accountable for excellent programs on a daily basis
- Build positive staff culture and work environment
- Network with other organizations and external services to refer students and families as necessary
- Fulfill other responsibilities assigned by members of the executive management team
Administration
- Oversee social work and team budget in conjunction with the PD
- Collaborate with the Manager of Operations & HR to ensure staff adherence to data management systems in order to generate accurate data and program insights
- Collaborate with the Development and Communications Department to support the creation of organizational collateral, partnership-building, program marketing, and stewardship
- Ensure that the social work department tracks and analyzes participant enrollment data and trends for StreetSquash related to student persistence, success, graduations, etc.
Requirements
- Licensed Master of Social Work (LMSW) required (NYS), LCSW preferred
- 2+ years of management experience
- 3+ years of professional work experience in providing therapy to youth and adolescents; ability to establish and strengthen relationships with participants and partners
- 3+ years of professional work experience with parents/caregivers and family engagement
- Knowledge of NYC Public Schools, transfer schools, and special education desirable
- Sensitivity to different cultures and communities; demonstrated ability to work well with diverse or marginalized populations; can bring in allies across diverse communities
Qualifications & Experience
We are seeking candidates with a deep commitment to healthy youth development who are results-oriented and have strong collaboration skills. You should have:
- Must have a commitment to work from a strength-based, youth and family development perspective
- Drive for success in efforts to achieve organization and departmental goals
- Solid organizational abilities, including planning, program development and task facilitation
- Able to understand program data and the purpose of its usage; use data to identify programmatic trends and develop responsive practices for improving programs
- Clear and compelling in both verbal and written communications, enjoys motivating a team around a common goal
- Ability to establish and strengthen relationships with participants and partners
- Proven ability to make good, proactive decisions in potentially emotionally-charged situations and/or in the absence of complete clarity; comfortable taking risks
- Passion for young people and enjoyment of spending time with them, coaching or tutoring them, and pushing them to set and achieve goals in all aspects of their lives
- Other languages proficiency a plus
- Google Suite, Zoom, and Salesforce experience a plus, or demonstrated experience to learn new systems
- Valid driver’s license for travel
Commitment: StreetSquash values long-term, deep, impactful work with students. It takes years to cultivate relationships and staff retention is a critical component of organizational success. This is not a transitional role or a temporary stepping stone. Candidates should be prepared to commit for the long haul, just as we are committed to supporting our staff to develop and grow.
Compensation & Benefits: StreetSquash offers competitive compensation, commensurate with experience. Salary is $70,000 to $80,000. Full benefits include employer-supported health coverage, monthly MetroCard or equivalent transit stipend, monthly cell phone stipend, FSA, paid federal holidays, 20 days of paid vacation plus 5-day holiday break, 40 hours of sick time, 3 personal days (after 3 months of employment), and 401k contributions (after 3 months of employment)
Application Process: Only complete applications will be reviewed and only shortlisted candidates will be contacted. Final applicants will be requested to consent to a pre-employment background check and employment verification. A background check is required to extend a job offer.
StreetSquash is an equal-opportunity employer with a commitment to diversity. We encourage all qualified applicants to apply. No knowledge of squash is necessary for this position.
Clinical Professor – Secondary Education & Youth Services
FACULTY VACANCY ANNOUNCEMENT
Job Title: Clinical Professor – 300009
Job ID: 6177
Location: Regular/Temporary: Regular
Performs teaching and research duties, which may include clinical instruction. Clinical Professors are highly experienced practitioners or teachers who hold full-time, non-tenure track positions.
In support of the campus mission, strategic plans and values, Queens College seeks to fill one Clinical Professor vacancy in the Department of Secondary Education and Youth Services (SEYS), beginning January 27, 2024.
QUALIFICATIONS
Bachelor’s degree and a record of achievement in a profession or field of expertise related to teaching assignments. Also required is the ability to cooperate with others for the good of the institution. Visit our posting for a complete the position.
COMPENSATION
CUNY offers faculty a competitive compensation and benefits package covering health insurance, pension, and retirement benefits, paid parental leave, and savings programs. We also provide mentoring and support for research, scholarship, and publication as part of our commitment to ongoing faculty professional development. Salary is commensurate with academic accomplishments and experience within the range of $50,512 – $90,000.00.
EQUAL EMPLOYMENT OPPORTUNITY
CUNY encourages people with disabilities, minorities, veterans, and women to apply. At CUNY, Italian Americans are also included among our protected groups. Applicants and employees will not be discriminated against on the basis of any legally protected category, including sexual orientation or gender identity. EEO/AA/Vet/Disability Employer
Budget Analyst/Economist
The New York City Independent Budget Office (IBO), a nonpartisan city agency, is recruiting for analytic staff with budget, policy, and economic skills (“IBO Analysts”). IBO’s responsibility under the City Charter is to provide analyses and issue public reports on city budgetary and policy matters in order to enhance the understanding and decision making of elected officials and the public. IBO Analysts will be expected to conduct research and respond to external questions and requests related to an assigned portfolio of select New York City agencies and/or revenue streams. Duties include preparing written reports, presentations, infographics, and testimony for City Council hearings. An IBO Analyst position offers a unique opportunity to work with city financial and administrative data to study and inform public policy.
Qualifications and Skills:
Candidates should be analytic, demonstrate skills in quantitative research and high-quality rigorous policy analysis, and have the ability to write about complicated research and policy issues using plain language for a wide range of audiences. Experience using R, SAS, or similar coding packages to process and prepare large complex datasets is preferred. A commitment to impartial, rigorous analysis of public policy questions is essential.
Candidates should be comfortable interacting with elected officials, government agency staff, policy advocates, among others. An ability to work independently, juggle multiple assignments, collaborate on projects within and across teams, and meet deadlines is critical. Subject-area knowledge or professional experience in any of the following topic areas should be specified in the cover letter:
- New York City’s budget
- Municipal finance
- Economics and/or forecasting
- Pre-K through 12th grade education policy research
- Social and community services
- Criminology or the criminal legal system
- Public safety
- Infrastructure and land use
An undergraduate degree in economics, political science, public administration, urban planning, or a related field is required. A graduate degree in a related field or relevant work experience is preferred. Your complete level of education should be indicated in your cover letter or resume.
The salary range is $60,000-$90,000, commensurate with education and work 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. Foreign nationals must have a valid permanent resident card (“green card”) or renewable work permit.
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 maintains hybrid work schedules.
High School Assistant Principal (Queens)
The Assistant Principal is the assistant instructional leader and is ultimately responsible for assisting the Principal in ensuring that the school provides students with the skills, knowledge and experience necessary to succeed academically and socially. To do this, the assistant principal must have the skills needed to adeptly assist in facilitating and collaborating with faculty and staff; experience teaching using alternative pedagogy; ability to identify and use diagnostic and formative assessments; and ability to engage in and support classroom and organizational level inquiry to inform decision making. The assistant principal in conjunction with the guidance counselor will lead a grade group cohort from 9th-12th grades.
Successful candidates will have demonstrated alignment with the New Visions mission to empower young people by challenging them academically and providing them with the support they need to excel.
This position will start in late December/ early January 2023.
