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Special Education (Science) Teacher, AMS

Posted by | July 14, 2020 |

About Us

New Visions for Public Schools was founded in 1989 and is dedicated to ensuring that all New York City public school students, regardless of race or economic class, have access to a high-quality education that prepares them for the rigors of college and the workforce. New Visions has been a driving force behind some of the most significant reforms to public education in New York city, including pioneering the model of small high schools in New York City and creating nearly 150 new small schools; producing free open-source curriculum used by thousands of teachers in New York State and across the country; and launching a nationally-recognized Urban Teacher Residency program to train new teachers.

New Visions currently supports 709 schools citywide with school management tools, instructional resources and coaching, and more. This includes 10 charter high schools in Brooklyn, the Bronx, and Queens; and 71 district high schools in all five boroughs that are part of our Affinity network. In 2018-19, graduation rates in our Charter and Affinity networks were 89.7% and 85.6% and our college readiness rates were 54.9% and 61.5%.

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

New Visions equips teachers with the data tools they need to succeed.

Advanced Math & Science focuses on developing the whole student with a focus on five critical human capacities (managing impulses, persistence, listening with understanding, communicating clearly and applying past knowledge to new situations). AMS partners with Lincoln Center Education to help scholars develop critical thinking skills by noticing details, making connections, and asking questions. Scholars attend performances and visit art exhibitions to learn how the Arts relate to academics.

Position Summary

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. Special Education 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 to for post-high school transition to ensure quality of life after high school

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 and the opportunity to be part of a passionate team of colleagues. If you have the following qualities, credentials, and experience, please consider joining our team.

Successful New Visions teaching candidates will:

  • Approach learning via growth mindset
  • Be reflective, seek feedback, learn from those around them, and effectively apply feedback
  • Make informed decisions, based on evidence and data, about their lesson planning
  • Demonstrate strong content knowledge and be familiar with the Common Core State Standards
  • Have a proven track record for planning lessons with clear learning objectives and a means for assessing whether those objectives have been met
  • Have a proven track record of engaging students in their learning
  • Have strong organizational and communication skills
  • Have demonstrated success in tailoring instruction to the needs of diverse learners
  • Be committed to serving all students and respect children from all backgrounds
  • Demonstrate ability to work collaboratively with others to achieve common goals

Additionally, candidates must have at least a Bachelor’s degree, hold valid New York State certification*, and must be cleared for employment by fingerprint-supported background checks. We are committed to diversity in our hiring and employment practices, and encourage all qualified candidates to apply.

*There are limited opportunities for qualified teachers who do not possess a NY State certification to work in one of our Charter High Schools.

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.

Apply Today! https://grnh.se/ae9b5aed1us

Comments Off on Finance Assistant

Finance Assistant

Posted by | July 7, 2020 |

Standard 1:

Purchasing/Accounts payables/Receivables/Logistics/Payroll Processing:

The Finance Assistant purchases supplies, materials, and assets using cash funds and non-cash funds.

Receives requisitions, verifies the correct budget code and description, creates purchase orders tying items to the appropriate account.

  • Manages all logistics related to returning supplies, materials and assets purchased in error or damaged in transit.
  • Follows up on pending orders and “partial” orders to ensure timely delivery and order completion.
  • Attends weekly meetings with Finance Manager and CFO to go over open PO’s, bills to be paid and partial orders.
  • Negotiates pricing for fiscally responsible purchasing.
  • Process invoices and reimbursements.
  • Matches purchase requisition with invoice before submittal.  Files copy of checks in Cash Disbursement binder.
  • Handles shipping responsibilities including UPS, FedEx, and postage meter.
  • Tracks fixed assets, including technology, as they arrive to school in database. Maintains fixed asset binder. Labels all fixed assets according to school coding system.
  • Assists with annual fiscal audit schedule preparation, including prepaid expense schedules, accrued salary schedules, and other reports as needed.
  • Logs all approved reimbursement requests as PO’s in Quickbooks, in conformity with EFT and other cash disbursements.
  • Ensures all EFT’s are entered and paid into Procurify and Quickbooks.
  • Generates BTRR monthly reports in Quickbooks.
  • Dispute any discrepancies in relations to invoices, Completes payments and controls expenses by receiving, processing, verifying, and reconciling invoices.
  • Reconciles processed work by verifying entries and comparing system reports to balances.
    Protects organization’s value by keeping information confidential

Standard 2: Supports Instructional Program

  • Supports the implementation of Positive Behavior Interventions and Supports (PBIS) and serves as a check in, check out person for our secondary PBIS intervention
  • Participates in weekly finance team meetings
  • Attends weekly Professional Development meetings as needed
  • Supports with the supervision of students during student lunches
  • Supports the Executive Director, Principals, Chief Financial Officer, and Finance Manager with all other duties as assigned

 

 

Comments Off on Middle School Department Head Math (Instructional Supervision)

Middle School Department Head Math (Instructional Supervision)

Posted by | July 7, 2020 |

Equality Charter School (http://www.equalitycharterschool.org/) provides a high level of academic rigor in a nurturing learning community that will prepare scholars to be college and/or career-ready. Our mission is to ensure each scholar reaches individual academic and personal success through a nurturing, scholar-centered approach; and our approach is to serve any scholar, including those who are under-performing or who are from families in need of more resources.

We offer a positive school environment, we value academic, behavioral, and social-emotional needs, we use proactive strategies for teaching appropriate behaviors, and we use project-based learning to engage scholars. Our holistic programming focuses on career exploration, extensive athletics, art, health, theatre and music, and a host of special days, like career day, international day, and a borough-wide college fair.

 General Description of Position

 The Head of Department assumes the leadership and supervision for the assigned department to ensure scholars receive effective instruction that meet and exceed state standards and requirements in a safe and nurturing learning environment. The Head of Department leads and supports teachers within the department on a daily basis to help improve instruction and overall academic achievement for all scholars. The Head of Department collaborates with the administration and with other Heads of Departments in the school, when appropriate, to ensure continuity through appropriate implementation of curricula and instructional strategies.

Major Responsibilities & Duties

  • Creates & supports teachers in creating course scope and sequences (Experience with Eureka Math, beneficial)
  • Provides classroom instruction, creating a model classroom
  • Provides appropriate, high quality coaching to teachers to continuously improve instruction
  • Supports teachers in creating appropriate assessments 
  • Supports teachers in effective data analysis to inform future instruction and decisions
  • Supervises and evaluates teachers in the department
  • Ensures compliance with all policies, internal and external, within the department
  • Schedules and facilitates Professional Learning Communities, PD trainings and Department Meetings
  • Leads and manages the hiring process for the department
  • Assists in the creation of the school master schedule
  • Makes budget recommendations and oversees all department orders

Preferred Qualifications, Skills, Knowledge and Abilities

  • Has real command of the content and understanding of curriculum development (strong experience with Eureka Math, beneficial)
  • Has 5-7 years of proven success in the math classroom 
  • Demonstrates effective written and oral communication
  • Possesses professional development skills related to instruction in general and to the content specifically
  • Has a high capacity for problem solving
  • Demonstrated ability to manage numerous tasks and competing demands
  • Communication skills that fosters collaboration with numerous internal and external stakeholders

Want to learn more? Check out the links below to learn more about Equality Charter School:

Comments Off on Middle School Math Teacher 2020-21

Middle School Math Teacher 2020-21

Posted by | July 7, 2020 |

If you’re an awesome, highly qualified math teacher, please read below:

Equality Charter School (http://www.equalitycharterschool.org/) provides a high level of academic rigor in a nurturing learning community that will prepare scholars to be career-ready in college. Our mission is to ensure each scholar reaches individual academic and personal success through a nurturing, scholar-centered approach; and our approach is to serve any scholar, including those who are under-performing or who are from families in need of more resources.

We offer a positive school environment, we value academic, behavioral, and social-emotional needs, we use proactive strategies for teaching appropriate behaviors, and we use project based learning to engage scholars. Our holistic programming focuses on career exploration, extensive athletics, art, health, theatre and music, and a host of special days, like career day, international day, and a borough-wide college fair.

Advantages of teaching at Equality include emphasis on knowledge sharing practices, frequent trainings and targeted professional development opportunities, and opportunities for teacher leadership within the organization.

Who is an Equality Teacher?

Equality 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 Equality teacher can expect to receive enhanced instructional support, a range of professional development opportunities and the opportunity to be part of a passionate team of colleagues. If you have the following qualities, credentials and experience, please consider joining our team:

  • Compassionate and Passionate; Results-driven and Goal oriented
  • Excellent classroom management skills
  • Effective interpersonal communication skills with colleagues, parents, and students
  • Ability to incorporate reading and writing strategies in classroom instruction
  • Ability to incorporate hands-on and co-operative learning activities
  • Bachelor’s degree (Masters Preferred)
  • New York State Teaching Certification (or in process of reciprocity)
  • Legal authorization to work in the United States

Equality is an equal opportunity employer.

Want to learn more? Check out the links below to learn more about Equality Charter School:

Comments Off on Senior Manager of School Networks

Senior Manager of School Networks

Posted by | July 7, 2020 |

About NYC Kids RISE
NYC Kids RISE is a nonprofit organization working to expand economic opportunity and equity by providing families, schools, and communities with a way to work together to invest in their children’s future. NYC Kids RISE manages the NYC Kids RISE Save for College Program as a public-private-community partnership with the NYC Department of Education (DOE) and the City of New
York. The Save for College Program is a universal scholarship and savings program designed to make college and career training more accessible and achievable for all NYC public school students—regardless of their family’s income or immigration status. The Save for College Program is a tool that families, along with their schools and neighbors, can use and customize in the way that best fits
into their lives and best supports their dreams for their children.

The Save for College Program launched a three-cohort pilot phase in School District 30 in Fall 2017. Now in its third school year, the Save for College Program has so far enrolled more than 10,000 kindergarten, first-grade, and second-grade students (around 95% of all the students in those grades across District 30)
and opened an NYC Scholarship Account invested in a 529 plan with an $100 initial deposit for each one. Their families can view this account online, open their own college savings account, and start saving their own money in the ways and amounts that make sense for their financial circumstances, earning additional scholarship rewards. At the same time, their communities can contribute to groups of these NYC Scholarship Accounts to further increase the savings in each child’s account and demonstrate their community’s support for every child’s success. Together, these two accounts enable families, friends, schools, communities, and larger institutions and systems to work together to build assets and support expectations for each child’s future.

NYC Kids RISE is driven by the belief that every NYC public school child should have a real financial asset for higher education, starting in kindergarten, and support from every part of their community to achieve educational and economic success. Based on the successes of the pilot phase, NYC Kids RISE
is currently working with its public, private, and community partners to prepare to expand the Save for College Program beyond School District 30 to other NYC school districts. The ultimate vision is to create a universal, community-driven wealth-building platform–embedded in homes, schools, and
neighborhoods–across all 32 school districts in the NYC public school system. This approach draws from a variety of best practices and disciplines across the fields of asset building, child savings accounts, financial empowerment, education, community wealth building, urban poverty, neighborhood
effects and social capital research, collective impact, and more.

Learn more about NYC Kids RISE and the Save for College Program at nyckidsrise.org.

Senior Manager of School Networks
Elementary schools are at the heart of every neighborhood and the most central institution in directly supporting educational achievement, equity, and college and career readiness. As a key piece of building and enabling a universal, community driven wealth-building platform, NYC Kids RISE is working to
support the capacity of school districts and elementary schools throughout New York City to use the Save for College Program as a tool to advance their own goals of college and career readiness, family empowerment, and strong family-community ties.

NYC Kids RISE seeks an exceptional communicator, facilitator, relationship builder, systems-thinker and manager to serve as Senior Manager of School Networks, overseeing the capacity-building efforts to NYC’s schools and school districts to enhance college- and career- going culture using the Save for
College Program. The Senior Manager will work to advance key goals including: 1) Achieving District 30’s stated goal of supporting all eligible parents to activate their NYC Scholarship Accounts; 2) Advancing
how the Save for College Program can be a tool to meet schools’ goals such as enhancing its college-going culture and maintaining strong family-community ties; 3) Integrating the Save for College Program within the fabric of their school community, both within School District 30, and in other school
districts across the City; and 4) Supporting the expansion and sustainability of the Save for College Program to other school districts across New York City.

Key responsibilities will include but not be limited to:
● Lead creation and continuous improvement of systems to support District offices and schools in integrating the Save for College Program, including 1) working with District offices to provide regular communications to schools and school stakeholders about key milestones, 2) coordinating professional learning sessions with key school stakeholders, and 3) supporting participating District offices to develop mechanisms to track and measure school activities and
participation;
● Serve as the NYC Kids RISE liaison and primary point person for the District 30 and District 75 Superintendents’ Offices, the 39 participating schools and school communities and schools and district offices within future school districts where the Save for College Program expands;
● Foster increased awareness and engagement of school communities (school staff, parent leaders, Community based organization partners, etc.) around college and career readiness using the Save for College Program;
● Provide systemic support to the District and to schools around key family engagement events, including (1) developing toolboxes (materials, scripts, mapped integration opportunities) and supporting schools to use the tools as appropriate, (2) designing and facilitating monthly conference calls, professional learning sessions, the annual Save for College Schools Conference, and other opportunities for school stakeholders to provide feedback, share
information, share best practices and lessons learned, create ways for school stakeholders to share knowledge regularly, and build communities of practice around integrating the Save for College Program (3) overseeing and conducting on site school trainings to support schools working directly with families to activate their accounts; (4) attending and/or coordinating other NYC Kids RISE team members to anchor events – resources permitting – to support schools in
execution (5) designing and implementing virtual trainings and meetings in accordance with public health guidelines;
● Support the expansion of the Save for College Program to new school districts through strategic advice, relationship management, partnership development and setting up systems for new school districts informed by work in District 30;
● Work with Data Manager, Chief of Staff and others to determine how to best measure impact of NYC Kids RISE work on schools and school communities;
● Support K-12 financial education curriculum development, including ways to align curriculum with activities in the schools and opportunities to bring together students and parents/guardians, and manage relationships with relevant DOE offices;
● Participate and share in the organization’s work to advance racial equity and anti-oppression in the organization’s and program’s operations and practices; proactively identify opportunities to advance the development of an anti-racist organization; share and solicit ongoing feedback and conversations to advance this work;
● Maintain, and support other staff and volunteers to maintain, strict adherence to NYC Kids RISE data security and privacy policies;
● Support the Director of Communications and Digital to create print and digital materials, tools, and campaigns that align with school based efforts and parent/guardian facing education. Support the development of systems to capture school stakeholder experiences, stories, and best practices to share across networks and with other school communities.

Qualifications
● At least 8 years of experience in campaigns, community organizing, organizational development, behavioral design, economic and community development activities, financial empowerment service-delivery, or comparable experience;
● Experience with training and capacity building for diverse stakeholders;
● Familiarity with designing and executing training modules and providing technical assistance to individuals;
● Superb communication and relationship building skills, including writing, public speaking, and presentation to diverse audiences;
● Adaptable, flexible and effective problem solver in fast-paced settings;
● Proven project manager, highly organized, good attention to detail;
● Strong judgment;
● Knowledge of, and demonstrated interest in, increasing educational opportunities and long-term
financial security for low-income New York City families;
● Experience working in or with New York City schools and/or the NYC Department of Education preferred;
● Experience in a start-up setting preferred.

Comments Off on Middle School Behavioral Specialist

Middle School Behavioral Specialist

Posted by | July 2, 2020 |

Equality Charter School (http://www.equalitycharterschool.org/) provides a high level of academic rigor in a nurturing learning community that will prepare scholars to be career-ready in college. Our mission is to ensure each scholar reaches individual academic and personal success through a nurturing, scholar-centered approach; and our approach is to serve any scholar, including those who are under-performing or who are from families in need of more resources. We offer a positive school environment, we value academic, behavioral, and social- emotional needs, and we use proactive strategies for teaching appropriate behavior. Our holistic programming focuses on career exploration, extensive athletics, art, health, theatre and music, and a host of special days, like career day, international day, and a borough-wide college fair.

Social Worker Responsibilities include but are not limited to:

  • In partnership with the members of MTSS Tiered Teams and staff, work tirelessly to ensure that classrooms and hallways embody the look, sound, and feel that we envision for our school
  • Collaborate with MTSS Teams and Grade Level Partner to assess Students and determine individual levels of need and create plans around those needs;
  • Provide Counseling Sessions, as needed;
  • Support non-assigned Students, as needed;
  • Provide crisis intervention, as needed;
  • Complete documentation for Students with IEPs in a timely manner and participate in annual reviews, as needed;
  • Utilize individual and group modalities to address Student’s social emotional needs;
  • Engage Families through phone calls, scheduled meetings, Parent Teacher Conferences and school activities or events;
  • Communicate with Students and Families around promotion-in-doubt;
  • Collaborate and communicate as needed with Supervisors, Staff and outside Providers to meet Students’ needs;
  • Support the School community;
  • Consider opportunities to share responsibility for grade-level and school-wide activities;
  • Display the highest ethical and professional behavior and confidentiality when working with Students, Parents, and Staff; and
  • Follow the guidelines of the NASW Code of Ethics and NYS Mandated Reporting.

Additional Qualifications, Highly Preferred::

  • LMSW or MSED in School Counseling from CACREP-accredited school
  •  A passion for being part of a team-oriented, mission-driven school culture
  • Documented track record of personal and professional success
  • Extensive knowledge of adolescent development
  • Experience in therapeutic modalities related to children and families in traditionally underserved communities
  • Experience working within a school environment or extensive work with youth
  • Experience in DBT- Dialectical Behavior Therapy
  • Experience in CBT- Cognitive Behavioral Therapy

Want to learn more? Check out the links below to learn more about Equality Charter School:

 

Comments Off on Hiring STEM and Special Education Teachers!

Hiring STEM and Special Education Teachers!

Posted by | July 1, 2020 |

Description

The Support You Need for the Career You Want.

About Us

New Visions for Public Schools was founded in 1989 and is dedicated to ensuring that all New York City public school students, regardless of race or economic class, have access to a high-quality education that prepares them for the rigors of college and the workforce. New Visions has been a driving force behind some of the most significant reforms to public education in New York city, including pioneering the model of small high schools in New York City and creating nearly 150 new small schools; producing free open-source curriculum used by thousands of teachers in New York State and across the country; and launching a nationally-recognized Urban Teacher Residency program to train new teachers.

New Visions currently supports 709 schools citywide with school management tools, instructional resources and coaching, and more. This includes 10 charter high schools in Brooklyn, the Bronx, and Queens; and 71 district high schools in all five boroughs that are part of our Affinity network. In 2018-19, graduation rates in our Charter and Affinity networks were 89.7% and 85.6% and our college readiness rates were 54.9% and 61.5%.

Advantages of Teaching at a New Visions School Include:

  • Emphasis on knowledge sharing practices, frequent trainings 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

New Visions equips teachers with the data tools they need to succeed.

Position Summary

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 and the opportunity to be part of a passionate team of colleagues. If you have the following qualities, credentials and experience, please consider joining our team.

Qualifications

Successful New Visions teaching candidates will:

  • Approach learning via growth mindset
  • Be reflective, seek feedback, learn from those around them, and effectively apply feedback
  • Make informed decisions, based on evidence and data, about their lesson planning
  • Demonstrate strong content knowledge and be familiar with the Common Core State Standards
  • Have a proven track record for planning lessons with clear learning objectives and a means for assessing whether those objectives have been met
  • Have a proven track record for engaging students in their own learning
  • Have strong organizational and communication skills
  • Have demonstrated success in tailoring instruction to the needs of diverse learners
  • Be committed to serving all students and respect children from all backgrounds
  • Demonstrate an ability to work collaboratively with others to achieve common goals To see a list of our district schools, click here.

To see each of our charter schools, please click on the links below:

New Visions for Public Schools is looking for teachers certified in Grades 7 through 12 in the following subject areas:

  • Biology
  • Chemistry
  • Earth Science
  • Mathematics
  • Special Education

Apply today at:

https://www.newvisions.org/pages/Teaching-Careers

Additionally, candidates must have at least a Bachelor’s degree, hold valid New York State certification*, and must be cleared for employment by fingerprint-supported background checks. We are committed to diversity in our hiring and employment practices, and encourage all qualified candidates to apply.

*There are limited opportunities for qualified teachers who do not possess a NY State certification to work in one of our Charter High Schools.

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.

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Assistant Superintendent – Exceptional Children

Posted by | June 24, 2020 |

About the Assistant Superintendent – Special Education Services Position

Reporting directly to the Chief Academic Officer, the Assistant Superintendent for Special Education Services is a critical leadership role that directly affects the acceleration of improved student outcomes for GCS’s 10,534 students with special needs. This role directs, monitors and strengthens programs and ensures all services are implemented within federal, state, and local regulations. The Assistant Superintendent will coordinate the efforts of federal, state and local agencies, private specialists, parents and families, and division supervisors to provide the services needed by GCS students, working to eliminate disparities in achievement and ensure college and career readiness for students with special needs.

This role develops and implements GCS’s policies and procedures for identifying and meeting the needs of diverse learners, leads comprehensive planning and coordination; manages the administration of a large and complex budget with funds from district, state, and federal sources; and provides system leadership to ensure equitable access to high-quality special education and related services.

Specific Duties and Responsibilities

Equity Leadership and Student Success

  • Set a clear vision and goals for the Exceptional Children department to increase academic achievement and provide supports for students with special needs.
  • Cultivate a commitment among all district staff that all students will achieve high standards.
  • Confront preconceptions and model open dialogue about race, culture, class and other issues of difference with peers, staff, students and the community.
  • Demonstrate cultural proficiency, sensitivity, and equity to ensure students’ needs are met.
  • Assess the distribution of Special Education supports ensuring allocation is equitable and provides the best resources to efficiently and effectively meet the needs of all GCS’s students, families, and schools.

Instructional Leadership and School Support

  • Direct and supervise the Exceptional Children department including directors, Exceptional Child Services Coordinators, Program Administrators and Compliance Officers.
  • Plan, develop, and implement a comprehensive program for students with disabilities, which assesses the needs of students, establishes objectives and priorities, develops strategies to achieve objectives, and evaluates programs.
  • Support parents and families of students with special needs to ensure all GCS students are provided with the best services and resources to support high academic achievement.
  • Apply research and best practices to inform the development of theories of pedagogy, intervention programs and improve the delivery of special education and related services.
  • Effectively communicate and collaborate with principals, principal supervisors, district departments to provide supports for a variety of school settings and build school support systems with necessary resources.
  • Assist with the administration of the district’s two special schools for students with disabilities.
  • Work in conjunction with the State Department of Public Instruction, the Office for Civil Rights, and other agencies to meet the needs of students; prepare and monitor contracts with individuals and agencies for special services not available through GCS and ensure compliance of programs with federal, state and local regulations.

Systems and Policies

  • Assess the effectiveness of the department and effectively prioritize, plan and implement improvements, as needed.
  • Establish processes for quality controls, operational efficiency and accuracy in departmental work.
  • Ensure responsive and efficient services including appropriate due process in the best interest of students with special needs.
  • Create proactive systems that garner feedback from schools to inform district-level policy and practice.
  • Use and analyze data to drive decisions and guide problem-solving to achieve the best student outcomes.
    • Share data with broad audiences to improve transparency and communication.
    • Facilitate problem-solving and dispute resolution to ensure appropriate services and resources for students.
    • Address systemic issues efficiently, effectively, and consistently.
  • Consult with central and school-based staff on specific individual cases when further interpretation of federal, state and local policies is required.
  • Provide technical assistance to staff, families, and outside agencies related to the implementation of legal mandates.

Talent Management and Professional Learning                                                                                                            

  • Supervise, mentor, and provide professional growth and development opportunities for staff by identifying and utilizing individual strengths among team members to serve the department as a whole
  • Build and cultivate positive relationships among staff internally and within the broader Guilford district including principals, support staff and the larger community.
  • Support staff in developing, implementing, and evaluating strategy and project plans to achieve goals.
  • Increase the effectiveness of school-based special educators:
    • Assist in the recruitment, selection, and matching of candidates for special education and related services.
    • Collaborate to refine and implement GCS’s evaluative frameworks, tools, and professional growth opportunities.
    • Potential to supervise principals of district-run separate day schools for special education.
  • Strategically manage and allocate resources (including money, people, time, etc.) aligned to students’ needs.
  • Partner with central office to create district-wide professional development programs that build the capacity of district teachers and leaders to:
    • Implement inclusive practices for students with special needs.
    • Make decisions based on research and best practices in special education, psychology, social work, health, counseling, student support team, and related services.

Compensation

Salary for this position is competitive commensurate with prior experience. In addition, a comprehensive benefits package is included.

Comments Off on 20-21 Middle School English Teacher

20-21 Middle School English Teacher

Posted by | June 17, 2020 |

Middle School English Teacher
Great Oaks Charter School – New York City

About Great Oaks Charter Schools

At Great Oaks, students will shape the world, not be defined by it. Therefore, we believe that children learn best through a combination of project-based, authentic learning experiences, and direct instruction to support skill development and accelerate learning. Instruction and culture are grounded in our design principles of Mastery, Leadership, and Community. As part of the model, Great Oaks Americorps Fellows provide students with additional opportunities to engage in critical content, which helps to close academic achievement gaps and level the playing field. We are seeking talented, tenacious people who share our belief that all students deserve a high-quality education.

Great Oaks Design Principles

Mastery: For students to shape the world and not be defined by it, they must have deep knowledge and the ability to apply that to new contexts. Therefore, we emphasize hands-on, project-based curriculum and joyful teaching.

Leadership:The purpose of leadership is to support a vision of the world in which equity and justice are essential. Therefore, we offer leadership opportunities to students so that they can persist through challenges, plan proactively for their future, and collaborate with others.

Community:Community is predicated on the understanding that if it takes a village to raise a child, why not help raise the village. Therefore,we support the whole child in the development of healthy self-esteem and confidence through building deep relationships with others and themselves.

About Great Oaks Charter School – New York City

Great Oaks (GO) Charter School – New York opened in 2013 with a focus on serving a heterogeneous population of students. Currently, Great Oaks-New York City serves 300 students in grades 6-8. GO NYC is growing to serve students in grades 6-12 by adding one grade – level each year until we reach full enrollment. The first 9th-grade class is slated to start in 2021-2022.

Position Summary

Great teachers are at the heart of what we do and are the key to our students’ success. Our most successful teachers are mission-driven, adaptable and have a collaborative team mindset.

Key responsibilities include:

Drive student outcomes by:

  • Aligning planning to the Common Core Standards and student assessment data
  • Using data-driven techniques to set ambitious goals for scholars
  • Collaborating with the Special Services team and Great Oaks AmeriCorps Fellows to build differentiated learning plans for all scholars
  • Maintaining consistent communications with families regarding student progress
  • Taking a leadership role in the Grade Level Planning team and in the Student Support Services Team
  • Holding weekly Office Hours and Homework Help Center

Maintain strong classroom and school culture by:

  • Clearly and consistently communicating and upholding school rules, values, and expectations in and out of the classroom
  • Setting an urgent, respectful, and positive tone in the classroom
  • Displaying extraordinary time management to maximize student learning
  • Building relationships with students that communicate the importance of college success and your belief that they will succeed
  • Building a collaborative, respectful advisory classroom community
  • Taking on responsibilities outside of their content area instruction such as advisory, lunch duty, enrichment classes, and after school activities

Plan a rigorous curriculum and deliver strong instruction by:

  • Demonstrating solid knowledge and understanding of English content and subject matter
  • Using a multitude of instructional strategies that are academically rigorous and highly engaging
  • Executing detailed lesson plans mapped to specific Common Core standards
  • Taking responsibility for student progress; constantly working to respond to students’ need

Competencies and Qualifications

The successful candidate will have proven success in implementing high-quality instruction that led to the improvement of student achievement in an urban school. S/he will possess exceptional relationship-building skills and the ability to communicate clearly to multiple stakeholders. The successful candidate will also have:

  • A strong academic record with a Bachelor’s degree from a competitive college or university required; advanced degree in the subject area preferred
  • At least two years of experience improving student achievement at an urban school
  • State teaching certification in secondary English (preferred)
  • Extremely strong classroom management abilities
  • A strong belief that all students can succeed
  • A do-whatever-it takes attitude including a willingness to work occasionally on the weekend or in the evening
  • An exceptional ability to respond well to feedback and implement it immediately

Compensation

Great Oaks provides a competitive compensation and benefits package; exact compensation will vary based on experience and education.

General Information

This position is for the 2020-2021 school year and the successful candidate will start in the summer of 2020. Selected candidates will be contacted to set up an interview.

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3rd-5th Grade ICT Teacher

Posted by | June 11, 2020 |

3rd-5th Grade ICT Teacher

Who we are:

VOICE Charter School (www.voicecharterschool.org/) is an elementary and middle school located in Long Island City, Queens that serves students across grades K-8.

Our mission is to create a safe and healthy learning environment that nurtures, motivates and challenges all of our children to achieve the highest level of academic excellence and to develop into mindful, responsible, contributing participants in their education, and communities.   Through rigorous academics and daily instruction in music, we cultivate students’ creative and critical thinking abilities.

What you’ll be doing:

  • Collaborating with colleagues in developing purposeful and engaging daily and long-term plans that reflect differentiation and accommodations needed for the growth and success of all students.
  • Utilizing student IEPs to inform instructional assessments that provide meaningful measurements of students’ growth towards goals
  • Keeping families well-informed of student performance and progress through professional communication methods
  • Integrating feedback and goal-setting into lesson delivery
  • Demonstrating commitment to creating an inclusive environment for all students

About you:

  • Deep belief in VOICE’s mission, vision, and values
  • Open to collaborating with and learning from colleagues who have a variety of backgrounds, experiences, strengths, and talents
  • Successfully able to handle multiple projects concurrently in a fast-paced environment, and ability to be self-directed and take initiative
  • Attentive to detail
  • Have a knowledge and understanding of basic principles of curriculum design, child learning theory and behavioral approaches
  • Value and are committed to diversity in the workplace and classroom
  • Effective skills in self-management including but not limited to meeting deadlines, effective prioritization of tasks, self-organization, managing up, and efficient time and task management
  • Ability to establish communication and build warm individual relationships with students and families, colleagues, and external partners

 Qualifications:

  • Bachelor’s degree from an accredited college or university required
  • New York State teaching certification in Students with Disabilities required. 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

What you’ll enjoy:

  • A competitive total rewards package that values your experience and credentials, your work-life balance and sustainability to serve VOICE students and families to your best abilities, as well as your learning and development as a person and professional, including:
    • Participation in the New York City Teachers Retirement System pension program
    • 3 or more prep periods per day to ensure you have time to collaborate with your colleagues, develop/adjust your lessons for your students, and other miscellaneous tasks
    • Comprehensive benefits package, including participation in a pre-tax commuter benefits program and partial reimbursement for monthly commuting expenses
    • Gym reimbursement
    • Cultural enrichment reimbursement
    • Access to tickets at a free or reduced cost to numerous events throughout New York
    • Paid maternity leave, child care leave, and other generous leave policies
    • Benefits options include: Choice of four (4) Medical plans, FSA/HSA and Dependent Care FSA accounts, vision insurance as well as fully paid dental, life and disability insurance
    • Many opportunities to get to know your VOICE colleagues!
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Middle School ICT Teacher

Posted by | June 11, 2020 |

Middle School ICT Teacher (8th Grade)

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

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

What makes VOICE different?

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

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

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

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

All Staff at VOICE:

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

__________________________________________________

Position Responsibilities: 

The Middle School ICT/Special Education Teacher 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
  • 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
  • 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:

 Behavioral Qualifications

  • Deep belief in VOICE’s mission, vision, and values
  • 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

  • Ability to gather, collate, and/or classify data; to analyze data using defined but different processes
  • Ability to use job-related equipment
  • 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 plans and mastery-oriented short term plans
  • Maintaining high academic expectations through purposeful building of thinking skills, standards-aligned independent practice, questioning and discussion techniques, high standards for language and evidence, and structured support for students
  • 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
  • Knowledge of Common Core and other content area standards
  • Knowledge of basic principles of curriculum design
  • Understanding of child learning theory and behavioral approaches
  • Knowledge of elements of effective classroom environment and management

 Educational Background and Work Experience

  • Bachelor’s degree from an accredited college or university
  • New York State teaching certification (Students with Disabilities)
  • Experience with and interest in working with high needs students preferred

 

Comments Off on ALL LEVEL TEACHERS – Master, Certified, Study Plan, Infant Toddler “Could Start REMOTE”

ALL LEVEL TEACHERS – Master, Certified, Study Plan, Infant Toddler “Could Start REMOTE”

Posted by | June 10, 2020 |

It is Cardinal McCloskey’s mission to promote the healthy development of children and adults by providing services to enhance the quality of their lives and support the sanctity of family. 