Essential Job Functions:
Curriculum, Instruction and Assessment
- Assist in delivering the academic preparation and requisite support for all students to be prepared to succeed in college and career
- Reinforce and institutionalize the implementation of New Visions Charter School practices through regular observation, coaching, and evaluation
- Foster connections between academic learning, the community, and the natural world
- Will be responsible for teaching, co-teaching, and model teaching in the classroom
Staff Development
- Assist in creating a professional community that focuses on instruction and assessment as the primary vehicles for improving student achievement and school culture
- Motivate teachers to continue to develop their content knowledge and instructional repertoire, and provide the resources needed for them to do so
School Culture
- Assist in building a school culture that evidences high expectations for courtesy, respect, compassion, and an intellectually engaged environment for both students and adults
- Ensure a safe, supportive, and productive environment for students, staff, and families
- Model effective instructional practices in staff meetings, professional development sessions, and team meetings
- Cultivate strong partnerships with community organizations and regional and national partners
- Oversee extra-curricular activities, Saturday School, and after-school programs
- Cultivate strong partnerships with community organizations and regional and national partners
- Implement behavior/discipline modification plan for grade group cohort in conjunction with the guidance counselor
Required Education and Experience:
- Master’s degree in Education, School Leadership, or Education Administration/Management
- 7+ years experience (teaching, counseling, leadership) at the high school level, with a history of improving student outcomes
- 2+ years of coaching and supervising educators
- New York State School Building Leader or School District Leader certification required
- Experience in an urban public school is strongly preferred
Required Knowledge and Skills:
- Demonstrated leadership capabilities, including management and team-building skills
- Experience with supervising, evaluating, and professional development of teachers and teachers-in-training
- Experience implementing pedagogical strategies and developing a curriculum relevant to the New Visions Charter School model including, but not limited to challenge-based curriculum, inquiry, data-based decision making, analysis of student performance on an ongoing basis, alternative use of time through scheduling and programming, systems of adult learning
- Rigorous approach to problem-solving – collecting all relevant information, consulting diverse perspectives, and creating feedback systems
- Passion for creating a school community that supports the development and achievement of all students, particularly those underserved and at-risk in other school settings
- Recognition of self as a learner, able to identify areas for growth, and commitment to working in these areas
- Experience and zeal for working in an entrepreneurial environment
- Commitment to democratic governance and collaborative, data-based decision-making
- Excellent interpersonal and communication skills
- Experience working on school culture and discipline{[
- Demonstrated commitment to the school’s vision and mission
- Knowledge and experience supporting advisory for SEL and academic support
Physical Requirements:
- Light lifting may be required
Supervisory Reports:
- ELA, Social Studies, World Language, PE/Health, GLT 11
The statements herein are intended to describe the general nature and level of work being performed by the employee in this position. These statements are not intended to be construed as an exhaustive list of all responsibilities, duties, and skills required of a person in this position.
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.
High School SPED Teacher (Queens, Brooklyn, Bronx)
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
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
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.
Salary Information
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.)
Program Coordinator
About us:
The Simon Wiesenthal Center (SWC) is a global Jewish human rights activist organization that confronts anti-Semitism, hate, stands with Israel, defends the safety of Jews worldwide, and teaches the lessons of the Holocaust for future generations. It is an accredited Non-Governmental Organization (NGO) at the United Nations, UNESCO and the OSCE, the Organization of American States, the Latin American Parliament, and the Council of Europe. The SWC is headquartered in Los Angeles with offices in New York, Chicago, Miami, Toronto, Paris, Jerusalem and Buenos Aires. The Museum of Tolerance Los Angeles, founded in 1993, is the educational arm of the SWC. Moriah Films is the Center’s two-time Academy Award®-winning film division and the Museum of Tolerance Jerusalem is scheduled to open in 2024.
About the role:
The SWC (New York City Office), together with the Center’s educational arm, the Los Angeles based Museum of Tolerance (MOT), seeks a full time Program Coordinator for the planning, development, implementation, and follow-up activities for all educational programs conducted in the NE Region.
About you:
You are passionate about working with young people and educators, to make lasting social change.
This position will report to the Program Director and is based in New York City.
Responsibilities:
- Plan, schedule and coordinate delivery of educational programs in collaboration with the Program Manager.
- Coordinate workshops, schedule staff and provide information and educational materials to Site Coordinators and Facilitators for program delivery.
- Attend workshops regularly to ensure program quality, troubleshoot problems and to connect with key school administrators.
- Correspond with schools, prepare and send confirmation letters, provide educational materials and survey links as needed.
- Ensure program presentation materials are up to date across online platforms, SWC laptops and hard drives.
- Contribute to organization and maintenance of outreach lists for schools, administrators and key community partners within grant-funded districts, in collaboration with Program Manager.
- Outreach to designated schools in grant-funded districts to schedule targeted number of workshops, in collaboration with Program Manager.
- Provide coordination and administrative support as needed for training programs.
- Maintain detailed database of program activities and generate reports from the data in accordance with requirements for grants and reporting purposes.
- Assist in coordinating community programs and other public events hosted by the Simon Wiesenthal Center.
- Participate in regular update meetings with SWC/MOT team to deliver updates on program bookings and troubleshoot any problems that have arisen during program delivery.
- Organize virtual programs as needed, utilizing Zoom or Google Meet.
- Assist in creation of marketing materials for programs as needed.
- Deliver workshops as needed.
- Other duties as determined by Program Director.
Experience and Skills:
- Associate Degree or Bachelors in education, arts, or a related field.
- 2 years experience in program coordination or management.
- Personality profile to fit into a safe, inclusive, open and collaborative culture that requires teamwork and significant interaction with employees at all levels.
- Ability to thrive in a fast-paced, agile environment where you will handle many detailed tasks.
- Strong organizational and data entry skills.
- Ability to generate various reports from program data entered in Excel and other databases.
- Excellent written, verbal and interpersonal skills are essential.
- High degree of flexibility, can adapt easily to changing environment and tasks.
- Ability to work well independently as well as provide supporting role on team.
- Highly motivated, detail-oriented, shows initiative, and has ability to priotize and problem solve.
- Proficiency in Microsoft Word, PowerPoint, Excel and Zoom (mandatory), Outlook, Adobe Acrobat.
- Strong presentation and group facilitation skills.
- Experience working in schools or in the education field a plus.
Our Benefits:
We value our people and offer a collaborative and engaging culture. As a SWC employee, you will enjoy work/life balance, generous time off and comprehensive benefits and programs.
The Simon Wiesenthal Center embraces inclusivity and values our diverse community. We are committed to building a team based on qualifications, merit and business need. We are proud to be an equal opportunity employer and do not discriminate on the basis of race, religion, color, national origin, gender, sexual orientation, age, marital status, veteran status, or disability status.
Grade 6-12 SEL Curriculum Writer & Professional Development Trainer (P/T)
Youth Communication equips and empowers educators to engage struggling youth and build social and emotional learning skills, using our true, teen-written stories in youth-facing SEL curricula and educator professional development.
Our stories, developed in a rigorous writing program, are uniquely compelling to youth whose voices are missing from mainstream content. The stories model social and emotional learning and show teens how to make positive changes in their lives. When they read the stories, adolescents learn about the lives of others, their own strengths, and that they are not alone in the world with their challenges. The stories also give educators in our professional development sessions an important view of students’ lives, strengths, resources, and communities, which is critical if educators are going to be culturally responsive.
Our award-winning curricula and professional development are created around these stories. They turn classrooms and programs into dynamic and encouraging learning environments by helping educators and youth workers become more compassionate and effective at building the skills that teens need to lead successful, meaningful lives.
Job Description:
We are looking for an experienced educator to act as curriculum writer and professional development trainer. As a curriculum writer, they will use our existing curricular model to create lesson plans for these programs. They will a use a pre-determined list of stories/session goals to create and revise story-based sessions. As a professional development trainer, they will use our existing professional development agendas to deliver training to schools, afterschool organizations, and other community/education organizations. This position will report to the Managing Director of Education Programs; training duties will be assigned and feedback will be given by the Director of Training.
Responsibilities include, but are not limited to:
**General Duties**
- Models social and emotional competencies in the areas of self-awareness, self-management, relationship skills, social awareness, and responsible decision-making.
- Represents the organization and upholds its mission and educational philosophy.
- Communicates well with internal and external stakeholders, paying particular attention to cross-cultural communication and power dynamics.
**Curriculum Writing Duties**
- Creating approximately 20 lesson plans using pre-selected stories, learning objectives (both SEL and literacy), and collaborative learning activities. These plans include:
- A pre-reading activity meant to activate students’ prior knowledge and engagement;
- A reading and discussion of one of YC’s true, teen-written stories, including critical-thinking discussion questions about the social and emotional learning present in the story;
- A post-reading activity that applies lessons from the story to students’ lives;
- Reflection questions for teacher/facilitators; and
- A writing extension activity (e.g., letter to self, a true story from their lives, a speech).
- Incorporating best practices from anti-racist and culturally responsive teaching into lesson plans.
- Proofreading and revising of session plans—those they write as well as those of other curriculum writers.
- Assisting on other curriculum projects, including writing questions for teen-written stories, creating scope and sequence documentation, creating discussion guides for YC-published anthologies.
**Professional Development Training Duties**
- Training a wide range of educators and youth workers throughout NYC.
- Effectively facilitating our CRE workshops as well as our curriculum orientation and follow-up training series to support the effective implementation of Youth Communication curricula and CRE workshops.
- Engages in self-reflection and is responsive to coaching by Director of Training to improve facilitation skills.
- Collects evaluation and participation data for each training.
Qualifications:
**General Skills**
- At least 3 years working directly with teens as a teacher in urban secondary school setting within the last five years.