We empower and encourage those in our care or receiving services to reach their full potential by ensuring their physical and emotional well-being and by providing each one with opportunities to achieve personal goals. 

We are looking for Educators who align with Cardinal McCloskey’s mission and take pride in being an influencer in shaping tomorrow’s futureWe are looking for passionate individuals whose mission is to provide a nurturing and safe environment conducive to learning, creativity and friendship. All level educators are encouraged to apply.  

We take pride in developing and retaining our staff, we provide on-going professional development and tuition reimbursement for those on study plans or seeking credential or licensing. 

We are currently looking to fulfill the positions of Master Teacher, Lead Teacher, Study Plan Teacher and Infant Toddler Teacher. A brief description of these positions are as follows: 

Master Teacher – An imaginative person with the interest and ability to teach three to five year old children. Knowledge of recent developments in the field of Early Childhood Education, particularly as it relates to the proper education of children of low income families. Serves as a mentor to other teachers at these possible sites: East 180th, Concord, Tolentine, Longfellow, 629 Courtlandt, Lefkowitz. The Master Teacher will assume the role of Educational Director in his/her absence.  

Teacher – The Teacher will work with a diverse population of “secondary-age” students in a trauma-informed community. A solid knowledge of curriculum and learning modalities is paramount to our educational program. The Teacher will plan and implement a content based instructional program in accordance with New York State Curriculum and learning Standards. The Teacher will have a working knowledge and understanding of all special education services including established assessments, testing and credit recovery within a PBIS (Positive Behavioral Intervention Support) structure. 

Study Plan Teacher – The Teacher will work with a diverse population of “secondary-age” students in a trauma-informed community. A solid knowledge of curriculum and learning modalities is paramount to our educational program. The Teacher will plan and implement a content based instructional program in accordance with New York State Curriculum and learning Standards. The Teacher will have a working knowledge and understanding of all special education services including established assessments, testing and credit recovery within a PBIS (Positive Behavioral Intervention Support) structure. 

Infant Toddler Teacher – An imaginative person with the interest and ability to teach children six weeks to three years old.  Knowledge of recent developments in the field of Early Childhood Education, particularly as it relates to the proper education of children of low income families. 

Please click the hyperlinks to learn more information regarding position’s responsibilities and applying if interested.  

Based on the position you are interested in you will be advised to provide supporting documentation to verify that you have the qualifications needed for the position you are applying for, such as transcript, TEACH account and/or proof of credential. If a match, you will be scheduled for a remote interview via Zoom with the Early Childhood Hiring Manager. 

All other inquiries, please contact me at: 

Andrew Lara, HR Recruiter: 914-539-2534 / Alara@cmcs.org

Comments Off on ALL LEVEL DIRECTORS – Senior Administrative, Education, Site

ALL LEVEL DIRECTORS – Senior Administrative, Education, Site

Posted by | June 10, 2020 |

It is Cardinal McCloskey’s mission to promote the healthy development of children and adults by providing services to enhance the quality of their lives and support the sanctity of family. 

We empower and encourage those in our care or receiving services to reach their full potential by ensuring their physical and emotional well-being and by providing each one with opportunities to achieve personal goals. 

We are looking for Educators who align with Cardinal McCloskey’s mission and take pride in being an influence in shaping tomorrow’s future. We are looking for passionate individuals whose mission is to provide a nurturing and safe environment conducive to learning, creativity and friendship. All mid-to-senior level educators are encouraged to apply.  

We take pride in developing and retaining our staff, we provide on-going professional development and tuition reimbursement for those on study plans or seeking credential or licensing. 

We are currently looking to fulfill the positions of Education DirectorSite Director and Sr. Administrative Director. The descriptions of each job are as follows: 

Education Director – Within policy guidelines established by the Board of Directors, the terms of the Purchase of Service Agreement, licensing requirements and any requirements set forth in labor agreements to which the Board may be a party, the director is responsible for overall administration and supervision of the total program of day care services to families and children at the Anna Lefkowitz site. These responsibilities shall include coordination and supervision of all program components, such as intellectual growth of young children, preventative health and social services, nutrition, staff development, community outreach, parent involvement in program operation, fiscal management and accountability, office and facilities management. In order to effectively carry out these overall responsibilities, the Director shall consider, confer and consult with other supervisory staff members of the center in arriving at decisions affecting areas in which these persons may be specialists. 

Site Director – The Site Director is responsible for working cooperatively with the Education Director to assume all administrative duties that will contribute to the successful operation of the Early Childhood center. These responsibilities shall include; providing daily oversight of all aspects of the early childhood program, supervision of staff, ensuring compliance of UPK; Head Start Performance Standards and/or ACS Early Learn; NYC Department of Health regulations; and adherence to OSHA guidelines and regulations. All responsibilities should be completed collaboratively with the Education Director. 

Senior Administrative Director – The Senior Administrative Director of Early Head Start/Head Start is responsible for the day to day operations of the ECED Early Head Start/ Head Start program. Responsibilities include assuring that the Head Start program meets all of the mandates, regulations and standards for excellence required by our various funders and community partners. 

Please click the hyperlinks to learn more information regarding position responsibilities, and applying if interested.  

Based on the position you are interested in, you will be advised to provide supporting documentation to verify that you have the qualifications needed for the position you are applying for, such as transcript, TEACH account and/or proof of certificationsIf a match, you will be scheduled for a remote interview via Zoom with the Early Childhood Hiring Manager. 

 

All other inquiries, please contact me at: 

Andrew Lara, HR Recruiter: 914-539-2534 / Alara@cmcs.org 

Comments Off on Great Oaks AmeriCorps Fellowship August 2020 – June 2021

Great Oaks AmeriCorps Fellowship August 2020 – June 2021

Posted by | June 10, 2020 |

Great Oaks AmeriCorps Fellowship

*** This Fellowship has placements available at all four Great Oaks campuses (Newark, NJ; New York, NY; Bridgeport, CT; Wilmington, DE) as well as the Baltimore Collegiate School for Boys located in Baltimore, MD ***

The Great Oaks Fellowship is a diverse group of recent college graduates with a variety of backgrounds and interests. Some fellows are interested in education policy and wish to experience life on the ground in an urban school. Others plan to pursue a career in medicine, law or to enroll in another graduate program and wish to first give a year of service. For fellows who wish to become high-performing teachers, Great Oaks Fellowship offers multiple pathways to certification.

In exchange for serving as an AmeriCorps fellow, you will receive fully furnished housing with utilities and basic household items included, a living stipend, health insurance, a Segal Education Award after completing their service hours and the opportunity to be a part of a community where everyone is passionate about changing outcomes for urban students.

Responsibilities
INSTRUCT FOR MASTERY – The GO Fellowship, with its intense focus on individualized instruction, changes education outcomes for students. Small group instruction delivered in the context of a supportive relationship between student and AmeriCorps Fellow will result in a significant increase in student math and ELA achievement. Members will deliver on average, over 200 hours of individualized instruction per student – high-quality lesson time that students in other schools do not receive.

MENTOR FOR LEADERSHIP – Fellows have a fundamental role in supporting students in their social and emotional growth. Fellows collaborate with teachers to coach their students to have a personal investment in their success and to build an understanding that they have control over their lives. Fellows help empower our students to evolve into leaders.

DEVELOP A COMMUNITY – Members will help develop Great Oaks schools into positive, holistic communities for students. AmeriCorps members will also develop as people and professionals.

Qualifications and Competencies

A successful candidate will bring the following qualifications and competencies:

  • Completed a Bachelor’s degree by August 1, 2020
  • Citizenship or legal Permanent Residency in the United States (AmeriCorps requirement)
  • A commitment to serving children in under-resourced, urban communities
  • An unshakeable belief that all students can succeed
  • A remarkable ability to stay organized and to adhere strictly to deadlines even in extremely busy time periods
  • A do-whatever-it takes attitude that coincides with an innate drive to get the details right in a flexible manner
  • A passion for service and a resilient, positive mindset

[redacted: click here for full job description]

Comments Off on Early Head Start Director

Early Head Start Director

Posted by | June 10, 2020 |

DEPARTMENT:

Early Childhood Services

 

LOCATION:

New York, NY

 

REPORTS TO:

Managing Director

 

SALARY:

$68K-72K Annually

 

SCHEDULE:                 

Monday-Friday, 9am-5pm

 

JOB SUMMARY:

Responsible for the overall management functions and compliance of the Early Head Start Program and all educational and family community partnership requirements.

 

EDUCATION, EXPERIENCE, AND SKILL REQUIREMENTS:

  • Master’s Degree in Early Childhood Education
  • New York State Permanent Teacher Certification Birth-Grade 2
  • At least 2 years of experience working with children ages 0-3
  • Previous administrative, supervisory, and program management experience required

 

ESSENTIAL DUTIES AND RESPONSIBILITIES

  • Oversee all aspects of the Programs’ Management for center based and home based options
  • Responsible for compliance with all Head Start Performance Standards, NYC Department of Health and Mental Hygiene licensing regulations, and CACFP regulations
  • Responsible for supervising and supporting all Early Head Start program staff and consultants
  • Monitors staff to ensure quality programming and conducts annual performance evaluations
  • Responsible for the recruitment, enrollment and attendance of families/children and ensure the program is at full capacity
  • Lead monthly Planning Team meetings to ensure systems are in place to respond to all necessary service and management obligations
  • Oversee and support coordinated services between all staff members
  • Provide ongoing monitoring for program evaluations and outcomes according to the Head Start Early Learning Outcomes Framework, the Program’s School Readiness Goals and Program Goals
  • Responsible for completing the annual grant renewal with budget, T/TA plan and program narratives to reflect the program needs
  • Responsible for monitoring contract compliance issues related to the Self-Assessments, Federal Monitoring review and PIR
  • Work in partnership with Quality Assurance Department to complete Community Assessment and Annual Program Report
  • Support the implementation of the Policy Council and Early Childhood Governing Body along with peers and Early Childhood Managers
  • Responsible for monitoring EHS School Readiness Goals and Transition plan, provide training to teachers and frontline staff, work collaboratively with consultants and community partners, review assessment data analysis and program planning to support positive child outcomes
  • Work closely with Human Resource Director to ensure employee conduct and practices are aligned to the agency’s employee handbook and respective union policies and procedures
  • Conduct training through workshops, consultants, meetings and other resources
  • Verify time cards, vacation time, sick leave and time schedules
  • Participate in training meetings conducted by the Health and Human Services and the Regional Office
  • Participate in policy and advocacy initiatives, and ongoing professional development related to birth to three year olds and the larger early childhood field
  • Responsible for developing good staff relationships and staff participation in the program
  • Be familiar with available resources in the community such as health and welfare agencies and use them effectively to supplement the services of the Early Head Start program
  • Monitor and forecast sound financials, including but not limited; approval of purchases, timely submission of reports, and preparation of program budget, etc.
  • Maintain effective and quality compliance of program management
  • Special projects as assigned
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Program Analyst, Inspired Minds

Posted by | June 9, 2020 |

Overdeck Family Foundation believes unlocking every child’s potential is the key to a better future – for all of us. Founded in 2011 by entrepreneurs John and Laura Overdeck, the Foundation focuses exclusively on education, supporting research and organizations that seek to open doors for every child in the U.S. by measurably enhancing education both inside and outside the classroom. Using a data-driven and evidence-based approach, the Foundation’s investments enhance each stage of learning, from birth to high school, and are grounded in five focus areas: early childhood; educators; schools; out-of-school STEM opportunities; and the use of data to improve policy and practice.

The Foundation’s grantmaking approach is grounded in measurable impact and cost effectiveness. Its funding supports early-stage initiatives looking to develop or validate their programs / evidence bases, evidence-based programs looking to achieve greater impact through scaling, and data and research investments that lead to R+D and new insights.

The Inspired Minds portfolio within the Foundation focuses on building STEM skills and mindsets outside of school by supporting high quality out-of-school and family engagement STEM programs, so that more students enter high school prepared for success.

The Foundation is seeking a full-time Program Analyst for the Inspired Minds (IM) portfolio. Reporting to the Associate Program Officer, the Analyst will support the portfolio’s impact and influence goals, aligned with Foundation goals. This includes building and maintaining an evidence research base, supporting grantee data collection and analysis, efficiently managing the grantmaking workflow, building relationships with STEM education providers and stakeholders, and sharing key insights from grantmaking with peer funders to build awareness and buy-in for the Inspired Minds strategy.

Visit www.overdeck.org for more information. To learn more about our Inspired Minds portfolio, visit the websites of some of our partner organizations: FIRST, Girlstart, Learn Fresh, and PowerMyLearning.

 

Responsibilities:

• Maintain an up-to-date database appropriate for internal and external usage that includes synthesis of evidence-based practices and programs, seminal research, and analysis of current research / evidence gaps

• Maintain an up-to-date, complete database about all grantees in portfolio, designed to support analysis, learning, and reporting

• Ensure operational efficiency and project management of the portfolio including scheduling and communicating an annual grantmaking calendar, preparing materials for grantee check-ins, and supporting the Associate Program Officer with events and meetings

• Alongside the Associate Program Officer, develop a grant pipeline, conduct due diligence, prepare proposals for the board, manage grant outcomes, and make decisions and act on renewing or discontinuing grant support, based on Foundation-wide goals

• Build relationships with peer funders in support of the portfolio and grantees

Required Qualifications and Traits:

• Minimum of Bachelor’s level degree required

• Two years of related experience working in education or an education-related role, and subject matter proficiency in out-of-school science, technology, engineering, and math (STEM) education is preferred

• Interest in Foundation’s mission of unlocking every child’s potential for excellence by forming strategic partnerships to fund promising, evidence-based ideas, which creates lasting value for generations to come

• Excellent verbal and written communication skills and ability to listen with a desire to empathetically understand colleagues and partners

• Proactively develops creative and effective solutions for difficult, unique, or unexpected issues

• Interest in taking initiative and working independently, while also having an orientation towards team culture that aligns with values of learning, improvement and collaboration

Ideal Candidates Possess or Are Excited to Learn:

• Knowledge of and interest in research and analytical methods, data science, and data visualization

• Excellent critical thinking and quantitative analysis skills, attention to detail and accuracy, and ability to move quickly from one task to another

• Ability to build and maintain diverse relationships with multiple stakeholders

• Direct and indirect research experience

• Skills necessary to manage multiple projects at once

• Working knowledge of computers and the operation of standard office machines and software (Microsoft Office Suite [Word, Excel, PowerPoint], Google Suite, Airtable, Tableau, Qualtrics, etc.)

• Flexibility, ability to self-start, and the comfortability with ambiguity required to succeed in a fast-paced, entrepreneurial environment

Comments Off on Special Education and General Education Teachers for k-8 grade ICT Classrooms at Small Progressive Charter School 2020 – 2021

Special Education and General Education Teachers for k-8 grade ICT Classrooms at Small Progressive Charter School 2020 – 2021

Posted by | June 9, 2020 |

Community Roots is hiring:

Teachers for our k-8 classrooms with certification in elementary school, secondary school content area certification (Art, Humanities, Math, Science, Performing Arts, Physical Education, and Spanish) and special education. Community Roots offers Integrated Co-Taught (ICT) classes for all k-5 classroom and all 6-8 core content areas.

Compensation:

  • Salary scale based on years of experience and certification 
  • 403b with employer match 
  • Single and family dental, vision, and health care

Qualifications:

  • Preference for New York State Teacher Certification
  • Prior teaching experience with demonstrated success
  • Demonstrated ability to collaborate
  • Demonstrated ability to prioritize student achievement while creating a nurturing and encouraging school environment
  • Preference for dual certification in Teaching Students with Disabilities (Special Education) and a content area

Community Roots 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 ensuring that every child will succeed
  • Are capable of building a safe, nurturing, supportive and high achieving school culture
  • Believe that a combination of creativity and research generates engaging curriculum
  • Believe that working and educating children in a diverse environment is essential

About Community Roots:

Community Roots Charter School is a rigorous learning community where learning is embedded in meaningful real world context, 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.

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

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

Comments Off on Physical Education Parental Leave Position for 6th-8th grade PE Classrooms at Small Progressive Charter School 2020 – 2021

Physical Education Parental Leave Position for 6th-8th grade PE Classrooms at Small Progressive Charter School 2020 – 2021

Posted by | June 9, 2020 |

Physical Education Parental Leave Position for 6th-8th grade PE Classrooms at Small Progressive Charter School 2020 – 2021

Community Roots is hiring:

A Physical Education teacher for an upcoming parental leave coverage in our 6th-8th grade classrooms. The position starts in November 2020 and runs through the end of April 2021.

 

Compensation:

  • Salary scale based on years of experience and level of education
  • 403b with employer match 
  • Single and family dental, vision, and health care

Qualifications:

  • Preference for New York State Teacher Certification
  • Prior teaching experience with demonstrated success
  • Demonstrated ability to collaborate
  • Demonstrated ability to prioritize student achievement while creating a nurturing and encouraging school environment

 

Community Roots 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 ensuring that every child will succeed
  • Are capable of building a safe, nurturing, supportive and high achieving school culture
  • Believe that a combination of creativity and research generates engaging curriculum
  • Believe that working and educating children in a diverse environment is essential

About Community Roots:

Community Roots Charter School is a rigorous learning community where learning is embedded in meaningful real world context, 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.

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

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

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AIS Math & ELA

Posted by | June 4, 2020 |

 

Responsibilities

  • Maintain and enrich their expertise in scientifically based instructional methods
  • Develop lesson plans that ensure the attainment of learning set forth in the charter
  • Coordinate lesson plans with other teachers to maximize possibilities for teaching similar topics in the same general time frame, thus reinforcing student knowledge on an interdisciplinary basis
  • Provide direct and indirect instruction utilizing Paideia content and methodologies
  • Long and short-term planning addressing individual needs of students;
  • Prepare students adequately for all required assessments;
  • Evaluate students’ progress
  • Prepare monthly individual student achievement reports for parents
  • Provide an inviting, exciting, innovative, learning environment
  • Engage in effective and appropriate classroom management

Qualifications

  • Demonstrated expertise in the subject they will teach, as evidenced by personal skills and knowledge, an undergraduate major or minor or graduate degree in the subject they will teach, or direct subject-area teaching experience
  • Required NYS teaching certification and NYS fingerprint clearance.
  • For subject area teachers (i.e. art, music, physical education, middle school subject teachers), appropriate educational credentials in the subject in which they will teach.
  • Demonstrated ability to engage the interest of children
  • Demonstrated ability to work with diverse children, including those with special needs
  • Teaching experience in a public or private school
  • Demonstrated ability to work well with parents

Salary: Competitive; Longevity Bonus

Benefits: health, dental insurance and 401K (Traditional or Roth)

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Middle School ELA Teacher

Posted by | June 4, 2020 |

Responsibilities

  • Maintain and enrich their expertise in scientifically based instructional methods
  • Develop lesson plans that ensure the attainment of learning set forth in the charter
  • Coordinate lesson plans with other teachers to maximize possibilities for teaching similar topics in the same general time frame, thus reinforcing student knowledge on an interdisciplinary basis
  • Provide direct and indirect instruction utilizing Paideia content and methodologies
  • Long and short-term planning addressing individual needs of students;
  • Prepare students adequately for all required assessments;
  • Evaluate students’ progress
  • Prepare monthly individual student achievement reports for parents
  • Provide an inviting, exciting, innovative, learning environment
  • Engage in effective and appropriate classroom management

Qualifications

  • Demonstrated expertise in the subject they will teach, as evidenced by personal skills and knowledge, an undergraduate major or minor or graduate degree in the subject they will teach, or direct subject-area teaching experience
  • Required NYS teaching certification and NYS fingerprint clearance.
  • For subject area teachers (i.e. art, music, physical education, middle school subject teachers), appropriate educational credentials in the subject in which they will teach.
  • Demonstrated ability to engage the interest of children
  • Demonstrated ability to work with diverse children, including those with special needs
  • Teaching experience in a public or private school
  • Demonstrated ability to work well with parents

Salary: Competitive; Longevity Bonus

Benefits: health, dental insurance and 401K (Traditional or Roth)

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ESL Teacher

Posted by | June 4, 2020 |

Teachers

Responsibilities

  • Maintain and enrich their expertise in scientifically based instructional methods
  • Develop lesson plans that ensure the attainment of learning set forth in the charter
  • Coordinate lesson plans with other teachers to maximize possibilities for teaching similar topics in the same general time frame, thus reinforcing student knowledge on an interdisciplinary basis
  • Provide direct and indirect instruction utilizing Paideia content and methodologies
  • Long and short-term planning addressing individual needs of students;
  • Prepare students adequately for all required assessments;
  • Evaluate students’ progress
  • Prepare monthly individual student achievement reports for parents
  • Provide an inviting, exciting, innovative, learning environment
  • Engage in effective and appropriate classroom management

Qualifications

  • Demonstrated expertise in the subject they will teach, as evidenced by personal skills and knowledge, an undergraduate major or minor or graduate degree in the subject they will teach, or direct subject-area teaching experience
  • Required NYS teaching certification and NYS fingerprint clearance.
  • For subject area teachers (i.e. art, music, physical education, middle school subject teachers), appropriate educational credentials in the subject in which they will teach.
  • Demonstrated ability to engage the interest of children
  • Demonstrated ability to work with diverse children, including those with special needs
  • Teaching experience in a public or private school
  • Demonstrated ability to work well with parents

Salary: Competitive; Longevity Bonus

Benefits: health, dental insurance and 401K (Traditional or Roth)

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Pre-K Teacher

Posted by | June 4, 2020 |

Responsibilities

  • Maintain and enrich their expertise in scientifically based instructional methods
  • Develop lesson plans that ensure the attainment of learning set forth in the charter
  • Coordinate lesson plans with other teachers to maximize possibilities for teaching similar topics in the same general time frame, thus reinforcing student knowledge on an interdisciplinary basis
  • Provide direct and indirect instruction utilizing Paideia content and methodologies
  • Long and short-term planning addressing individual needs of students;
  • Prepare students adequately for all required assessments;
  • Evaluate students’ progress
  • Prepare monthly individual student achievement reports for parents
  • Provide an inviting, exciting, innovative, learning environment
  • Engage in effective and appropriate classroom management

Qualifications

  • Demonstrated expertise in the subject they will teach, as evidenced by personal skills and knowledge, an undergraduate major or minor or graduate degree in the subject they will teach, or direct subject-area teaching experience
  • Required NYS teaching certification and NYS fingerprint clearance.
  • For subject area teachers (i.e. art, music, physical education, middle school subject teachers), appropriate educational credentials in the subject in which they will teach.
  • Demonstrated ability to engage the interest of children
  • Demonstrated ability to work with diverse children, including those with special needs
  • Teaching experience in a public or private school
  • Demonstrated ability to work well with parents

Salary: Competitive; Longevity Bonus

Benefits: health, dental insurance and 401K (Traditional or Roth)

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• NYS certified Common Branch 1-6

Posted by | June 2, 2020 |

Teachers

Responsibilities

  • Maintain and enrich their expertise in scientifically based instructional methods
  • Develop lesson plans that ensure the attainment of learning set forth in the charter
  • Coordinate lesson plans with other teachers to maximize possibilities for teaching similar topics in the same general time frame, thus reinforcing student knowledge on an interdisciplinary basis
  • Provide direct and indirect instruction utilizing Paideia content and methodologies
  • Long and short-term planning addressing individual needs of students;
  • Prepare students adequately for all required assessments;
  • Evaluate students’ progress
  • Prepare monthly individual student achievement reports for parents
  • Provide an inviting, exciting, innovative, learning environment
  • Engage in effective and appropriate classroom management

Qualifications

  • Demonstrated expertise in the subject they will teach, as evidenced by personal skills and knowledge, an undergraduate major or minor or graduate degree in the subject they will teach, or direct subject-area teaching experience
  • Required NYS teaching certification and NYS fingerprint clearance.
  • For subject area teachers (i.e. art, music, physical education, middle school subject teachers), appropriate educational credentials in the subject in which they will teach.
  • Demonstrated ability to engage the interest of children
  • Demonstrated ability to work with diverse children, including those with special needs
  • Teaching experience in a public or private school
  • Demonstrated ability to work well with parents

Salary: Competitive; Longevity Bonus;

Benefits: health, dental insurance and 401K (Traditional or Roth).

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Middle School Math Teacher

Posted by | May 28, 2020 |

 

Middle School Math Teacher (6-8)

 

Who we are:

VOICE Charter School (www.voicecharterschool.org/) is an elementary and middle school located in Long Island City, Queens that serves students across grades K-8.

 

Our mission is to create a safe and healthy learning environment that nurtures, motivates and challenges all of our children to achieve the highest level of academic excellence and to develop into mindful, responsible, contributing participants in their education, and communities.   Through rigorous academics and daily instruction in music, we cultivate students’ creative and critical thinking abilities.

 

What you’ll be doing:

  • Collaborating with colleagues in developing purposeful and engaging daily and long-term plans that reflect differentiation and accommodations needed for the growth and success of all students.
  • Utilizing student IEPs to inform instructional assessments that provide meaningful measurements of students’ growth towards goals
  • Developing and leading an advisory group of 12-15 students that is focused on the social/emotional well-being of students
  • Developing and leading an elective course that is within the teacher skill set and matches student interest as well
  • Keeping families well-informed of student performance and progress through professional communication methods
  • Integrating feedback and goal-setting into lesson delivery
  • Demonstrating commitment to creating an inclusive environment for all students
  • Supporting Classroom Assistants with bussing, arrivals, dismissals, and transitions

 

About you:

  • Deep belief in VOICE’s mission, vision, and values
  • Open to collaborating with and learning from colleagues who have a variety of backgrounds, experiences, strengths, and talents
  • Successfully able to handle multiple projects concurrently in a fast-paced environment, and ability to be self-directed and take initiative
  • Attentive to detail
  • Have a knowledge and understanding of basic principles of curriculum design, child learning theory and behavioral approaches
  • Value and are committed to diversity in the workplace and classroom
  • Effective skills in self-management including but not limited to meeting deadlines, effective prioritization of tasks, self-organization, managing up, and efficient time and task management
  • Ability to establish communication and build warm individual relationships with students and families, colleagues, and external partners

 

Qualifications:

  • Bachelor’s degree from an accredited college or university required
  • New York State teaching certification in Middle School Generalist or Mathematics required. 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
  • Expertise in high level mathematics preferred
  • Experience with and interest in working with high needs students preferred
  • Significant experience working with and/or teaching children in middle school grades preferred

 

What you’ll enjoy:

  • A competitive total rewards package that values your experience and credentials, your work-life balance and sustainability to serve VOICE students and families to your best abilities, as well as your learning and development as a person and professional, including:
    • Participation in the New York City Teachers Retirement System pension program
    • 3 or more prep periods per day to ensure you have time to collaborate with your colleagues, develop/adjust your lessons for your students, and other miscellaneous tasks
    • Comprehensive benefits package, including participation in a pre-tax commuter benefits program and partial reimbursement for monthly commuting expenses
    • Gym reimbursement
    • Cultural enrichment reimbursement
    • Access to tickets at a free or reduced cost to numerous events throughout New York
    • Paid maternity leave, child care leave, and other generous leave policies
    • Benefits options include: Choice of four (4) Medical plans, FSA/HSA and Dependent Care FSA accounts, vision insurance as well as fully paid dental, life and disability insurance
    • 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 values diversity and inclusion in our community of adults and children. 

Essential to the actualization of VOICE’s mission, vision and values is a commitment to fostering a culture of diversity and inclusion.   The collective sum of the individual differences, life experiences, creativity, innovation, unique capabilities and talents represents a significant part of VOICE’s successes as a school and organization.

We are 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. 

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K-2 Dean of Early Literacy Instruction

Posted by | May 28, 2020 |

Kindergarten – 2nd Grade Dean

 

Who we are:

VOICE Charter School (www.voicecharterschool.org) is an elementary and middle school located in Long Island City, Queens that serves students across grades K-8.

 

Our mission is to create a safe and healthy learning environment that nurtures, motivates and challenges all of our children to achieve the highest level of academic excellence and to develop into mindful, responsible, contributing participants in their education, and communities.   Through rigorous academics and daily instruction in music, we cultivate students’ creative and critical thinking abilities.

 

What you’ll be doing:

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

 

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

 

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

 

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

 

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

 

Qualifications:

Educational Background and Work Experience

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

Preferred: Experience working in an urban school setting

 

About you:

  • Deep belief in VOICE’s mission, vision, and values
  • Open to collaborating with and learning from colleagues who have a variety of backgrounds, experiences, strengths, and talents
  • Successfully able to handle multiple projects concurrently in a fast-paced environment, and ability to be self-directed and take initiative
  • Attentive to detail
  • Have a knowledge and understanding of basic principles of curriculum design, child learning theory and behavioral approaches
  • Value and are committed to diversity in the workplace and classroom
  • Effective skills in self-management including but not limited to meeting deadlines, effective prioritization of tasks, self-organization, managing up, and efficient time and task management
  • Ability to establish communication and build warm individual relationships with students and families, colleagues, and external partners

 

What you’ll enjoy:

  • A competitive total rewards package that values your experience and credentials, your work-life balance and sustainability to serve VOICE students and families to your best abilities, as well as your learning and development as a person and professional, including:
    • Participation in the New York City Teachers Retirement System pension program
    • 3 or more prep periods per day to ensure you have time to collaborate with your colleagues, develop/adjust your lessons for your students, and other miscellaneous tasks
    • Comprehensive benefits package, including participation in a pre-tax commuter benefits program and partial reimbursement for monthly commuting expenses
    • Gym reimbursement
    • Cultural enrichment reimbursement
    • Access to tickets at a free or reduced cost to numerous events throughout New York
    • Paid maternity leave, child care leave, and other generous leave policies
    • Benefits options include: Choice of four (4) Medical plans, FSA/HSA and Dependent Care FSA accounts, vision insurance as well as fully paid dental, life and disability insurance,
    • 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 values diversity and inclusion in our community of adults and children. 

Essential to the actualization of VOICE’s mission, vision and values is a commitment to fostering a culture of diversity and inclusion.   The collective sum of the individual differences, life experiences, creativity, innovation, unique capabilities and talents represents a significant part of VOICE’s successes as a school and organization.

 

We are 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. 

 

 

Comments Off on Chief Program Officer for Great Oaks Fellows

Chief Program Officer for Great Oaks Fellows

Posted by | May 22, 2020 |

ABOUT THE GREAT OAKS FOUNDATION

The Great Oaks (GO) Foundation is a non-profit organization with the mission of launching and supporting a network of charter schools that prepare students for college success through high-dosage tutoring coupled with outstanding classroom instruction. By design, GO’s schools contribute to the vitality of the urban neighborhoods where they are located by attracting and creating social, human and investment capital.

What sets Great Oaks schools apart from other college preparatory charter schools is a high-dosage tutoring model provided by the Great Oaks Fellows,  a selective cadre of recent college graduates who tutor and mentor every student in the school. This is a crucial strategy in Great Oaks schools to improve achievement and prepare teachers to work in our schools.

The Great Oaks Foundation has successfully replicated this program in Newark, NJ; Bridgeport, CT; New York, NY and Wilmington, DE.  We have launched a recent partnership with Baltimore Collegiate to launch a Great Oaks Fellow group at the site.  A select group of the tutors at Great Oaks are enrolled in a Teacher Residency program that is being conducted in partnership with NYU’s Steinhardt School of Education and Relay Graduate School of Education.