- Life experience similar to the NYC public school students we serve.
- The ideal candidate will have experience and knowledge of:
- Social and emotional learning within a strengths-based approach to working with youth.
- Anti-racist and culturally responsive teaching practices.
- Writing and asking critical thinking questions about texts.
**Curriculum Writing Skills**
- A degree in education with a focus on curriculum and instruction, strongly preferred.
- Experience writing lessons and curricula to be used in a middle or high school classroom.
- Excellent writing, editing, and proofreading skills, including attention to conforming to existing YC style and lesson templates.
- Experience running middle-/high-school advisory sessions, including creating lessons for advisory, strongly preferred.
**Professional Development Training Skills**
- At least one year’s experience delivering professional development to adult educators.
- A group facilitation style that is highly interactive, supportive, and compassionate.
- Comfortable planning trips and transporting training materials to workshop locations.
- Eager and able to follow our clearly scripted training plans and to modify when necessary.
Pay:
This position is a half-time position at $40-45 per hour (based on experience), Monday through Thursday from 11 a.m. to 4 p.m. (There is some flexibility to this schedule.) We are a hybrid workplace; we are in our Midtown West office on Tuesdays and Thursdays.
Middle School Living Environment Teacher 2023 – 2024 School Year
Beginning with Children (BwC) is a Brooklyn based school management organization founded by school reform leaders Joe and Carol Reich over 30 years ago on a deep belief in the power of education. BwC supports two New York City Public Charter Schools and an alumni and college success program that provides education and academic supports for students from Pre-K to college.
Our schools, Beginning with Children Charter School 2, Community Partnership Charter School, and Community High School are located in Bedford Stuyvesant, Clinton Hill, Williamsburg, and downtown Brooklyn, where approximately 90% of our families qualify for free/reduced lunch. Our hard-working families, face high rates of low-wage employment, and find it increasingly difficult to break the cycle of poverty and continuing injustice which plague these neighborhoods. At BwC we know that academic success and college completion have proven to be the most effective way to promote social and economic mobility. We are committed to creating strong centers of learning that transform the lives of students and families and revitalize communities.
Beginning with Children continues to post-secondary and college success through its alumni program, the Legacy Network. The success of BwC Scholars is the product of caring, committed and talented educators who work collaboratively with families to meet the needs of our students. As we continue to develop our Professional Learning Community we invite talented and innovative educators to join us in our mission to provide quality instruction to every child in every classroom.
Our Schools
Beginning with Children schools empower scholars to meet high academic standards throughout their education and embrace a set of core values that are essential to success in life. Our graduates will be independent thinkers who are committed to succeeding in college preparatory programs and becoming active and engaged citizens in their communities.
Our teachers are certified in their assigned grade and/or content area. Teachers demonstrate mastery of content and provide engaging instruction that inspires our students to learn. All teachers share accountability for the academic success of our students. As a professional learning community, we work collaboratively to enhance student learning and build a positive school culture.
BwCCS2 Mission
BwCCS 2 is a nurturing community that fosters a love of learning and the development of character for students in grades K-8. Our students achieve academic excellence and are prepared to succeed in top performing high schools and colleges. BwCCS 2 students develop and use G.R.I.T. (Good Judgment, Resilience, Integrity, and Teamwork) for personal and community improvement.
Open Position: Living Science Middle School Year
Responsibilities:
- Support students’ academic and socio-emotional development
- Set student performance and growth goals and work to achieve those goals
- Collaborate with leadership to implement the School’s mission and goals
- Align the core curriculum with Common Core State Standards.
- Participate in the implementation of systems to assess student achievement.
- Model the school’s mission, values and standards for professional behavior.
- Perform other related duties as required and assigned
- Prepare all students for success with New York State Living Environment Regents Science exams
- Place an equal emphasis on developing scientific thinkers by inviting students to ask questions, develop models, carry out investigations and analyze data
- 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
- 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
Qualifications:
- New York State certification (preferred)
- Excellent oral and written communication skills.
- Strong interpersonal skills.
- Ability to communicate effectively with diverse constituencies, including students, parents, trustees, BwC representatives, community members, and donors.
- Understand the nuances of urban school environments and school culture.
- Experience teaching middle school.
- Master’s degree.
- Minimum 1 year teaching experience.
- Experience teaching English as a Second Language or Speech is a plus
- Bilingual (Spanish) a plus.
Program Director – Early Childhood
Overview: The program is seeking a visionary, energetic leader to act as Program Director for our play-based child care program which serves children 2 to 5 years old, including Pre-K for All. We offer a full day, full year program and are proud of our strong partnerships with families and the local community. The program provides a nurturing and stimulating environment that prepares children with academic and social skills needed to succeed in school and life. We are looking for a director who is excited about leading a high quality, culturally responsive preschool that blends public and private funding to ensure a robust and meaningful experience for children, staff and families.
Responsibilities:
Management
- Lead the daily operations and management of the Program to ensure that all licensing, funding and University Settlement standards and expectations are met
- Supervise and support staff including Education, Clinical and Family Service, Fiscal, Custodial and Culinary Staff to perform their jobs to meet the highest standards of quality
- Conduct outreach, and tours and be the lead on communication with current and prospective families
- Ensure compliance with Head Start Performance Standards on all aspects of family services, community engagement, enrollment and eligibility.
- Communicate with administrative departments such as Fiscal, Human Resources, Technology and Development in order to support the daily and ongoing needs of the Program
Fiscal
- Manage resources effectively and within budget to ensure that the site operates effectively and efficiently, and is compliant with all federal and state laws and funder requirements
- Manage site finances within approved budget with the assistance and support of the Senior Program Director
- Demonstrate an understanding of the monthly financial reports, identifying trends and discrepancies
- Communicate and clarify the monthly financial reports to assist the board in their oversight of the Center budget
- Follow finance policies and procedures to ensure timely compliance
- Provide contract information to the Finance Department to assist with, and ensure the accuracy of, monthly financial statements
Leadership and Coaching:
- Lead all staff to live the mission of Children’s Corner/University Settlement in their daily work and interactions
- Support staff at all levels to identify areas for growth and to improve their practice and delivery of services
- Use reflective supervision to mirror the respectful, reflective relationships staff have with children and families
- Represent our Children’s Corner/University Settlement in advocacy and policy conversations across New York City and beyond
- Other duties relevant to the program operation as requested by Supervisors
Qualifications:
- Master’s degree in Early Childhood or Childhood Education
- Permanent/Professional NYS Teaching Certificate (N-6 or Birth-2nd Grade) a plus
- 3-5 years’ proven success in supervision and management
- Proficient in Microsoft Word, Excel
- Excellent written and oral communication skills
- A collaborative attitude and interest in supporting the overall goals of the program and University Settlement
- Previous experience or training on coaching or reflective supervision is desired
Hours: 35 hour work week, 3 days for 8AM-4PM and 2 days for 10AM-6PM schedule
Additional. Generous benefits package
We are committed to building a diverse and inclusive community. We support a broadly diverse team who will contribute to our organization. We are an equal employment opportunity for all regardless of race, color, citizenship, religion, national origin, sex, sexual orientation, gender identity or expression, age, disability, veteran or reservist status, or any other category protected by federal, state, or local law.
Program Director – Early Childhood
Overview: The program is seeking a visionary, energetic leader to act as Program Director for our play-based child care program which serves children 2 to 5 years old, including Pre-K for All. We offer a full day, full year program and are proud of our strong partnerships with families and the local community. The program provides a nurturing and stimulating environment that prepares children with academic and social skills needed to succeed in school and life. We are looking for a director who is excited about leading a high quality, culturally responsive preschool that blends public and private funding to ensure a robust and meaningful experience for children, staff and families.
Responsibilities:
Management
- Lead the daily operations and management of the Program to ensure that all licensing, funding and University Settlement standards and expectations are met
- Supervise and support staff including Education, Clinical and Family Service, Fiscal, Custodial and Culinary Staff to perform their jobs to meet the highest standards of quality
- Conduct outreach, and tours and be the lead on communication with current and prospective families
- Ensure compliance with Head Start Performance Standards on all aspects of family services, community engagement, enrollment and eligibility.