To learn more about Great Oaks HTTPS://GREATOAKSCHARTER.ORG/

POSITION OVERVIEW:

Reporting to the Executive Vice President of the Great Oaks Foundation, the Chief Program Officer oversees the full implementation of the Great Oaks Fellowship program, which is at the heart of the organization’s mission. The Chief Program Officer plays a critical role in instructional/programmatic design, systems design, culture, and guiding the evolution of the Great Oaks Fellowship model. Embedded in this work is the deployment of several hundred GO Fellows across the schools in the Great Oaks charter school network and partnership schools. The Chief Program Officer oversees a team at the Great Oaks Foundation and coordinates with site-based program directors and Executive Directors to ensure effective implementation of the GO Fellowship model. The Chief Program Officer works closely with the Executive Vice President, leadership team, Academic team and Fellowship team to continue to build the GO Fellowship model.

The Chief Program Officer will ensure the success of the GO Fellowship model in 3 core areas:

  • INSTRUCT FOR MASTERY– The GO Fellowship, with its intense focus on individualized instruction, changes education outcomes for students in partnership with high quality teaching. Small group instruction delivered in the context of a supportive relationship between student and AmeriCorps Fellow will result in a significant increase in student math and ELA achievement.
  • MENTOR FOR LEADERSHIP- Fellows have a fundamental role in supporting students in their social and emotional growth. Fellows encourage their students through coaching conversations to have personal investment in their success and to build an understanding that they have control over their lives. Fellows help empower our students to evolve into leaders.
  • DEVELOP A COMMUNITY– Fellows will help to develop Great Oaks schools into a positive, holistic community for students. AmeriCorps members will also develop as people and professionals. Fellows stay in constant contact with families, support enrichment opportunities for students and develop into community leaders as the year progresses. Through an embedded Teacher Residency Program, the GO Fellowship provides a pipeline of certified, clinically trained educators into the communities we serve, but is also dedicated to ensuring that this pipeline is diverse and representative of our student community. The GO Fellowship develops emerging professionals as promising leaders and classroom teachers.

RESPONSIBILITIES: 

LEADERSHIP, STAFF MANAGEMENT AND ORGANIZATIONAL STRATEGY 

  • Program Vision, Clarity of Purpose, and Culture
    • Establish the vision and mission of the Fellows Program and align strategy and resources to achieve desired results.
    • Establish the values and culture of the Fellows Program and create a culture that inspires key stakeholders.
    • Integrate the work of the Fellows with the broader instructional efforts in schools and across the network.
    • Build and maintain trusting relationships with partners and external community partners.
    • Assists schools in cultivating the desired culture of the Fellow Program through training and development of site-based Fellow Leadership in partnership with the local Executive Director.
    • Foster a service-driven, collaborative, learning-focused, accountable and professional environment with a team of leaders.
    • Report on Fellows progress regularly to Foundation and local school boards.
    • Create opportunities for network-wide collaboration and learning.
    • Design and lead learning and development opportunities for leadership.
    • Identify and surface effective site based innovations in partnership with schools.
  • Oversee and manage a team to implement the work
    • Provide effective supervision to key staff.
    • Influence and motivate team members to achieve ambitious goals – both within the team and within the broader organization.
    • Delegate tasks appropriately and coordinate the integration of support for Fellows and sites.

STRATEGIC PROGRAM DEVELOPMENT, OVERSIGHT AND EVALUATION 

  • Program Implementation, Evaluation, & Improvement
    • Design and develop effective training in the core domains of Instruct, Mentor, and Develop.
    • Work closely with site-based leadership to support the adaptation of that training to local site needs.
    • Lead staff in the implementation of training cycles over the course of pre-service and service year.
    • Collaborate with partner sites to determine effective daily operations and program implementation of the GO Fellowship model.
    • Ensure qualitative and quantitative goals and outcomes of GO Fellowship.
    • Provide ongoing technical support on the implementation of effective tutorial sessions, mentoring and school-wide development.
    • Monitor the quality of the program implementation in alignment with the AmeriCorps grant, AmeriCorps contract and partnership agreements.
    • Develop protocol for assessment of efficacy of program implementation and determine corrective measures if required.
    • Support schools to address concerns with program implementation. In partnership with schools, identify and surface effective site based innovations.
  • AmeriCorps Grant Management
    • Lead the program implementation in alignment with the AmeriCorps grant.
    • Manage the relationship with CNCS, including providing regular progress reports, managing specific requests, situations or concerns.
    • Monitor and manage the budget for the Americorps program in partnership with the Foundation leadership team.
    • Coordinate with the Grants management team to provide quarterly reports to CNCS aggregating the performance across multiple sites
    • Coordinate with the GOF Data team and research partners in the finalization of qualitative and quantitative research studies from conceptualization to report.
    • Write multi-year renewal grant proposals with support from the Grants management team.
  • Talent and HR
    • Collaborate with Talent/Recruitment and the schools to design the systems and processes to optimize Fellow recruitment and retention.
    • Ensure that issues, concerns and areas of need in HR, housing, operations, performance management and member experience are addressed effectively and efficiently by school leaders, partners and the Great Oaks Foundation.
    • Support and monitor network AmeriCorps Compliance staff in onboarding new Fellows.
    • Oversee ongoing technical support on compliance and HR issues.
    • Partner with the Chief Talent Officer to design, develop and implement high quality and effective training in key foundational professional development areas of sexual harassment, anti-bias, professional expectations, and other key domains.
  • Teacher Residency Program 
    • Collaborate with the Director of Teacher Residency in identifying, interviewing and ongoing support of potential residents.
    • Strategize with the Director of Teacher Residency to ensure the long-term trajectory of the teacher residency program.

QUALIFICATIONS AND COMPETENCIES:

The successful candidate will be an experienced educational leader, with proven success in an academic or non-profit setting. Chief Program Officer for Great Oaks Fellows will bring the ability to deliver outstanding outcomes and will possess exceptional relationship building skills and the ability to communicate clearly to multiple stakeholders. The successful candidate will also bring some or all of the following:

  • Minimum of 7 years of relevant professional experience in the field of education: a minimum of 3 years of teaching experience preferred.
  • Minimum of 3 years supervisory experience of a team through coordination of key efforts
  • Experience leading young professionals and passionate about the role that emerging professional can play in schools
  • Experience working with urban, underserved youth
  • Experience working with AmeriCorps or recent college graduates; experience as an Americorps service member is a plus!
  • Experience developing and facilitating professional development and workplace learning programs
  • Ability to navigate a complex inter-institutional partnership
  • Inspiring, dynamic, transformational leader and culture builder
  • Master’s degree in Education, Public Administration or relevant field experience preferred
  • Self confidence, flexibility and the ability to respond well to feedback
  • Excellent problem-solving and analytical skills
  • Impact-oriented and effective at setting and meeting deadlines.
  • Highly collaborative
  • Superb organizational and self-management skills and an ability to handle multiple responsibilities effectively and thoughtfully
  • Awareness of and comfort with issues of diversity, specifically around race, class, and gender; ability to engage in and facilitate discussion about diversity, equity, and inclusion
  • Excellent communication skills both oral and written; ability to provide constructive feedback to staff members
  • Ability to travel
  • A strong belief that all students can succeed

COMPENSATION

Great Oaks provides a competitive compensation and benefits package; exact compensation will vary based on experience and education.

Comments Off on 20-21 Middle School Science Teacher

20-21 Middle School Science Teacher

Posted by | May 11, 2020 |

Middle School Science Teacher
Great Oaks Charter School – New York City

About Great Oaks Charter Schools

At Great Oaks, students will shape the world, not be defined by it. Therefore, we believe that children learn best through a combination of project-based, authentic learning experiences, and direct instruction to support skill development and accelerate learning. Instruction and culture are grounded in our design principles of Mastery, Leadership, and Community. As part of the model, Great Oaks Americorps Fellows provide students with additional opportunities to engage in critical content, which helps to close academic achievement gaps and level the playing field. We are seeking talented, tenacious people who share our belief that all students deserve a high-quality education.

Great Oaks Design Principles

Mastery:  For students to shape the world and not be defined by it, they must have deep knowledge and the ability to apply that to new contexts. Therefore, we emphasize hands-on, project-based curriculum and joyful teaching.

Leadership: The purpose of leadership is to support a vision of the world in which equity and justice are essential. Therefore, we offer leadership opportunities to students so that they can persist through challenges, plan proactively for their future, and collaborate with others.

Community: Community is predicated on the understanding that if it takes a village to raise a child, why not help raise the village. Thereforewe support the whole child in the development of healthy self-esteem and confidence through building deep relationships with others and themselves.

About Great Oaks Charter School – New York City

Great Oaks (GO) Charter School – New York opened in 2013 with a focus on serving a heterogeneous population of students. Currently, Great Oaks-New York City serves 300 students in grades 6-8. GO NYC is growing to serve students in grades 6-12 by adding one grade – level each year until we reach full enrollment. The first 9th-grade class is slated to start in 2021-2022.

Position Summary

Great teachers are at the heart of what we do and are the key to our students’ success. Our most successful teachers are mission-driven, adaptable and have a collaborative team mindset.

Key responsibilities include:

Drive student outcomes by:

  • Aligning planning to the Science Common Core Standards and student assessment data
  • Using data-driven techniques to set ambitious goals for scholars
  • Collaborating with the Special Services team and Great Oaks Fellows to build differentiated learning plans for all scholars
  • Maintaining consistent communications with families regarding student progress
  • Taking leadership of an advisory team comprised of 4-5 Fellows. The advisory team, led by the advisory teacher manages all parent communication for the students in that advisory.
  • Holding weekly Office Hours and Homework Help Center.

Maintain strong classroom and school culture by:

  • Clearly and consistently communicating and upholding school rules, values, and expectations in and out of the classroom
  • Setting an urgent, respectful, and positive tone in the classroom
  • Displaying extraordinary time management to maximize student learning
  • Building relationships with students that communicate the importance of college success and your belief that they will succeed
  • Building a collaborative, respectful advisory classroom community
  • Taking on responsibilities outside of their content area instruction such as advisory, lunch duty, enrichment classes, and after school activities

Plan a rigorous curriculum and deliver strong instruction by:

  • Demonstrating solid knowledge and understanding of science content
  • Using a multitude of instructional strategies that are academically rigorous and highly engaging
  • Executing detailed lesson plans mapped to specific Common Core standards
  • Taking responsibility for student progress; constantly working to respond to students’ needs

Competencies and Qualifications

The successful candidate will have proven success in implementing high-quality instruction that led to the improvement of student achievement in an urban school. S/he will possess exceptional relationship-building skills and the ability to communicate clearly to multiple stakeholders. The successful candidate will also have:

  • A strong academic record with a Bachelor’s degree from a competitive college or university required; advanced degree in the subject area preferred
  • At least two years of experience improving student achievement at an urban school
  • State teaching certification in secondary science (strongly preferred)
  • Extremely strong classroom management abilities
  • A strong belief that all students can succeed
  • A do-whatever-it takes attitude including a willingness to work occasionally on the weekend or in the evening
  • An exceptional ability to respond well to feedback and implement it immediately

Compensation

Great Oaks provides a competitive compensation and benefits package; exact compensation will vary based on experience and education.

General Information

This position is for the 2020-2021 school year and the successful candidate will start in the summer of 2020. Selected candidates will be contacted to set up a phone interview.

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20-21 Middle School Visual Arts Teacher

Posted by | May 11, 2020 |

The mission of the Great Oaks Charter Schools is to prepare students to succeed in college. What sets Great Oaks Charter Schools apart from other charters is the use of a high-dosage tutoring model implemented by the Great Oaks Tutors Corps, a group of recent college graduates who provide two hours of daily tutoring to every student. At Great Oaks, we are committed to providing a rigorous 6-12 academic program, fostering a positive school culture and building authentic relationships with families. We are seeking hard-working, tenacious people who share the belief that all students deserve a high-quality education.

ABOUT GREAT OAKS CHARTER SCHOOL – NEW YORK CITY

The Great Oaks (GO) Charter School – New York City opened in the Fall of 2013 on the Lower East Side of Manhattan. The school currently serves 225 students in 6th-8th grades.  At scale, Great Oaks – NYC will serve students in grades 6th-12th.  The school has a focus on serving English Language Learners with about half the students coming from a home where a language other than English is spoken.

MIDDLE SCHOOL VISUAL ARTS TEACHER POSITION SUMMARY 

Great teachers are at the heart of what we do, and are the key to our students’ success. Our most successful teachers are mission driven, adaptable and have a collaborative team mindset. Key responsibilities include:

DRIVE STUDENT OUTCOMES BY:

  • Using data-driven techniques to set ambitious goals for scholars and assuming the responsibility for their academic success
  • Collaborating with the Special Services team and Tutor Corps to build differentiated learning plans for all scholars
  • Building relationships with students that communicate the importance of college success and your belief that they will succeed
  • Maintaining consistent communications with families regarding student progress
  • Taking a leadership role in the Grade Level Planning team and in the Student Support Services Team
  • Holding weekly Office Hours and Homework Help Center

MAINTAIN STRONG CLASSROOM AND SCHOOL CULTURE BY:

  • Clearly and consistently communicating and upholding school rules, values, and expectations in and out of the classroom
  • Setting an urgent, respectful, and positive tone in the classroom
  • Displaying extraordinary time management to maximize student learning
  • Building relationships with students that communicate the importance of college success and your belief that they will succeed
  • Building a collaborative, respectful advisory classroom community
  • Taking on responsibilities outside of their content area instruction such as advisory, lunch duty, enrichment classes, and after school activities

PLAN A RIGOROUS CURRICULUM AND DELIVER STRONG INSTRUCTION BY:

  • Demonstrating solid knowledge and understanding of content
  • Using a multitude of instructional strategies that are academically rigorous and highly engaging
  • Executing detailed lesson plans mapped to specific Common Core standards
  • Taking responsibility for student progress; constantly working to respond to students’ needs

COMPETENCIES AND QUALIFICATIONS

The successful candidate will have proven success in implementing high-quality instruction that led to the improvement of student achievement in an urban school. S/he will possess exceptional relationship building skills and the ability to communicate clearly to multiple stakeholders. The successful candidate will also have:

  • A strong academic record with a Bachelor’s degree from a competitive college or university required; advanced degree in subject area preferred
  • At least two years of experience improving student achievement at an urban school
  • State teaching certification in content area (strongly preferred)
  • Extremely strong classroom management abilities
  • A strong belief that all students can succeed
  • A do-whatever-it takes attitude including a willingness to work occasionally on the weekend or in the evening
  • An exceptional ability to respond well to feedback and implement it immediately

COMPENSATION

Great Oaks provides a competitive compensation and benefits package; exact compensation will vary based on experience and education.

GENERAL INFORMATION

This position is for the 2020-2021 school year and the successful candidate will start in the beginning of August 2020. Selected candidates will be contacted to setup a video interview.

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20-21 Middle School Special Education Teacher

Posted by | May 11, 2020 |

Middle School Special Education Teacher
Great Oaks Charter School – New York City

About Great Oaks Charter Schools

At Great Oaks, students will shape the world, not be defined by it. Therefore, we believe that children learn best through a combination of project-based, authentic learning experiences, and direct instruction to support skill development and accelerate learning. Instruction and culture are grounded in our design principles of Mastery, Leadership, and Community. As part of the model, Great Oaks Americorps Fellows provide students with additional opportunities to engage in critical content, which helps to close academic achievement gaps and level the playing field. We are seeking talented, tenacious people who share our belief that all students deserve a high-quality education.

Great Oaks Design Principles

Mastery:  For students to shape the world and not be defined by it, they must have deep knowledge and the ability to apply that to new contexts. Therefore, we emphasize hands-on, project-based curriculum and joyful teaching.

Leadership: The purpose of leadership is to support a vision of the world in which equity and justice are essential. Therefore, we offer leadership opportunities to students so that they can persist through challenges, plan proactively for their future, and collaborate with others.

Community: Community is predicated on the understanding that if it takes a village to raise a child, why not help raise the village. Thereforewe support the whole child in the development of healthy self-esteem and confidence through building deep relationships with others and themselves.

About Great Oaks Charter School – New York City

Great Oaks (GO) Charter School – New York opened in 2013 with a focus on serving a heterogeneous population of students. Currently, Great Oaks-New York City serves 300 students in grades 6-8. GO NYC is growing to serve students in grades 6-12 by adding one grade – level each year until we reach full enrollment. The first 9th-grade class is slated to start in 2021-2022.