- Communicate with administrative departments such as Fiscal, Human Resources, Technology and Development in order to support the daily and ongoing needs of the Program
Fiscal
- Manage resources effectively and within budget to ensure that the site operates effectively and efficiently, and is compliant with all federal and state laws and funder requirements
- Manage site finances within approved budget with the assistance and support of the Senior Program Director
- Demonstrate an understanding of the monthly financial reports, identifying trends and discrepancies
- Communicate and clarify the monthly financial reports to assist the board in their oversight of the Center budget
- Follow finance policies and procedures to ensure timely compliance
- Provide contract information to the Finance Department to assist with, and ensure the accuracy of, monthly financial statements
Leadership and Coaching:
- Lead all staff to live the mission of Children’s Corner/University Settlement in their daily work and interactions
- Support staff at all levels to identify areas for growth and to improve their practice and delivery of services
- Use reflective supervision to mirror the respectful, reflective relationships staff have with children and families
- Represent our Children’s Corner/University Settlement in advocacy and policy conversations across New York City and beyond
- Other duties relevant to the program operation as requested by Supervisors
Qualifications:
- Master’s degree in Early Childhood or Childhood Education
- Permanent/Professional NYS Teaching Certificate (N-6 or Birth-2nd Grade) a plus
- 3-5 years’ proven success in supervision and management
- Proficient in Microsoft Word, Excel
- Excellent written and oral communication skills
- A collaborative attitude and interest in supporting the overall goals of the program and University Settlement
- Previous experience or training on coaching or reflective supervision is desired
Hours: 35 hour work week, 3 days for 8AM-4PM and 2 days for 10AM-6PM schedule
Additional. Generous benefits package
We are committed to building a diverse and inclusive community. We support a broadly diverse team who will contribute to our organization. We are an equal employment opportunity for all regardless of race, color, citizenship, religion, national origin, sex, sexual orientation, gender identity or expression, age, disability, veteran or reservist status, or any other category protected by federal, state, or local law.
Program Director – Early Childhood
Overview: The program is seeking a visionary, energetic leader to act as Program Director for our play-based child care program which serves children 2 to 5 years old, including Pre-K for All. We offer a full day, full year program and are proud of our strong partnerships with families and the local community. The program provides a nurturing and stimulating environment that prepares children with academic and social skills needed to succeed in school and life. We are looking for a director who is excited about leading a high quality, culturally responsive preschool that blends public and private funding to ensure a robust and meaningful experience for children, staff and families.
Responsibilities:
Management
- Lead the daily operations and management of the Program to ensure that all licensing, funding and University Settlement standards and expectations are met
- Supervise and support staff including Education, Clinical and Family Service, Fiscal, Custodial and Culinary Staff to perform their jobs to meet the highest standards of quality
- Conduct outreach, and tours and be the lead on communication with current and prospective families
- Ensure compliance with Head Start Performance Standards on all aspects of family services, community engagement, enrollment and eligibility.
- Communicate with administrative departments such as Fiscal, Human Resources, Technology and Development in order to support the daily and ongoing needs of the Program
Fiscal
- Manage resources effectively and within budget to ensure that the site operates effectively and efficiently, and is compliant with all federal and state laws and funder requirements
- Manage site finances within approved budget with the assistance and support of the Senior Program Director
- Demonstrate an understanding of the monthly financial reports, identifying trends and discrepancies
- Communicate and clarify the monthly financial reports to assist the board in their oversight of the Center budget
- Follow finance policies and procedures to ensure timely compliance
- Provide contract information to the Finance Department to assist with, and ensure the accuracy of, monthly financial statements
Leadership and Coaching:
- Lead all staff to live the mission of Children’s Corner/University Settlement in their daily work and interactions
- Support staff at all levels to identify areas for growth and to improve their practice and delivery of services
- Use reflective supervision to mirror the respectful, reflective relationships staff have with children and families
- Represent our Children’s Corner/University Settlement in advocacy and policy conversations across New York City and beyond
- Other duties relevant to the program operation as requested by Supervisors
Qualifications:
- Master’s degree in Early Childhood or Childhood Education
- Permanent/Professional NYS Teaching Certificate (N-6 or Birth-2nd Grade) a plus
- 3-5 years’ proven success in supervision and management
- Proficient in Microsoft Word, Excel
- Excellent written and oral communication skills
- A collaborative attitude and interest in supporting the overall goals of the program and University Settlement
- Previous experience or training on coaching or reflective supervision is desired
Hours: 35 hour work week, 3 days for 8AM-4PM and 2 days for 10AM-6PM schedule
Additional. Generous benefits package
We are committed to building a diverse and inclusive community. We support a broadly diverse team who will contribute to our organization. We are an equal employment opportunity for all regardless of race, color, citizenship, religion, national origin, sex, sexual orientation, gender identity or expression, age, disability, veteran or reservist status, or any other category protected by federal, state, or local law.
Program Director – Early Childhood
Overview: The program is seeking a visionary, energetic leader to act as Program Director for our play-based child care program which serves children 2 to 5 years old, including Pre-K for All. We offer a full day, full year program and are proud of our strong partnerships with families and the local community. The program provides a nurturing and stimulating environment that prepares children with academic and social skills needed to succeed in school and life. We are looking for a director who is excited about leading a high quality, culturally responsive preschool that blends public and private funding to ensure a robust and meaningful experience for children, staff and families.
Responsibilities:
Management
- Lead the daily operations and management of the Program to ensure that all licensing, funding and University Settlement standards and expectations are met
- Supervise and support staff including Education, Clinical and Family Service, Fiscal, Custodial and Culinary Staff to perform their jobs to meet the highest standards of quality
- Conduct outreach, and tours and be the lead on communication with current and prospective families
- Ensure compliance with Head Start Performance Standards on all aspects of family services, community engagement, enrollment and eligibility.
- Communicate with administrative departments such as Fiscal, Human Resources, Technology and Development in order to support the daily and ongoing needs of the Program
Fiscal
- Manage resources effectively and within budget to ensure that the site operates effectively and efficiently, and is compliant with all federal and state laws and funder requirements
- Manage site finances within approved budget with the assistance and support of the Senior Program Director
- Demonstrate an understanding of the monthly financial reports, identifying trends and discrepancies
- Communicate and clarify the monthly financial reports to assist the board in their oversight of the Center budget
- Follow finance policies and procedures to ensure timely compliance
- Provide contract information to the Finance Department to assist with, and ensure the accuracy of, monthly financial statements
Leadership and Coaching:
- Lead all staff to live the mission of Children’s Corner/University Settlement in their daily work and interactions
- Support staff at all levels to identify areas for growth and to improve their practice and delivery of services
- Use reflective supervision to mirror the respectful, reflective relationships staff have with children and families
- Represent our Children’s Corner/University Settlement in advocacy and policy conversations across New York City and beyond
- Other duties relevant to the program operation as requested by Supervisors
Qualifications:
- Master’s degree in Early Childhood or Childhood Education
- Permanent/Professional NYS Teaching Certificate (N-6 or Birth-2nd Grade) a plus
- 3-5 years’ proven success in supervision and management
- Proficient in Microsoft Word, Excel
- Excellent written and oral communication skills
- A collaborative attitude and interest in supporting the overall goals of the program and University Settlement
- Previous experience or training on coaching or reflective supervision is desired
Hours: 35 hour work week, 3 days for 8AM-4PM and 2 days for 10AM-6PM schedule
Additional. Generous benefits package
We are committed to building a diverse and inclusive community. We support a broadly diverse team who will contribute to our organization. We are an equal employment opportunity for all regardless of race, color, citizenship, religion, national origin, sex, sexual orientation, gender identity or expression, age, disability, veteran or reservist status, or any other category protected by federal, state, or local law.
Program Manager, FIRST Lego League
About NYC FIRST
For over 20 years, NYC FIRST has been one of the largest and most impactful K-12 STEM education organizations in New York City, running immersive, hands-on robotics leagues and STEM education programs that serve approximately 7,000 students annually. NYC FIRST traditionally works with over 600 robotics teams that participate in three different leagues across the five boroughs of New York City and the Hudson Valley. We also have two STEM Centers – one at Cornell Tech and one in partnership with the New York Public Library in Washington Heights.
NYC FIRST envisions a future where every young person has access to rigorous and inspiring STEM education and succeeds academically and in their career. We run mentor-based robotics and STEM education programs across the five boroughs that help students build the skill set, mindset and community to get ahead in the STEM pipeline.