Position Summary

Great teachers are at the heart of what we do and are the key to our students’ college/post-secondary success. The Special Education Teacher is responsible for ensuring that every student at Great Oaks is supported in their academic development. S/he will be responsible for maintaining records for students with special needs, participating in IEP implementation and evaluation, and co-teaching. S/he will be responsible for ensuring that students with special needs receive the proper accommodations within the classroom, during tutorial sessions, and throughout our building. S/he will also work closely with classroom teachers to analyze student results and work with teachers to make data-driven curricular decisions. Our most successful teachers are those who operate with a team mindset – we are all in this work together and it will take each and every one of us to achieve college success/post-secondary success for our students.

Outcomes:

Throughout the year, the Special Education Teacher will:

Ensure that the school is meeting the needs of all students by:

  • Reviewing IEPs of incoming students and becoming knowledgeable about students’ recommended placements, services, and individual needs
  • Ensuring that all general education teachers and tutors know and understand the needs of their students with special needs and appropriate accommodations to use
  • Preparing for and participating in students’ IEP conferences
  • Co-teaching with general education teachers to ensure students needs are met within the classroom
  • Maintaining consistent communications with families regarding student progress

Maintain a strong classroom culture by:

  • Setting a respectful and positive tone in the classroom
  • Building relationships with students that communicate that succeeding in college/post-secondary is important, that the student can do it, and that we will not give up on a student
  • Co-plan a rigorous curriculum and deliver strong instruction by:
  • Using a multitude of instructional strategies in response to students’ individual needs
  • Taking responsibility for student progress and constantly working to respond to students’ needs

Contribute to the creation of a data-driven culture by:

  • Tracking and analyzing student data both publicly and internally to identify learning needs
  • Using student achievement data to set ambitious goals for the students
  • Planning and implementing strategies to achieve targets related to student learning outcomes
  • Collaborating with other teachers to develop and revise curriculum based on assessment data

Competencies:

  • “GRIT” – must have the ability to persevere and succeed at a challenging task
  • Relationship-building – must show evidence of building and leveraging strong relationships
  • Relentlessness – must be willing to do whatever it takes to constantly improve student achievement, including occasional evening and weekend commitments
  • Communicate Effectively – must be able to clearly communicate with peers and supervisors 

Qualifications:

  • Teaching experience in an urban school with a proven track record of improving student achievement
  • Special Education Certification issued by New York State
  • A strong academic record with a bachelor’s degree from a competitive college or university required; advanced degree in the subject area preferred
  • A strong belief that all students can succeed
  • Exceptional ability to respond well to feedback and implement it immediately

Compensation

Great Oaks provides a competitive compensation and benefits package; exact compensation will vary based on experience and education.

General Information

This position is for the 2020-2021 school year and the successful candidate will start in the summer of 2020. Selected candidates will be contacted to set up an interview.

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20-21 Middle School Foreign Language Teacher

Posted by | May 11, 2020 |

Middle School Foreign Language Teacher
Great Oaks Charter School – New York City

About Great Oaks Charter Schools
At Great Oaks, students will shape the world, not be defined by it. Therefore, we believe that children learn best through a combination of project-based, authentic learning experiences, and direct instruction to support skill development and accelerate learning. Instruction and culture are grounded in our design principles of Mastery, Leadership, and Community. As part of the model, Great Oaks AmeriCorps Fellows provide students with additional opportunities to engage in critical content, which helps to close academic achievement gaps and level the playing field. We are seeking talented, tenacious people who share our belief that all students deserve a high-quality education.

Great Oaks Design Principles

Mastery: For students to shape the world and not be defined by it, they must have deep knowledge and the ability to apply that to new contexts. Therefore, we emphasize hands-on, project-based curriculum and joyful teaching.

Leadership:The purpose of leadership is to support a vision of the world in which equity and justice are essential. Therefore, we offer leadership opportunities to students so that they can persist through challenges, plan proactively for their future, and collaborate with others.

Community:Community is predicated on the understanding that if it takes a village to raise a child, why not help raise the village. Therefore,we support the whole child in the development of healthy self-esteem and confidence through building deep relationships with others and themselves.

About Great Oaks Charter School–New York City

Great Oaks (GO) Charter School–New York opened in 2013 with a focus on serving a heterogeneous population of students. Great Oaks-New York City serves 300 students in grades 6-8. GO NYC is growing to serve students in grades 6-12 by adding one grade – level each year until we reach full enrollment. The first 9th-grade class is slated to start in 2021-2022.

Position Summary

Great teachers are at the heart of what we do and are the key to our students’ success. Our most successful teachers are mission-driven, adaptable and have a collaborative team mindset.

Key responsibilities include:

Drive student outcomes by:

  • Using data-driven techniques to set ambitious goals for scholars
  • Collaborating with the Special Services team and Great Oaks Fellows to build differentiated learning plans for all scholars
  • Maintaining consistent communications with families regarding student progress
  • Holding weekly Office Hours and Homework Help Center.

Maintain strong classroom and school culture by:

  • Clearly and consistently communicating and upholding school rules, values, and expectations in and out of the classroom
  • Setting an urgent, respectful, and positive tone in the classroom
  • Displaying extraordinary time management to maximize student learning
  • Building relationships with students that communicate the importance of college success and your belief that they will succeed
  • Taking on responsibilities outside of their content area instruction such as advisory, lunch duty, enrichment classes, and after-school activities

Plan a rigorous curriculum and deliver strong instruction by:

  • Demonstrating solid knowledge and understanding of the target language
  • Using a multitude of instructional strategies that are academically rigorous and highly engaging
  • Executing detailed lesson plans mapped to specific Common Core standards
  • Taking responsibility for student progress; constantly working to respond to students’ needs

Competencies and Qualifications

The successful candidate will have proven success in implementing high-quality instruction that led to the improvement of student achievement in an urban school. S/he will possess exceptional relationship-building skills and the ability to communicate with multiple stakeholders. The successful candidate will also have:

  • Complete fluency in the target language
  • A strong academic record with a Bachelor’s degree from a competitive college or university required; advanced degree in the subject area preferred
  • At least two years of experience improving student achievement at an urban school
  • State teaching certification in the subject area (strongly preferred)
  • Extremely strong classroom management abilities
  • A strong belief that all students can succeed
  • A do-whatever-it takes attitude including a willingness to work occasionally on the weekend or in the evening
  • An exceptional ability to respond well to feedback and implement it immediately

Compensation

Great Oaks provides a competitive compensation and benefits package; exact compensation will vary based on experience and education.

General Information

This position is for the 2020-2021 school year and the successful candidate will start in the summer of 2020. We will contact selected candidates to set up a phone interview.

Comments Off on Master Teacher

Master Teacher

Posted by | May 8, 2020 |

An imaginative person with the interest and ability to teach three to five year old children. Knowledge of recent developments in the field of Early Childhood Education, particularly as it relates to the proper education of children of low income families. Serves as a mentor to other teachers at these possible sites: East 180th, Concord, Tolentine, Longfellow, 629 Courtlandt, Lefkowitz. The Master Teacher will assume the role of Educational Director in his/her absence.

Position Responsibilities:

Early Childhood Educators, especially new teachers should receive adequate levels of observation, feedback and support to promote developmentally appropriate practice. In order to provide this support the Master teacher will.

-Meet regularly with the educational staff at a site, providing a system of support by mentoring the newer teacher as they shape their teaching practice. The Master teacher will build partnerships with the staff by asking questions that help protégés think about what is working or not working in their environments.

-Support the teaching teams and provide guidance by modeling the following: Emotional Support (positive climate, teacher sensitivity, and regard for student perspectives) Classroom Organization (behavior management, productivity and instructional learning formats) and Instructional Support (concept development, quality of feedback and language modeling).

-Assist teachers with lesson planning, anecdotal record keeping, child screening/assessments and other classroom responsibilities.

· Supervise the overall function of the classroom:

· Take into account the individual differences and needs of the children’s’ culture, language, special abilities and handicaps.

· Enhance children’s’ understanding of themselves as individuals and in relation to others by planning with the assistant teacher, a flexible program which provides for individual, small group and large group activities.

· Encourage children to solve problems, initiate activities, experiment, question and gain mastery through learning.

· Encourage children to organize their experience, and understand concept in all curriculum areas according to the individual developmental levels of the children.

· Provide balanced programs, open learning and structured experiences.

· Integrate the various educational aspects of other Head Start components into the daily program (health, services, nutrition).

· Use resources in the community to enhance the program.

· Direct a daily education program for the class, providing an atmosphere in which the children will develop a love for learning.

· Provide the skills a child needs to grow socially, emotionally, physically, intellectually and culturally.

· Plan trips and other special events in accordance with the Head Start procedures and objectives.

· Hold regular meetings with classroom staff to discuss plans and evaluate progress of children and program.

· Schedule and conduct home visits with Teacher Assistant and Family Worker, according to Head Start procedures.

· Work closely with the Family Assistant and Family Worker to provide support to the children and their families.

· Coordinate the involvement of parents in all activities in the educational aspects of the program by:

· Encouraging parent participation in the classroom.

· Holding regular parent-teacher conferences.

· Conduct monthly class committee meetings for the purpose of receiving parent input into the program activities, and to familiarize parents with the curriculum so they can carry out activities in their homes and reinforce the child’s’ learning.

· Maintain records of children, class committee, workshops and in-service training. Report pertinent information to team partner, Education Director and/or Center Director.

· Keep a daily record of attendance and meal count; submit a monthly attendance report and meal count report to Center Director.

· Maintain class plans in accordance with Head Start procedures.

· Requisition supplies and equipment needed for the classroom.

· Care for classroom equipment and supplies and help maintain sanitary and safe classroom conditions.

Essential skills, experience, licensure, certification:

· Masters in Early Childhood with Initial/Permanent Certification and B-2

3-5 years educational experience in a Head Start Program or other ECE setting

Classroom Lens Assessment Scoring System Reliability (CLASS) preferred

 

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High School Math Content Teacher-2020-21

Posted by | May 7, 2020 |

Equality Charter School (http://www.equalitycharterschool.org/) provides a high level of academic rigor in a nurturing learning community that will prepare scholars to be career-ready in college. Our mission is to ensure each scholar reaches individual academic and personal success through a nurturing, scholar-centered approach; and our approach is to serve any scholar, including those who are under-performing or who are from families in need of more resources.

We offer a positive school environment, we value academic, behavioral, and social-emotional needs, we use proactive strategies for teaching appropriate behaviors, and we use project based learning to engage scholars. Our holistic programming focuses on career exploration, extensive athletics, art, health, theatre and music, and a host of special days, like career day, international day, and a borough-wide college fair.

Advantages of teaching at Equality include emphasis on knowledge sharing practices, frequent trainings and targeted professional development opportunities, and opportunities for teacher leadership within the organization.

Who is an Equality Teacher?

Equality 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 Equality teacher can expect to receive enhanced instructional support, a range of professional development opportunities and the opportunity to be part of a passionate team of colleagues. If you have the following qualities, credentials and experience, please consider joining our team:

  • Compassionate and Passionate; Results-driven and Goal oriented
  • Excellent classroom management skills
  • Effective interpersonal communication skills with colleagues, parents, and students
  • Ability to incorporate reading and writing strategies in classroom instruction
  • Ability to incorporate hands-on and co-operative learning activities
  • Bachelor’s degree (Masters Preferred)
  • New York State Teaching Certification (or in process of reciprocity)
  • Legal authorization to work in the United States

Equality is an equal opportunity employer.

Want to learn more? Check out the links below to learn more about Equality Charter School:

Comments Off on Middle School Science Content Teacher 2020-21

Middle School Science Content Teacher 2020-21

Posted by | May 7, 2020 |

Equality Charter School (http://www.equalitycharterschool.org/) provides a high level of academic rigor in a nurturing learning community that will prepare scholars to be career-ready in college. Our mission is to ensure each scholar reaches individual academic and personal success through a nurturing, scholar-centered approach; and our approach is to serve any scholar, including those who are under-performing or who are from families in need of more resources.

We offer a positive school environment, we value academic, behavioral, and social-emotional needs, we use proactive strategies for teaching appropriate behaviors, and we use project based learning to engage scholars. Our holistic programming focuses on career exploration, extensive athletics, art, health, theatre and music, and a host of special days, like career day, international day, and a borough-wide college fair.

Advantages of teaching at Equality include emphasis on knowledge sharing practices, frequent trainings and targeted professional development opportunities, and opportunities for teacher leadership within the organization.

Who is an Equality Teacher?

Equality 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 Equality teacher can expect to receive enhanced instructional support, a range of professional development opportunities and the opportunity to be part of a passionate team of colleagues. If you have the following qualities, credentials and experience, please consider joining our team:

  • Compassionate and Passionate; Results-driven and Goal oriented
  • Excellent classroom management skills
  • Effective interpersonal communication skills with colleagues, parents, and students
  • Ability to incorporate reading and writing strategies in classroom instruction
  • Ability to incorporate hands-on and co-operative learning activities
  • Bachelor’s degree (Masters Preferred)
  • New York State Teaching Certification (or in process of reciprocity)
  • Legal authorization to work in the United States

Equality is an equal opportunity employer.

Want to learn more? Check out the links below to learn more about Equality Charter School:

Comments Off on Middle School SPED Teacher 2020-21

Middle School SPED Teacher 2020-21

Posted by | May 7, 2020 |

Equality Charter School (http://www.equalitycharterschool.org/) provides a high level of academic rigor in a nurturing learning community that will prepare scholars to be career-ready in college. Our mission is to ensure each scholar reaches individual academic and personal success through a nurturing, scholar-centered approach; and our approach is to serve any scholar, including those who are under-performing or who are from families in need of more resources.

We offer a positive school environment, we value academic, behavioral, and social-emotional needs, we use proactive strategies for teaching appropriate behaviors, and we use project based learning to engage scholars. Our holistic programming focuses on career exploration, extensive athletics, art, health, theatre and music, and a host of special days, like career day, international day, and a borough-wide college fair.

Advantages of teaching at Equality include emphasis on knowledge sharing practices, frequent trainings and targeted professional development opportunities, and opportunities for teacher leadership within the organization.

Who is an Equality Teacher?

Equality 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 Equality teacher can expect to receive enhanced instructional support, a range of professional development opportunities and the opportunity to be part of a passionate team of colleagues. If you have the following qualities, credentials and experience, please consider joining our team:

  • Compassionate and Passionate; Results-driven and Goal oriented
  • Excellent classroom management skills
  • Effective interpersonal communication skills with colleagues, parents, and students
  • Ability to incorporate reading and writing strategies in classroom instruction
  • Ability to incorporate hands-on and co-operative learning activities
  • Bachelor’s degree (Masters Preferred)
  • New York State Teaching Certification (or in process of reciprocity)
  • Legal authorization to work in the United States

Equality is an equal opportunity employer.

Want to learn more? Check out the links below to learn more about Equality Charter School:

Comments Off on Elementary School Math Interventionist

Elementary School Math Interventionist

Posted by | May 7, 2020 |

About Community Roots:

Community Roots Charter School is a rigorous learning community where learning is embedded in meaningful real world context, 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 474 students in grades K-8. Please visit our website for more information about our school: www.communityroots.org.

Community Roots is hiring: A Math Specialist for our elementary school site. The position will start in August 2020.

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 working with students with IEPs and students at risk of academic failure and implementing academic interventions using multiple intervention strategies and approaches

● Expertise in Kindergarten-5th Grade Common Core Math Standards

● Experience providing K-5 mathematics intervention and instruction

● Experience using the EngageNY curriculum or similar curricular framework

● New York State Special Education Certification and UDL expertise preferred Math Specialist Role Description:

● Provide K-5 academic intervention for math in the least restrictive setting

● Participate in regular Support Provider and Learning Specialist Team Meetings

● Report three times a year on IEP goals

● Write progress notes on all students on caseload

● Hold family conferences to review individual student’s progress at least twice a year and if needed more frequent, regular conferences will be arranged

● Attend grade level meetings for planning for differentiation, accommodations, modifications, and embedding individual student goals into the curriculum, as well as updates on intervention groups

● Collaborate with classroom teachers to administer and review assessment data e.g. school based assessments, including proctor state Math tests

How to Apply: If interested, please go to www.communityroots.org/jobs to apply

Comments Off on Elementary School Learning Specialist

Elementary School Learning Specialist

Posted by | May 7, 2020 |

About Community Roots:

Community Roots Charter School is a rigorous learning community where learning is embedded in meaningful real world context, 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 460 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:

A Learning Specialist for our elementary school site. The position will start in August 2020.