About the Position
NYC FIRST is seeking a Program Manager with a passion for STEM education to support the FIRST LEGO League (K-8) programs. The Program Manager for FIRST LEGO League is responsible for the successful administration, support, and growth of the elementary school and middle school programs in New York City. This position will work with key internal (Advancement, STEM Centers, and Operations) and external (FIRST, implementation partners, event partners, vendors, and volunteers) stakeholders and manage an events committee to carry out large-scale competitions. Evening and weekend work are required during the competition season.
The Program Manager will report to and work closely with the Director of FIRST Programs, and will be responsible for the following:
- Program Planning and Management
- Act as the primary representative for the administrative and programmatic aspects of FIRST LEGO League (FLL), establishing trust among a large group of volunteers and participants.
- Facilitate team support for the FLL competition season, ensuring timely and accurate communication with team coaches.
- Collaborate with FIRST, the volunteer committee, and partner organizations to plan and manage the FLL events.
- Interact with and make use of all of the different FIRST and NYC FIRST data systems.
- Recruit new schools and volunteers to grow the FIRST LEGO League programs
- Teaching and Learning
- Develop curriculum and resources for over 200 teachers and teams.
- Plan and conduct professional learning workshops for 300 coaches and students in the FLL programs
- Plan and conduct training for FLL volunteers
- Conducting site visits of FIRST LEGO League partner sites
- Partnership Management
- Oversee daily relationships with external partners, including schools, city agencies, community organizations, and libraries.
- Work with the Advancement team to gather data and information from partners for reports
- Collaborate with staff to create opportunities for FIRST LEGO League teams to engage with NYC FIRST STEM Centers
Job Requirements
- Bachelor’s degree or equivalent work experience in education, STEM or youth development preferred. FIRST experience is a plus.
- Strong project management and event planning skills.
- Experience working with volunteers or serving as a volunteer.
- Comfort working on a small dynamic, creative, goal-driven, multi-functional team.
- Ability to work evenings and weekends during the competition season.
- Highly responsive to internal and external communication in-person, and via email and phone
- General comfort level with technology tools and platforms.
- Experience and passion for serving underserved and underrepresented youth and communities.
- Excellent interpersonal communications skills and comfort with public speaking with diverse groups of stakeholders.
Location
This position is located in New York City and requires extensive travel around NYC during the competition season.
Compensation
$65K – $70K, health/dental/vision insurance, opportunity to participate in a 401K, 4 weeks of PTO, and a welcoming workplace.
EQUAL OPPORTUNITY EMPLOYER
NYC FIRST is an equal opportunity employer. We encourage BIPOC, women, gender non-conforming folx, and individuals from the many communities we serve to apply. We do not discriminate against any employee or applicant for employment on the basis of race, color, religion, gender, gender expression, age, national origin, disability, marital status, sexual orientation, veteran or military status.
Manager, District Implementation
NYC FIRST
For over 20 years, NYC FIRST has inspired and empowered K-12 students from diverse communities across New York City each year to engage with STEM and robotics in meaningful and joyful ways. We create learning experiences that encourage young people to think critically and creatively and to persevere. Each year, our programs are significant drivers of equity and excellence, impacting the lives of thousands of students and teachers. We do this through robotics leagues, district-wide programs, credit-bearing courses, build sessions and more, all supported by our STEM Centers.
NYC FIRST’s vision is centered on a network of STEM Centers that broadens resources, delivers opportunity and sets young people on pathways to success academically and professionally. They centralize valuable resources, including computing and software, fabrication equipment, and, most importantly, expert and experienced staff and mentors, all done in a highly cost-effective structure.
About the Position
NYC FIRST seeks an organized, professional, and detail-oriented Manager, District Implementation to support the successful implementation and execution of two of our robotics programs – FIRST LEGO League and FIRST Tech Challenge – in district-wide programs in New York City, with an initial focus on District 3, in Harlem and the Upper West Side. The person in this position will spend a significant amount of time in Harlem and Upper Manhattan neighborhoods. Primary work location is the NYC FIRST STEM Center in Washington Heights. The Manager, District Implementation will report to and work closely with the Director of FIRST Programs.
Manager Responsibilities
- Project and Community Management
- Liaise with district, school and internal stakeholders.
- Ensure professional and timely stakeholder management of school teachers and administrators, NYC FIRST community members, and others.
- Build and maintain a community of teachers and experts who participate in and support schools and students.
- Plan and execute large-scale community events for all stakeholders.
- Create, maintain, and report on records of site visits and school support.
- Teaching and Learning
- Work with NYC FIRST staff to plan and conduct professional development workshops and meetings for volunteer mentors, school teachers, students, and additional stakeholders.
- Prepare written materials, event communications, and presentation slides to support the above work.
- Conduct school site visits and assist teachers in other ways throughout the year in implementing FIRST LEGO League and FIRST Tech Challenge in classrooms.
- Work with NYC FIRST staff to help lead professional development sessions for teachers.
- On occasion, help with hosting class field trips to NYC FIRST STEM Centers.
- Research and evaluation
- Collaborate with staff and independent experts to create tools for and conduct effective project evaluations and research.
- Assist in data collection and stakeholder surveys.
- Liaise with external evaluators.
- Additional duties as required
Requirements/Qualifications
- Knowledge of the NYC teaching and learning ecosystems, including teacher professional development.
- Knowledge of educational needs of communities served by NYC FIRST, with a focus on and commitment to Harlem and Upper Manhattan.
- Experience with best practices implementing a program across many schools.
- Demonstrated commitment to NYC FIRST’s mission as well as STEM education access and equity.
- Comfortable working in a startup-like environment that requires a high level of self-motivation, independence, and strong judgment in decision-making.
- Growth Mindset and an ability to build rapport with colleagues and stakeholders.
- Desire to learn new skills.
- Knowledge of FIRST robotics a plus.
- Spanish language fluency a plus.
- Natural collaborator, eager to learn from experienced STEM Center leaders.
Compensation
$65K – $70K,health/dental/vision insurance, opportunity to participate in a 401K, 4 weeks of PTO, and a welcoming workplace.
Executive Director, Girls on the Run NYC
Organization Summary:
Girls on the Run NYC is a local nonprofit organization dedicated to creating a world where every girl knows and activates her limitless potential and is free to boldly pursue her dreams. We inspire girls to be joyful, healthy, and confident using a fun, experience-based curriculum that creatively integrates running. Our program creates a safe place for girls to grow in confidence and strengthen their self-worth through an introduction to identifying and processing emotions, goal setting, cooperation, healthy decision-making, and self-respect, while training for a 5K event.
Girls on the Run believes that all girls and communities should have access to our programs. We strive to eliminate barriers to participation, to continue creating programming that engage all communities, to be intentional about staff and volunteer diversity and to promote a culture of inclusion across the organization. We warmly welcome the participation of any child who identifies as “girl,” non-binary, or gender expansive in our programs. We are committed to leveraging our intellectual, financial, and human resources to advance strategies to be inclusive, equitable and accessible to all.
Our council currently serves 1,400 girls across the five boroughs of New York City. Please visit our website to learn more: https://www.gotrnyc.org
Position Summary:
The Executive Director of GOTR NYC will work with community leaders, schools and school systems, non-profit partners, families and girls, and volunteers to create significant impact in our community. The ideal candidate will have a passion for youth, experience in fundraising and grant writing, business acumen and will have successfully managed community impact programs, including evaluation and measurement.
Principle responsibilities include (but are not limited to):
- Strategic Planning
- Provide strategic direction and leadership of the overall program through careful implementation and continuation of the Strategic Plan.
- Develop a comprehensive council growth plan that reflects creative program and site development strategies with an intentional focus on growing access and diversifying communities served.
- Collaborate with the Board to identify and plan for infrastructure growth parallel to growth of the program.
- Fund Development
- Develop sustainable revenue plan with a focus on grant writing and individual donor development and stewardship to exceed $700,000 annually of a $1 million budget.
- Drive the charity endurance athlete peer-to-peer fundraising program with the development manager.
- Develop and sustain sponsorship relationships with local, corporate, and national partners.
- Serve as ambassador to raise awareness by building and maintaining relationships with city-wide and community-based organizations including corporate groups, social service agencies, service groups, local media, fitness and wellness organizations, and other community partners.
- Operational Administration
- Manage the organization with a business mindset by overseeing, maintaining, and identifying areas of improvement for efficient systems and strategies.
- Oversee all aspects of finance and budgeting in collaboration with the Board and staff.
- With the Board Finance Committee, execute all financial, operational, and programmatic reports to Girls on the Run International and to state and local funding agencies in a timely manner.
- Leverage data to monitor GOTR Key Performance Indicators (KPIs) and track progress toward meeting organizational goals.
- Oversee the season culminating 5K experience each Fall and Spring Season.
- Staff and Volunteer Leadership
- Provide direction, oversight and professional development opportunities for Program, Development, and Operations staff, as well as leadership to the volunteer coaches, and committee leadership.
- Develop coach recruitment and retention efforts that result in coaches representing the diversity of girls served.
- Cultivate and steward key relationships with community organizations and site liaisons, coaches, parents, participants, and volunteers.
- Maintain strong relationship with the Board of Directors and Girls on the Run International.
- Build Community Presence
- Oversee special events planning and execution such as the Season-End 5k events, virtual summits, etc.
- Ensure community engagement and communication is consistent with the GOTR brand and core values.
Required Qualifications:
- BA/BS or comparable work experience, with 10 years of demonstrated executive leadership experience managing four or more staff, preferably in a non-profit community impact environment.
- Demonstrated experience in fundraising, grant writing, setting and managing budgets, and financial forecasting.
- Passion for the Girls on the Run mission and comfortability delivering presentations to large groups.
- Ability to effectively communicate issues surrounding girl empowerment, self-esteem, body image and whole-person health.
- Strong technological proficiency to navigate an array of web-based software.
- Must be available nights and weekends as needed for GOTR events, funding opportunities and ambassador engagements.
- Readiness to embrace the work of inclusion, diversity, equity, and access.
- Reliable transportation.
- A flexible and adaptable team-player with a sense of humor.
Benefits, Salary and Work Environment:
This is a full-time position based in New York City with an expectation of 80% or more of your time in person at the office, at program sites, or in the community.
- Ongoing in-person and virtual interactions in community
- Frequent interaction with external stakeholders
This position is offering a salary of $120,000 to $140,000 annually, depending on experience. In addition, Girls on the Run offers generous PTO, retirement plan with employer match; medical, vision, and dental insurance with employer coverage of majority of the premium, and life insurance.
After School Administrative Assistant/Support Staff, 2023-2024
About Community Roots:
Community Roots Charter School is a rigorous learning community where learning is embedded in meaningful real world contexts; where children are deliberately taught to see the connections between school and the world. CRCS students will meet or exceed the Common Core standards and be prepared to excel in the 21st century by being taught to be independent thinkers and to work productively within a diverse group of learners. At CRCS students will learn to combine curiosity with appropriate application, which will lead to deep understanding and the confidence to take on challenges to become who they want to be.
Currently, Community Roots has 475 students in grades K-8. Our first 8th grade class graduated in June 2015. Please visit our website for more information about our school: www.communityroots.org
Community Roots is hiring:
We are currently looking for an elementary school (grades K-5) After School Administrative Assistant/Support Staff who is energetic, reliable, and conscientious. This position will report to the Elementary School Director of Restorative Practices and Afterschool.
Community Roots Charter School seeks individuals who:
- Believe in and are capable of high levels of collaboration and communication
- Believe that communicating and building relationships with children’s families is essential
- See themselves as active learners committed to ongoing professional development
- Believe that all children have the right to an exceptional education
- Understand that children learn in different ways
- Are committed to ensure academic, emotional and social growth in every child
- Are capable of building a safe, nurturing, supportive and high achieving school culture
- Believe that working and educating children in a diverse environment is essential
- Enjoy their work
Required Qualifications:
- High School Diploma or higher
- Flexibility to work outside of job description parameters, when needed
- Experience working with diverse teams and individuals
- Belief in CRCS mission and philosophy
- Strong belief in and ability to collaborate
- Demonstrated ability to prioritize and problem solve independently
Preferred Qualifications:
- Experience working with school age children
- Strong administrative/organizational skills
Main responsibilities will include:
- Managing rosters
- Distributing snacks
- Student support during academic and enrichment periods
- Schedule: M/T/Th/F, 2:30PM – 5:15PM
Salary and Benefits:
Community Roots offers a competitive benefits package. Salary commensurate with experience.
SPED Teacher at HUM High School!
This position is for HUMANITIES HIGH SCHOOL located in Marble Hill, Bronx.
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
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 CertificationThere 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
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.
Program Associate
Mission
At LitWorld, our mission is to strengthen children and communities through the power of their own stories. We are committed to creating a world of equity and opportunity by harnessing the transformative potential of children’s stories, diverse reading and writing experiences, and mentor relationships. As a 501(c)3 nonprofit organization, we address the challenge of illiteracy globally by collaborating with grassroots organizations to implement innovative solutions that empower young people. LitWorld empowers children to lead lives filled with independence, hope, and joy.
Position Overview
Lit World is looking for passionate, creative leaders who are inspired by our mission and committed to supporting our young people. The Program Associate will report directly to the Program Director. The individual in this role will contribute to curriculum development, partnership management, and program implementation. With a focus on addressing partner needs and facilitating curriculum adaptation. The ideal Program Associate thrives in a dynamic, collaborative, and fast-paced environment.
The Program Associate will work closely with local NYC communities to ensure the successful implementation of LitClubs, fostering a safe and nurturing environment for participants. They collaborate with site coordinators to support LitClub sessions and advocate for the LitWorld mission to promote self confidence, leadership, and community strength through our program.
Program Associates operate in a hybrid environment, attending in-person for programs at school and partner sites, and with the option of attending most team meetings remotely.
Key Responsibilities
- Collaborate closely with the Program Director and Operations Program Manager to support the enhancement, refinement, and piloting of both new and existing curriculum and training materials.
- Manage and nurture strategic partnerships, ensuring effective communication, coordination, and collaboration with local NYC partners.
- Work closely with the program team to streamline and harmonize program implementation across different sites.
- Facilitate cross-partner communication, fostering leadership opportunities for Partnership Coordinators.
- Lead training sessions for program leaders, empowering them with the necessary tools and skills for success.
- Maintain project timelines and milestones, ensuring timely delivery of program objectives.
- Participate in and contribute to the planning and execution of visits to LitWorld programming locations (some travel required).
- Collect and analyze data and anecdotes to support program measurement, evaluation, and reporting.
- Collaborate with the communications team to effectively share impactful stories from the field.
- Plan and organize local programming events to engage communities.
- Contribute to strategies for program expansion and deepening in collaboration with partners.
- Assist in the planning, preparation, and execution of major LitWorld events, including fundraising initiatives and advocacy days.
Qualifications
Success in this position will require, but not be limited to, the following proven experiences and competencies:
- What you’ve accomplished (required):
- Bachelor’s degree
- 2+ years of classroom teaching and/or youth development experience in historically marginalized schools or community-based programs
- Demonstrated experience in program management, curriculum design and implementation
- Skills you have developed and knowledge you have acquired:
- Ability to manage and leverage relationships across multiple stakeholder groups
- Strong organizational skills and an exceptional attention to detail with demonstrated success managing multiple projects at once
- Exceptional written and verbal communication skills.
- Ability to effectively collaborate across diverse stakeholders
- Familiarity with Salesforce or similar databases is an advantage
- Preference for bilingual/multilingual candidates
- How you work and what you value:
- Deep commitment to diversity, equity and inclusion
- Self-motivated, flexible, and entrepreneurial
- Ability to work independently and collaboratively in a fast paced environment
IMPORTANT: This role requires a background check and proof of vaccination.
Compensation and Benefits
- The salary for this position is $65,000, commensurate with experience.
- 401(k) and health insurance (medical, dental and vision) plans.
- Full time employees receive paid federal holidays, generous PTO which includes personal and sick time.
Executive Director, 82nd Street Academics
Who we are
82nd Street Academics is a long serving, community organization, based in Jackson Heights, that serves to complement public education in the Western Queens area of New York. We opened our doors as a summer school program in 1974 before adding an after school achievement program in 1997 and eventually becoming incorporated as a nonprofit in 2003. 82nd Street has built a strong community presence and now has multiple sites throughout Queens serving over 1,000 students.
We pride ourselves on being a complement to public education and are committed to ensuring that our students, regardless of home language or other societal barriers, have access to quality higher education.
We believe that our organization’s growth has provided both opportunities and challenges and as we move into this next phase of leadership, we are looking to create a balance between our strong academic programs with equally strong non-profit management, creating a clear roadmap for the organization’s growth and leadership in the community.