 

Qualifications:

  • NYS Special Education Certification
  • 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 of academic failure
  • Experience implementing academic and behavioral interventions 

 

Learning Specialist Role Description:

  • Facilitate and/or participate in student centered research and meetings (e.g. Child Study Team, Functional Behavioral Assessments and Behavior Intervention Plans)
  • Participate and contribute to grade team meetings 
  • Participate in regular Support Provider and Learning Specialist Team Meetings
  • Case manage and facilitate meetings with the Committee on Special Education for students going through an initial, triennial or annual review or meeting including pre-IEP meetings. This includes contributing to the writing of IEPs
  • Report three times a year on IEP goals
  • Write progress notes on all students on caseload
  • Facilitate and monitor all initial and ongoing assessments of students in intervention so that student’s work can be assessed and interventions and accommodations recommended
  • Hold family conferences to review individual student’s progress at least twice a year and if a teacher is concerned about a student more frequent, regular conferences will be arranged
  • Offer staff development 
  • Provide instructional support to teachers e.g. regular check-ins with teacher teams, modeling teaching strategies and creating classroom based interventions. This includes instructional support such as Multi-Lingual Learner support plans or behavior plans to help students access the curriculum
  • Attend grade level meetings for planning for differentiation, accommodations,  modifications, and embedding individual student goals into the curriculum, as well as updates on intervention groups
  • Provide academic intervention for reading and writing in the least restrictive setting
  • Collaborate with classroom teachers to administer and review assessment data e.g. school based assessments, NYSESLAT, NYSITELL, proctor state ELA/Math tests

 

How to Apply:

If interested, please go to www.communityroots.org/jobs to apply.

Comments Off on VOICE Charter School is hiring for SY 20-21

VOICE Charter School is hiring for SY 20-21

Posted by | May 6, 2020 |

Opportunities at VOICE Charter School

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.

We are actively hiring for the following positions for the 2020-2021 School Year and would love to have the opportunity to speak with you about your qualifications and experiences:  

Elementary Intervention Teacher/SETSS Teacher

3rd-5th Grade Teacher

Elementary Music Teacher

3rd-5th Grade ICT Teacher

Elementary Music Teacher

Elementary Physical Education Teacher

Elementary Science Teacher

Kindergarten-2nd Grade Teacher

Kindergarten-2nd Grade ICT Teacher

Middle School Art Teacher (6-8)

Middle School ELA Teacher (6-8)

Middle School Science Teacher (6-8)

Middle School Social Studies Teacher (6-8)

Middle School Intervention/ SETSS Teacher (6-8)

Middle School ICT Teacher (6-8)

Middle School Physical Education Teacher (6-8)

Social Worker

Classroom Assistant

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.

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Bilingual Lead and Associate Teachers, K-2 (School Year 2020-21)

Posted by | April 27, 2020 |

Bilingual Lead and Associate Teachers, K-2 (School Year 2020-21)

About LEEP Academy

LEEP Dual Language Academy Charter School opened its doors in August 2019 as the first charter school in Sunset Park, Brooklyn. We use the research-based 90:10 model of Spanish language immersion that helps all students achieve in all subjects while also becoming bilingual and bi-literate. In the 2020-21 school year, we will grow to serve students in grades K-2, using instructional techniques from high-performing charter schools and the best dual language programs in the nation.

Our school community is linguistically, racially, and socioeconomically diverse, and we are committed to being a good neighbor in Sunset Park for decades to come. We are located at 54th Street and 5th Avenue, in a private building with a long-term lease.

Teachers: Does this sound like you?

We’re looking for bilingual teachers who can help every student reach academic excellence in Spanish and English. Does this describe you?

  • You have high-level fluency in Spanish and are fluent in English.
    You have elementary school teaching experience. You know how to plan a lesson, connect with students, make the most of every minute, check for understanding, and turn data into improved teaching and learning.
  • You like the idea of teaching in Spanish most of the school day, even if you’ve never done it before. If you have mostly taught Spanish in the past, you feel prepared to teach every subject.
  • You’ve worked at a high-performing school where teachers work as a team and receive frequent feedback to improve their practice. Or maybe you’ve tasted that style of teaching in a graduate program and want to obtain a job where you can keep improving.
  • You work really hard. You stay organized. You hate to be unprepared.
  • You want to join a school community that is safe and orderly while treating every student and family with dignity. You think all children deserve a strong foundation in math and literacy, without overlooking science, the arts, and social-emotional development.
  • You have at least a Bachelor’s degree and are certified or on the way to certification.

Teacher Roles

At LEEP Academy, teachers teach from 7:50 to 4pm daily, with a lunch break and early release for professional development on Wednesdays. We plan lessons in detail, but not from scratch; we work together from a common set of high-quality curricula in English and Spanish. We collect and analyze formative and summative data. We differentiate instruction and work with families and service providers to meet each child’s needs. We communicate and collaborate. We model our school’s Core Virtues: Cariño, Respeto, Valentía, Gratitud, y Alegría.

Lead teachers co-teach with a full-time associate teacher in kindergarten and share an associate teacher in older grades. General education and special education lead teachers to co-teach in one ICT classroom per grade.

LEEP Dual Language Academy Charter School is committed to a policy of equal treatment for all individuals applying for employment. We do not discriminate on the basis of race, ethnicity, sex, gender, sexual orientation, pregnancy, national background, religion/belief, marital status, caregiver status, veteran status, disability, age, political party, or salary history.

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Summer Camp Director

Posted by | April 20, 2020 |

SUMMER CAMP DIRECTOR 

WHO WE ARE 

Kids in the Game’s mission is to provide positive opportunities and experiences through sports and creative play. Through our sports- the next generation of leaders by developing healthy habits, an active lifestyle, and promoting personal growth through play and competition. 

During the school year, Kids in the Game is rooted in dozens of schools around New York City, offering recess, after-school, physical education, early drop off fitness, creative movement and sports instruction. In the summer, we host six summer day camps in schools and parks in Manhattan, Brooklyn, and the Bronx that provide up to eight weeks of engaging learning experiences through sports, arts, STEM, swimming, trips, and special events. 

ABOUT OUR CAMP DIRECTORS 

Our Camp Directors provide vision, energy, and spirit to make every summer a unique, exciting, and memorable experience, while creating a positive and safe environment for our kids. You will oversee all aspects of camp management, such as promoting enrollment through camp marketing events, interviewing and hiring qualified staff, as well as building the daily camp schedule and calendar of camp events. During the summer, you will be supported by a team of assistant directors, division leaders, specialists, and counselors. 

Camp Directors participate in every part of camp – from leading morning rallies to supervising swimming lessons and refereeing sports tournaments. Will you be communicating with parents, preparing camp newsletters, or answering a million little questions for young, inquisitive minds? Absolutely. You will also be a role model for our camp staff, training them in the skills they need to be successful in their camp roles and future careers. There’s no more fulfilling feeling than that! Most importantly, you will be providing a supportive, safe, and fun environment for our kids and our staff. 

 

Position Responsibilities: 

Camp Directors are responsible for overseeing all areas of camp management in collaboration with the Kids in the Game main office. These areas may include, but not be limited to: marketing, enrollment, operations, compliance, staffing, training, and programming. Within these business functions, pre-summer and summer tasks include: 

  • Dedicate time during the offseason to coordinating camp logistics with key departments (e.g. Marketing, Operations, People & Culture, Program Management, Community & Impact) 
  • Attend pre-camp orientations hosted by the Department of Health and Kids in the Game staff, including certification sessions and camp director training 
  • Structure and coordinate pre-summer and ongoing training for your camp staff 
  • Assign staff to camp groups, assess their ability to work with different age groups, and offer regular feedback to continuously improve staff performance; administer staff evaluations twice per summer 
  • Keep staff personnel files up-to-date and compliant with Department of Health regulations; ensure that staff certifications are valid and on-site at all times 
  • Ensure that all necessary forms are in place before a child enters any program, including up-to-date physicals, immunization records, registration packets, waivers, etc. 
  • Monitor the daily camp enrollment and maintain accurate attendance records for staff and campers 
  • Notify parents/ guardians of children about session dates, camp trips, theme days and schedule changes well in advance; remain accessible to parents throughout the summer 
  • Maintain and enforce all camp safety rules and policies; recognize, prevent and correct safety hazards; monitor the health and safety of all campers and staff 
  • Ensure that all program equipment and supplies are ordered, available and properly maintained during the summer 
  • Act as a key player in problem solving staff/camper issues and parental concerns; be able to identify camper behavior issues and respond with corrective steps 
  • Work with People & Culture to hold staff events throughout the summer, post staff highlights in weekly newsletters, and create weekly staff incentives to acknowledge and praise staff

WHAT WE ARE GOING TO LOVE ABOUT YOU 

Our ideal candidate would meet some or all of the following qualifications: 

  • Commit to working on an hourly basis during the school year to support camp planning efforts and commit to working eight weeks during the summer 
  • Be the lead of your camp and work collaboratively with Assistant Directors and Division Leaders 
  • Complete a physical exam and TB within one year of the camp dates 
  • Pass NYS and national background checks 
  • Possess CPR, First Aid and AED certification 
  • Possess 2+ years of experience managing day camp or sleepaway camps with at least 60 campers 
  • Be able to establish and maintain strong working relationships with fellow employees, participants, parents and caregivers 
  • Be able to communicate effectively and in a timely fashion with participants, families and caregivers, both verbally and non-verbally 
  • Show enthusiasm and eagerness to learn new skills and tackle projects. Ask questions and be willing to take feedback. 
  • Communicate quickly and efficiently with supervisors and other Kids in the Game staff through organization-wide communication channels (Slack, Email, Text, Google Calendar, etc.) 
  • Attend and help lead mandatory Core Trainings and all staff team buildings, before and during camp season 

Compensation:

Based on experience – Competitive seasonal summer camp stipend

CAMP DIRECTOR OPENINGS: 

Dates/Times: 

June 29th – August 21st  2020 (8 weeks); Monday – Friday (7:30a – 4:30p)

Locations:

UWS

East Village

North Riverdale (Bronx)

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Hiring High School Teachers! (All Content Areas)

Posted by | April 17, 2020 |

The Support You Need for the Career You Want.

About Us

New Visions for Public Schools was founded in 1989 and is dedicated to ensuring that all New York City public school students, regardless of race or economic class, have access to a high-quality education that prepares them for the rigors of college and the workforce. New Visions has been a driving force behind some of the most significant reforms to public education in New York city, including pioneering the model of small high schools in New York City and creating nearly 150 new small schools; producing free open-source curriculum used by thousands of teachers in New York State and across the country; and launching a nationally-recognized Urban Teacher Residency program to train new teachers.

New Visions currently supports 709 schools citywide with school management tools, instructional resources and coaching, and more. This includes 10 charter high schools in Brooklyn, the Bronx, and Queens; and 71 district high schools in all five boroughs that are part of our Affinity network. In 2018-19, graduation rates in our Charter and Affinity networks were 89.7% and 85.6% and our college readiness rates were 54.9% and 61.5%.

Advantages of Teaching at a New Visions School Include:

  • Emphasis on knowledge sharing practices, frequent trainings 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

New Visions equips teachers with the data tools they need to succeed.

Position Summary

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 and the opportunity to be part of a passionate team of colleagues. If you have the following qualities, credentials and experience, please consider joining our team.

Qualifications

Successful New Visions teaching candidates will:

  • Approach learning via growth mindset
  • Be reflective, seek feedback, learn from those around them, and effectively apply feedback
  • Make informed decisions, based on evidence and data, about their lesson planning
  • Demonstrate strong content knowledge and be familiar with the Common Core State Standards
  • Have a proven track record for planning lessons with clear learning objectives and a means for assessing whether those objectives have been met
  • Have a proven track record for engaging students in their own learning
  • Have strong organizational and communication skills
  • Have demonstrated success in tailoring instruction to the needs of diverse learners
  • Be committed to serving all students and respect children from all backgrounds
  • Demonstrate an ability to work collaboratively with others to achieve common goals

To see a list of our district schools, click here.

To see each of our charter schools, please click on the links below:

New Visions for Public Schools is looking for teachers certified in Grades 7 through 12 in the following subject areas:

  • Art (Dance, Drama, Music, Visual Arts)
  • Biology
  • Chemistry
  • CTE (All Concentrations)
  • Earth Science
  • English Language Arts
  • English as a Second/New Language
  • Foreign Language (All Concentrations)
  • Mathematics
  • Physical Education/Health
  • Physics
  • Social Studies
  • Special Education

Apply today at:

https://grnh.se/06c565dd1

Additionally, candidates must have at least a Bachelor’s degree, hold valid New York State certification*, and must be cleared for employment by fingerprint-supported background checks. We are committed to diversity in our hiring and employment practices, and encourage all qualified candidates to apply.

*There are limited opportunities for qualified teachers who do not possess a NY State certification to work in one of our Charter High Schools.

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.

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Lower Elementary Teacher

Posted by | April 14, 2020 |

“Developing the Leaders for the Renaissance of New York”

Renaissance is based on the conviction that a change in the destiny of a single individual can lead to a change in the destiny of a community, nation, and ultimately humankind. Its mission as a PK-12 school is to foster educated, responsible, and humanistic young leaders who will spark a renaissance in New York through their own personal growth. Its graduates will be global citizens with an abiding respect for peace, human rights, the environment, and sustainable development.

In a small, village-like setting, Renaissance provides a supportive environment. Staff and parents work together to develop students’ academic and leadership skills. Teachers collaborate on developing integrated subject matter, innovative approaches to learning, and improved practice. This ideal faculty-student ratio helps strengthen each student’s sense of belonging.

For more information about The Renaissance Schools’ mission, model, and programs, please visit us at http://www.renaissancecharter.org/
Who You Are

• You are excited by our mission and dedicated to support the success of students
• You enjoy and/or have experience working with diverse populations of students and communities
• You are committed to continuous learning through professional development
• Meet expectations including punctuality and professionalism in conversation and in writing
• You have a Bachelor’s Degree, or higher from an accredited college or university required
• New York State teaching certification required. TRCS will consider 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.

Classroom Responsibilities

• Guide and support The Renaissance community in fulfilling its mission and charter goals
• Establish and maintain positive relationships and constructive interactions with students, families, colleagues and administration
• Create and maintain an engaging and organized physical classroom environment, making learning accessible to all students
• Maximize instruction, safe, and disciplined learning environment in which classrooms values, teaching points, process charts, and student work are clearly displayed
• Uphold all school policies within the classroom
• Model strong written and verbal skills

Curriculum and Instruction

• Collaborate with grade team and coordinators to create rich, integrated units of study
• Full participate in grade-level team and curricular planning meetings
• Adhere to grade level pacing calendars
• Use lesson plans to help drive instruction
• Submit necessary curriculum documents (e.g. curriculum maps, lesson plans) as requested
• Differentiate instruction in meaningful ways to support student learning
• Collaborate with the Special Education department to help meet the needs of all students
• Understand and implement interventions recommended for students as outlined by an IEP, support services or the counseling department

Assessment

• Maintain organized records of anecdotal notes and assessments
• Administer formal and informal assessments throughout the school year
• Use assessment data to modify unit plans, inform groupings, and support student referrals
• Use assessment data to differentiate instruction to meet the needs of all learners
Parent and Family Engagement
• Establish and maintain ongoing positive relationships with families
• Appropriately give and receive feedback to/from students, parents, staff and administration
• Keep families well-informed of student performance and progress
• Provide feedback and guidance to classroom assistants

*Qualifications:

• You have a Bachelor’s Degree, or higher from an accredited college or university required
• New York State teaching certification required. TRCS will consider 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.

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20-21 Middle School Social Studies Teacher

Posted by | April 11, 2020 |

Middle School Social Studies Teacher
Great Oaks Charter School – New York City

 

About Great Oaks Charter Schools

At Great Oaks, students will shape the world, not be defined by it. Therefore, we believe that children learn best through a combination of project-based, authentic learning experiences, and direct instruction to support skill development and accelerate learning. Instruction and culture are grounded in our design principles of Mastery, Leadership, and Community. As part of the model, Great Oaks Americorps Fellows provide students with additional opportunities to engage in critical content, which helps to close academic achievement gaps and level the playing field. We are seeking talented, tenacious people who share our belief that all students deserve a high-quality education.