About the Executive Director role
The 82nd Street Academics board is seeking a leader who can build on our strengths in advancing public education while also collaborating with the staff and the Board to set our future direction. The Executive Director (ED) will lead our organization ensuring sustainability and continued superior academic results, retaining talented staff, and growing and strengthening partnerships with our community of students and families. The ED will report to the Board of Directors of 82nd Street Academics and will be charged with leading and working with our program leadership and all of our stakeholders to advance our commitment to getting students in our community prepared early for next steps beyond high school.
Key Responsibilities – The “What”
Visionary Leadership
- Ensure that the 82nd Street’s mission and vision are clearly articulated and understood fully by staff, partners and stakeholders.
- Ensure our students’ academic success and social/emotional health; keep students at the center of all decision-making.
- Work with the board to move the organization forward and lead the development and implementation of 82nd academics strategy, using research, data and analytics, and metrics of success.
Creating and Managing Effective Systems & Operational Structures
- Assess and develop strategies to strengthen each aspect of the organization’s model, structures, and policies.
- Create effective systems to hold self and others accountable for high standards of performance.
- Ensure maximum resource utilization, budget management, and maintenance of the organization.
- Lead and oversee budget and contract management as well as fundraising and grant writing.
- Ensure compliance with fiscal management, funding sources and reporting.
- Develop and implement creative and effective marketing strategies to promote the program, maintain its competitiveness in the community and meet enrollment targets.
Build and Sustain Supportive Conditions for Strong Staff Culture
- Foster and support a collaborative learning culture based on trust, compassion and mutual respect.
- Institute equitable practices that support staff and create the conditions where staff are supported and able to do their best work, focused on academic rigor and high standards, on behalf of the students they serve.
- Create an environment that develops and supports staff in measuring student academic success and preparing students to succeed.
- Launch effective talent management strategies to attract, retain and develop high performing staff and foster conditions for professional growth and a path to advancement through continuous feedback, coaching and development.
Maintaining a Strong Community Presence and Partnerships
- Maintain open, transparent and ongoing systems of communication with various stakeholder groups to ensure that priorities and expectations are clear.
- Ensure effective and efficient decision-making processes that include the expertise and perspectives of stakeholders and build buy-in throughout the organization.
- Maintain visibility and foster an environment of increased trust with the Board, staff and community.
- Manage a collaborative relationship with the Board, maintaining open, timely and ongoing communication, and providing support and guidance as needed. Lead and organize board meetings and drive agenda.
Managing & Developing the Leadership Team
- Actively mentor, coach and develop the existing senior leadership team, ensuring that functional areas are led by strong, mission-aligned colleagues.
- Ensure team members have the resources and independence to execute their role and programs effectively.
- Implement strategies to recruit, develop and retain highly effective leaders, with a particular emphasis on diversity, fair and equitable practices, and opportunity for growth and succession planning.
Competencies for Success – The “How”
Systems Level Leadership and Effective Execution
- Create, implement, and institutionalize effective policies, systems, and organizational structures to optimize school and student success and ensure operational excellence and strong compliance of a mature non for profit organization.
- Continuously identify opportunities for cross-functional, cross-school collaboration to ensure that a thoughtful and coherent strategy is propelling 82nd Street forward.
- Build an organizational culture that accelerates learning and raises expectations for every student, and fosters collaboration with parents to support student development.
- Lead team in leveraging outcome data in decision-making, and adopting research based, culturally responsive, and proven programmatic models.
- Lead with student-centered decision-making, ensuring holistic student support.
- Demonstrate cultural fluency, sensitivity, and a strong equity lens to meet the needs of our diverse students and staff.
Strategic Change Leadership
- Learn and assess the 82nd Street community, culture, structures and systems to inform forward planning.
- Build on the program’s successes and strengths, and commit to continuous improvement through analysis, inquiry, and assessment of results and strategic priorities.
- Lead innovative practice, entrepreneurial thinking, and organizational design efforts, and secure buy-in for a clear and compelling vision and priorities to execute.
Strong Team Leadership
- Effectively balance the tension between individual program leaders’ needs and vision with the need for coherence across programs.
- Direct, develop and support our team to advance the vision for academic programming, operational excellence and financial sustainability.
- Assess team and individuals’ skills, identify individual professional learning needs, and provide feedback and support to improve practice, build capacity, and maximize talent.
- Lead with a strong focus on goals, accountability and results; set clear metrics for success.
- Lead teams to collaborate with each other and with stakeholders, including parents and families.
Extraordinary Influencer and Connector
- Communicate effectively, tailoring messages for the audience, context, and mode of communication.
- Listen with an open mind, seeking understanding of stakeholders’ perspectives before establishing a direction forward.
- Build positive relationships and coalitions primarily with staff, students, parents and families, community partners, Board, authorizers, and funding partners.
- Navigate politically complex structures, relationships and dynamics to enable thoughtful decisions and positive outcomes for students.
Experience we’re looking for
- Experience delivering high-energy and inspirational leadership with a clear track record of effective nonprofit management and a focus on equity, excellence and access for all students.
- 5+ years of senior leadership; experience in change/turnaround leadership is helpful.
- Experience working in conjunction with a Board of Directors to identify priorities, establish goals, monitor progress, and produce outcomes in service to stakeholders.
- Proven skills and experience in strategic planning, communicating a vision and goals to others, and effectively implementing action plans throughout an organization.
- Track record of building and managing highly competent and functional teams.
- Demonstrated experience building consensus and trust within an organization.
- Knowledge and familiarity of schools or education preferred, but not required.
- Experience in DYDC and DOE funded after school and preschool programs preferred, but not required.
Benefits
Salary is competitive, and commensurate with prior experience within the range of $170,000 – $220,000. In addition, a comprehensive benefits package is included. We look forward to discussing details with you as the interview process progresses.
High School Computer Science Teacher
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
Computer Science teachers at New Visions schools work with a diverse range of students to develop content knowledge and skills through exploration, observation, and hands-on application. Computer Science teachers at New Visions schools will:
- create lessons that help students to build practical skills that they will be able to carry directly into their lives and careers
- regularly analyze student results in order to differentiate classroom instruction and better serve student needs
- foster a classroom environment conducive to the intellectual and social development of students
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 Computer Science 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
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.
Who We Are
At New Visions for Public Schools, we work to make great public schools common in New York City. We believe that all of New York City’s students deserve public schools that make successful futures possible, especially Black, Latinx, and low-income students who have historically had inequitable access to a great public education. Since 1989, New Visions has been a driving force behind some of the most significant reforms to public education in New York City. Today, our diverse team of professionals develop and scale innovative tools and approaches that help educators address common challenges. Learn more about New Visions HERE.
We operate ten public charter schools in the Bronx, Brooklyn, and Queens and, as a trusted partner of the NYC DOE, we help 1,600 public district schools plan for the success of over a million students citywide. In 2020-21, graduation rates in our Charter and Affinity networks were 95.4% and 89.2% and our support for postsecondary readiness has expanded exponentially.
Equal Employment Opportunity
New Visions for Public Schools 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.
New Visions believes that our teams should reflect the diverse communities we serve and that our culture and internal structures should be inclusive and equitable for all employees. We also recognize that perspectives from communities that have been historically marginalized are critical to the work we do. Hence, we strongly encourage applications from individuals living in the communities that we serve or who are members of historically marginalized communities.
New Visions provides a comprehensive and competitive compensation and benefits package in addition to the opportunity to make a significant impact on education reform and in the lives of urban youth.
After School Math Teacher (Fall 2023)
- Brooklyn: Liberty Avenue Middle School (350 Linwood St, Brooklyn, NY 11208)
- Bronx: All Hallows High School (111 E 164th Street, Bronx, NY 10452)
- Manhattan: The Town School (540 East 76th Street, New York, NY 10021)
Role Responsibilities & Calendar
- Creating engaging and rigorous daily lesson plans and student-facing materials for 7th grade pre-algebra class based on the BTNY-provided curriculum map
- Upload completed lesson plans and student-facing materials two weeks before the teaching date
- Conducting weekly check-ins with your Program Manager
- Grading student output and tracking student performance
- Complete training and observations
- Supporting with logistical aspects of the program and filling in when needed
- Other duties based on the BTNY site which you are assigned
- September 18 from 4-8pm: BTNY Classroom Teaching Trainings
- After-School Teaching Schedule:
- Mondays & Wednesdays from September 27th – December 13th (4:00PM-7:00PM)
- Between After-School Teaching Days:
- Lesson plan creation
- Student-facing material creation (slide decks, handouts, activities)
- Check-in with your Program Manager to review the curriculum and receive feedback
- Grading and tracking student work
- December 22: Final day for role
We’re Looking for Someone Who
- Can demonstrate experience and results with similar responsibilities to those listed above
- Is passionate about forming relationships with students
- Is a current undergraduate or graduate student, or a recent college graduate
- Can commit to the entire Fall 2023 term (September 1819th – December 22nd) and calendar below
- Is confident with MS Office (Word, Excel, and PowerPoint in particular), Zoom, Google Drive, and comfortable learning new systems
- Demonstrates excellence in BTNY’s Core Values:
- Student-Centered
- Committed to Social Justice
- Community-Driven
- Principled
- Lifelong Learners
- All In
Compensation and Support
- Math teachers will be compensated at a rate of $29/hour for new hires and $31.00/hour for returners.
- Math teachers will also receive ongoing professional development support including:
- Orientation and training
- Weekly 1:1 check-ins
- Skill development opportunities in facilitation, teaching, mentorship, relationship building, and professional communication
Virtual Algebra I Tutor (New York)
Littera Education is looking for virtual Algebra I tutors to join our Fall 2023 tutor pool for the upcoming school year. Availability for at least one full hour (the same hour) on at least two weekdays (the same days) from week to week is preferred.
- Do you enjoy supporting students and developing their understanding of math concepts?
- Are you interested in providing high-quality tutoring support?
Once you are matched to students with an assigned schedule, we ask that you commit to that schedule in order to build a strong tutor:student relationship.
Please note, this is a remote contract position and is not full-time. This role is perfect for you if you are interested in earning supplemental income with a flexible schedule that you choose, we do not guarantee a set number of hours per week. At Littera Education, our mission supports equitable, high-quality tutoring reaching students in school districts across the United States. Our high-dosage tutoring model pairs students with the same tutor for 2-3 sessions a week.
What will you do as a Littera tutor?
- Indicate the days/times you are availability to to tutor – without minimum or maximum requirements
- Complete curriculum reviews for the lesson content you would like to use in sessions.
- Tutor students virtually in a 1:1 – 1:3 setting.
- Build relationships with students located across the United States.
- Review provided lesson content materials
- Impact a student’s learning experience!
Requirements
- Relevant experience working with school-age learners in some capacity.
- Relatively consistent calendar ongoing availability that will support a session series from week to week at the same time with the same student(s) in this Littera high-impact tutoring program.
- A confident knowledge of at least one of the following: algebra I, algebra II, geometry, or pre-algebra.
- Ability to effectively instruct and engage students with clear communication and interpersonal skills.
- A high comfort level with online virtual tools and technology.
- Desktop or Laptop using the Chrome browser, a video camera, a reliable/stable internet connection. We recommend a hard-wired high-speed internet connection and a noise canceling headset with microphone
- You must reside in New York (note this role is 100% remote)
- United States residency is required
- A bachelor’s degree is preferred, but college students are welcome to apply with 1+ years of relevant experience.
- Once you are matched to students and assigned a schedule, we ask that you commit to that schedule in order to build a strong tutor:student relationship.
What is the process?
- Submit your application
- Complete a 2 minute video reply sharing your experience with math or algebra
- Attend a virtual mock appointment with a 5 minute tutoring demonstration
- Review and sign the Tutor Agreement, consent to and pass a background check
- Tutors that receive an offer will be asked to successfully complete fingerprinting forms, and schedule an in-person fingerprinting appointment within ten days of signing your tutor agreement.
*Note: All applicants will be required to complete the Littera tutor fingerprinting steps. Previous fingerprinting results are not transferable.
How are tutors scheduled?
Littera tutors set their availability in their tutor dashboard. Sessions are offered at Littera Monday to Friday, with session times generally between 8am ET to 9pm ET. Tutors share the subjects and levels of interest to tutor and open calendar availability. Curriculum is provided for all sessions. Following a complete tutor profile, and a review of the curriculum platform(s), the platform begins to seek to match a tutor with an ongoing program series.
The platform may match a tutor with a tutoring series quickly, or the platform may continue to search for a match for the tutor over a number of weeks, based on the incoming student subjects/levels/schedule, and the tutor profile.
Littera prioritizes a consistent student:tutor relationship. Tutors are matched with the same student(s) a few times each week, for a series of weeks, as part of the tutoring program. Opening consistent calendar availability, week to week, is requested.
Benefits
At Littera Education, our mission supports equitable, high-quality tutoring reaching students in school districts across the United States. Our high-dosage tutoring model pairs students with the same tutor for 2-3 sessions a week.
- Work 100% remotely with a consistent schedule
- Choose your own subjects and levels in your tutor profile
- Set your own availability, no minimums or maximums
- Substitute tutors are available should you need a day off within a scheduled session series.
- Following the successful completion of an algebra assessment. when tutoring high school Algebra I sessions: $22 per hour
- $18 per hour (for non-high school algebra sessions)
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High School Special Education Teacher (ICT/SETSS) 2023 -2024 School Year
Beginning with Children
Beginning with Children (BwC) is a Brooklyn based school management organization founded by school reform leaders Joe and Carol Reich over 20 years ago on a deep belief in the power of education. BwC supports two New York City Public Charter Schools and an alumni and college success program that provides education and academic supports for students from Pre-K to college.
Our schools, Beginning with Children Charter School 2 and Community Partnership Charter School, are located in Bedford Stuyvesant, Clinton Hill and Williamsburg where approximately 90% of our families qualify for free/reduced lunch. Our hard-working families face high rates of low-wage employment, and find it increasingly difficult to break the cycle of poverty and continuing injustice which plague these neighborhoods. At BwC we know that academic success and college completion have proven to be the most effective way to promote social and economic mobility. We are committed to creating strong centers of learning that transform the lives of students and families and revitalize communities.
Beginning with Children continues to post-secondary and college success through its alumni program, the Legacy Network. The success of BwC Scholars is the product of caring, committed and talented educators who work collaboratively with families to meet the needs of our students. As we continue to develop our Professional Learning Community we invite talented and innovative educators to join us in our mission to provide quality instruction to every child in every classroom.
Our Schools
Beginning with Children schools empower scholars to meet high academic standards throughout their education and embrace a set of core values that are essential to success in life. Our graduates will be independent thinkers who are committed to succeeding in college preparatory programs and becoming active and engaged citizens in their communities.
Community High School
Beginning with Children’s Community High School will open in summer 2022 and will provide a robust year-round academic and enrichment program that will teach students to creatively solve complex problems and explore and develop their own special talents through learning opportunities in and outside of the classroom. We are a school whose intent is to create a learning environment – shaped and supported by the living lab that is our city – that will give our students the tools that they need to reach their goals and have successful, rich lives. Our program will include comprehensive college and career advisory services that will help our students succeed in top performing colleges and professional careers.
Open Positions:
- High School Special Education Teacher (ICT/SETSS)
Responsibilities:
- With the support of the leadership team, will design and lead year-long core courses, aligned to Regents standards, in teacher’s academic discipline.
- Will design courses, utilizing a blend of in-person and remote modes, to provide students with rich opportunities for practice and application of the subject-area knowledge they acquire.
- Will design elective and/or enrichment courses.
- Will lead an advisory group support students’ academic success, socio-emotional development and post-secondary planning
- Will work with students at the start of the academic school year to compile a robust assessment portfolio to set goals, measure progress and customize learning experiences.
- Will hold regular office hours for students and will collaborate with other instructional team members to provide additional support to students with special education or language needs.
- Collaborate with leadership to implement the School’s mission and goals
- Participate in the implementation of systems to assess student achievement.
- Model the school’s mission, values and standards for professional behavior.
- Perform other related duties as required and assigned.
Qualifications:
- New York State certification (preferred)
- Strong writing, presentation and communication skills
- Strong interpersonal skills.
- Ability to communicate effectively with diverse constituencies, including students, parents, trustees, BwC representatives, community members, and donors.
- Understand the nuances of urban school environments and school culture.
- Secondary school experience
- Master’s degree
- Minimum 1 year teaching experience.
- Experience teaching/co-teaching math/science
- Bilingual (Spanish) a plus.
Personal Characteristics:
The successful candidate will be:
- Excited by the challenge of founding a new school.
- Excited by a non-traditional school calendar and schedule. Our program distributes learning across the calendar year. Our staff and student day is