 

Great Oaks Design Principles

Mastery:  For students to shape the world and not be defined by it, they must have deep knowledge and the ability to apply that to new contexts. Therefore, we emphasize hands-on, project-based curriculum and joyful teaching.

 

Leadership: The purpose of leadership is to support a vision of the world in which equity and justice are essential. Therefore, we offer leadership opportunities to students so that they can persist through challenges, plan proactively for their future, and collaborate with others.

 

Community: Community is predicated on the understanding that if it takes a village to raise a child, why not help raise the village. Thereforewe support the whole child in the development of healthy self-esteem and confidence through building deep relationships with others and themselves.

 

About Great Oaks Charter School – New York City

Great Oaks (GO) Charter School – New York opened in 2013 with a focus on serving a heterogeneous population of students. Currently, Great Oaks-New York City serves 300 students in grades 6-8. GO NYC is growing to serve students in grades 6-12 by adding one grade – level each year until we reach full enrollment. The first 9th-grade class is slated to start in 2021-2022.

 

 

Position Summary

Great teachers are at the heart of what we do and are the key to our students’ success. Our most successful teachers are mission-driven, adaptable and have a collaborative team mindset.

 

Key responsibilities include:

 

Drive student outcomes by:

 

  • Aligning planning to the Common Core Standards and student assessment data
  • Using data-driven techniques to set ambitious goals for scholars
  • Collaborating with the Special Services team and Great Oaks AmeriCorps Fellows to build differentiated learning plans for all scholars
  • Maintaining consistent communications with families regarding student progress
  • Taking a leadership role in the Grade Level Planning team and in the Student Support Services Team
  • Holding weekly Office Hours and Homework Help Center

 

Maintain strong classroom and school culture by:

 

  • Clearly and consistently communicating and upholding school rules, values, and expectations in and out of the classroom
  • Setting an urgent, respectful, and positive tone in the classroom
  • Displaying extraordinary time management to maximize student learning
  • Building relationships with students that communicate the importance of college success and your belief that they will succeed
  • Building a collaborative, respectful advisory classroom community
  • Taking on responsibilities outside of their content area instruction such as advisory, lunch duty, enrichment classes, and after school activities

 

Plan a rigorous curriculum and deliver strong instruction by:

 

  • Demonstrating solid knowledge and understanding of history and social studies topics
  • Using a multitude of instructional strategies that are academically rigorous and highly engaging
  • Executing detailed lesson plans mapped to specific Common Core standards
  • Taking responsibility for student progress; constantly working to respond to students’ need

 

Competencies and Qualifications

The successful candidate will have proven success in implementing high-quality instruction that led to the improvement of student achievement in an urban school. S/he will possess exceptional relationship-building skills and the ability to communicate clearly to multiple stakeholders. The successful candidate will also have:

 

  • A strong academic record with a Bachelor’s degree from a competitive college or university required; advanced degree in the subject area preferred
  • At least two years of experience improving student achievement at an urban school
  • State teaching certification in secondary History (preferred)
  • Extremely strong classroom management abilities
  • A strong belief that all students can succeed
  • A do-whatever-it takes attitude including a willingness to work occasionally on the weekend or in the evening
  • An exceptional ability to respond well to feedback and implement it immediately

 

 

Compensation

Great Oaks provides a competitive compensation and benefits package; exact compensation will vary based on experience and education.

 

General Information

This position is for the 2020-2021 school year and the successful candidate will start in the summer of 2020. Selected candidates will be contacted to set up an interview.

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20-21 Middle School Math Teacher

Posted by | April 11, 2020 |

Middle School Math Teacher
Great Oaks Charter School – New York City

 

 

About Great Oaks Charter Schools

At Great Oaks, students will shape the world, not be defined by it. Therefore, we believe that children learn best through a combination of project-based, authentic learning experiences, and direct instruction to support skill development and accelerate learning. Instruction and culture are grounded in our design principles of Mastery, Leadership, and Community. As part of the model, Great Oaks Americorps Fellows provide students with additional opportunities to engage in critical content, which helps to close academic achievement gaps and level the playing field. We are seeking talented, tenacious people who share our belief that all students deserve a high-quality education.

 

Great Oaks Design Principles

Mastery: For students to shape the world and not be defined by it, they must have deep knowledge and the ability to apply that to new contexts. Therefore, we emphasize hands-on, project-based curriculum and joyful teaching.

 

Leadership:The purpose of leadership is to support a vision of the world in which equity and justice are essential. Therefore, we offer leadership opportunities to students so that they can persist through challenges, plan proactively for their future, and collaborate with others.

 

Community:Community is predicated on the understanding that if it takes a village to raise a child, why not help raise the village. Therefore,we support the whole child in the development of healthy self-esteem and confidence through building deep relationships with others and themselves.

 

About Great Oaks Charter School – New York City

Great Oaks (GO) Charter School – New York opened in 2013 with a focus on serving a heterogeneous population of students. Currently, Great Oaks-New York City serves 300 students in grades 6-8. GO NYC is growing to serve students in grades 6-12 by adding one grade – level each year until we reach full enrollment. The first 9th-grade class is slated to start in 2021-2022.

 

 

Position Summary

Great teachers are at the heart of what we do and are the key to our students’ success. Our most successful teachers are mission-driven, adaptable and have a collaborative team mindset.

Key responsibilities include:

Drive student outcomes by:

 

  • Aligning planning to the Common Core Standards and student assessment data
  • Using data-driven techniques to set ambitious math goals for scholars
  • Collaborating with the Special Services team and Great Oaks AmeriCorps Fellows to build differentiated math learning plans for all scholars
  • Maintaining consistent communications with families regarding student progress
  • Taking leadership of an advisory team comprised of 4-5 Fellows. The advisory team, led by the advisory teacher manages all parent communication for the students in that advisory.
  • Holding weekly Office Hours and Homework Help Center

 

Maintain strong classroom and school culture by:

 

  • Clearly and consistently communicating and upholding school rules, values, and expectations in and out of the classroom
  • Setting an urgent, respectful, and positive tone in the classroom
  • Displaying extraordinary time management to maximize student learning
  • Building relationships with students that communicate the importance of college success and your belief that they will succeed
  • Building a collaborative, respectful advisory classroom community
  • Taking on responsibilities outside of their content area instruction such as advisory, lunch duty, enrichment classes, and after school activities

 

Plan a rigorous curriculum and deliver strong instruction by:

 

  • Demonstrating solid knowledge and understanding of middle school math topics
  • Using a multitude of instructional strategies that are academically rigorous and highly engaging
  • Executing detailed lesson plans mapped to specific Common Core math standards
  • Taking responsibility for student progress; constantly working to respond to students’ need

 

Competencies and Qualifications

The successful candidate will have proven success in implementing high-quality instruction that led to the improvement of student achievement in an urban school. S/he will possess exceptional relationship-building skills and the ability to communicate clearly to multiple stakeholders. The successful candidate will also have:

  • A strong academic record with a Bachelor’s degree from a competitive college or university required; advanced degree in the subject area preferred
  • At least two years of experience improving student achievement at an urban school
  • State teaching certification in Math (strongly preferred)
  • Extremely strong classroom management abilities
  • A strong belief that all students can succeed
  • A do-whatever-it takes attitude including a willingness to work occasionally on the weekend or in the evening
  • An exceptional ability to respond well to feedback and implement it immediately

 

Compensation

Great Oaks provides a competitive compensation and benefits package; exact compensation will vary based on experience and education.

 

General Information

This position is for the 2020-2021 school year and the successful candidate will start in the summer of 2020. Selected candidates will be contacted to set up an interview.

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6th Grade ELA Teacher

Posted by | April 10, 2020 |

BxC is seeking a 6th grade ELA teacher for a co-taught ICT classroom.  Curriculum includes participation in an all-school study of our neighborhood and a schoolwide activism project, reading Piecing Me Together by Renee Watson and other high-quality thought-provoking literature, and creating curriculum relevant to students’ lives that also helps them build their reading and writing skills.

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Teachers (Spanish/English Dual Language)

Posted by | March 28, 2020 |

Bilingual Lead and Associate Teachers, K-2 (School Year 2020-21)

About LEEP Academy

LEEP Dual Language Academy Charter School opened its doors in August 2019 as the first charter school in Sunset Park, Brooklyn. We use the research-based 90:10 model of Spanish language immersion that helps all students achieve in all subjects while also becoming bilingual and bi-literate. In the 2020-21 school year, we will grow to serve students in grades K-2, using instructional techniques from high-performing charter schools and the best dual language programs in the nation.

Our school community is linguistically, racially, and socioeconomically diverse, and we are committed to being a good neighbor in Sunset Park for decades to come. We are located at 54th Street and 5th Avenue, in a private building with a long-term lease.

Teachers: Does this sound like you?

We’re looking for bilingual teachers who can help every student reach academic excellence in Spanish and English. Does this describe you?

  • You have high-level fluency in Spanish and are fluent in English.
    You have elementary school teaching experience. You know how to plan a lesson, connect with students, make the most of every minute, check for understanding, and turn data into improved teaching and learning.
  • You like the idea of teaching in Spanish most of the school day, even if you’ve never done it before. If you have mostly taught Spanish in the past, you feel prepared to teach every subject.
  • You’ve worked at a high-performing school where teachers work as a team and receive frequent feedback to improve their practice. Or maybe you’ve tasted that style of teaching in a graduate program and want to obtain a job where you can keep improving.
  • You work really hard. You stay organized. You hate to be unprepared.
  • You want to join a school community that is safe and orderly while treating every student and family with dignity. You think all children deserve a strong foundation in math and literacy, without overlooking science, the arts, and social-emotional development.
  • You have at least a Bachelor’s degree and are certified or on the way to certification.

Teacher Roles

At LEEP Academy, teachers teach from 7:50 to 4pm daily, with a lunch break and early release for professional development on Wednesdays. We plan lessons in detail, but not from scratch; we work together from a common set of high-quality curricula in English and Spanish. We collect and analyze formative and summative data. We differentiate instruction and work with families and service providers to meet each child’s needs. We communicate and collaborate. We model our school’s Core Virtues: Cariño, Respeto, Valentía, Gratitud, y Alegría.

Lead teachers co-teach with a full-time associate teacher in kindergarten and share an associate teacher in older grades. General education and special education lead teachers to co-teach in one ICT classroom per grade.

LEEP Dual Language Academy Charter School is committed to a policy of equal treatment for all individuals applying for employment. We do not discriminate on the basis of race, ethnicity, sex, gender, sexual orientation, pregnancy, national background, religion/belief, marital status, caregiver status, veteran status, disability, age, political party, or salary history.

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Special Education Associate Teacher

Posted by | March 19, 2020 |

Special Education Associate Teacher

Does providing a nurturing and supportive environment where children feel accepted excite you?  It’s the reason why we come to work every day! The Gillen Brewer School is a private, special education school on the Upper East Side dedicated in the education of children with challenging, and often multiple disabilities, including language-based and nonverbal learning disabilities.  We are currently accepting resumes for a full-time, 12-month Special Education Associate Teacher. All applicants will be required to submit a resume, cover letter, and two reference letters. This position starts in July 2020. 

Gillen Brewer offers competitive salaries commensurate with experience and a comprehensive professional development program.  

Job Title:  Associate Teacher

Program:  Early Childhood (Pre-K) / Elementary

Hours:  Monday-Friday, 8:00 a.m. – 4:00 p.m.

Calendar to Follow:  12-month Academic

Starting:  July 2020

Summary

The Associate Teacher is a critical part of a child’s learning experience at Gillen Brewer.  The Associate Teacher reports to the Head Teacher. The Associate Teacher will assist the Head Teacher in classroom preparation, reinforcement of lessons, management, support play, and all other functions of the classroom in order to cultivate and help provide a learning environment in which students feel safe and confident.  The Associate Teacher will work as part of an integrated team with the Head Teacher, Occupational Therapists, Psychologists, and Speech-Language Pathologists in a therapeutic school setting. As a part of the school community, Associate Teachers are encouraged to participate in school community events, join committees, and create a positive working environment for children, families, and colleagues.  Responsibilities include but are not limited to the following:

Duties and Responsibilities

  • Provide support to the Head Teacher in classroom instruction and management
  • Assist with classroom activities and lessons; lead in head teacher’s absence
  • Work with individual students and small groups on a daily basis
  • Support students throughout the day, including lunch, playground, gym, toileting, and dressing
  • Assist with student arrival and dismissal
  • Perform other duties as assigned

Required Skills/Abilities

  • Excellent verbal and written communication skills in English
  • Ability to develop trusting and supportive relationships with students
  • Excellent organizational skills and attention to detail
  • Ability to collaborate with the therapeutic team members
  • Team-oriented approach with a positive work attitude

Education and Experience

  • High school diploma required; two- or four-year college degree preferred;
  • pursuing Master’s in Special Education highly desired
  • Must complete teacher assistant training through the school

Physical Requirements

Employees must have the physical capacity to navigate the classroom and school environments in order to effectively meet the needs of our students.  Such physical requirements include but are not limited to: walking, standing, sitting, climbing up and down stairs, kneeling, stooping, crawling, bending, pushing, pulling, and lifting.  Employees must be able to sit at a desk and work on a computer for long periods of time to complete necessary paperwork. Vision, with or without lenses, must be sufficient to read in both paper and digital formats.  Employees must have the ability to hear, read, write, and speak in English.

Professional Development

The school is a community of learners.  In addition to staff development and training at Gillen Brewer, employees are encouraged to pursue educational goals through conferences and various workshops.  Teachers are required to attend all staff development workshops as well as staff, team, and supervision meetings. Staff is also encouraged to attend all school functions listed on the school calendar.

Other Requirements

You must be authorized to work in the United States and be willing to undergo a number of clearances, including NYC DOE fingerprinting, a medical health form, and other background checks. 

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20-21 Founding Master Teacher/Coach (Math)

Posted by | March 11, 2020 |

Master Teacher

Great Oaks Charter School – New York City

 

About Great Oaks Charter Schools

At Great Oaks, students will shape the world, not be defined by it. Therefore, we believe that children learn best through a combination of project-based, authentic learning experiences, and direct instruction to support skill development and accelerate learning. Instruction and culture are grounded in our design principles of Mastery, Leadership, and Community. As part of the model, Great Oaks Americorps Fellows provide students with additional opportunities to engage in critical content, which helps to close academic achievement gaps and level the playing field. We are seeking talented, tenacious people who share our belief that all students deserve a high-quality education.

 

Great Oaks Design Principles

Mastery:  For students to shape the world and not be defined by it, they must have deep knowledge and the ability to apply that to new contexts. Therefore, we emphasize hands-on, project-based curriculum and joyful teaching.

 

Leadership: The purpose of leadership is to support a vision of the world in which equity and justice are essential. Therefore, we offer leadership opportunities to students so that they can persist through challenges, plan proactively for their future, and collaborate with others.

 

Community: Community is predicated on the understanding that if it takes a village to raise a child, why not help raise the village. Thereforewe support the whole child in the development of healthy self-esteem and confidence through building deep relationships with others and themselves.

 

About Great Oaks Charter School – New York City
Great Oaks (GO) Charter School – New York opened in 2013 with a focus on serving a heterogeneous population of students. Currently, Great Oaks-New York City serves 300 students in grades 6-8. GO NYC is growing to serve students in grades 6-12 by adding a one-grade level each year until we reach full enrollment. The first 9th-grade class is slated to start in 2021-2022.

 

Position Summary 

Great Oaks New York City seeks Master Teachers for the 2020-2021 school year in English, Math, Science, Social Studies, and Special Education.

 

Great Oaks Master Teachers are highly skilled, experienced urban educators with a passion and drive to improve the instructional quality of their schools by extending their impact as classroom teachers. Great Oaks Master Teachers facilitate professional learning for colleagues and lead school-wide initiatives. By working closely with the school and the Great Oaks Foundation, Great Oaks Master Teachers support the development of their peers by mentoring early career teachers, leading teacher teams, and modeling best instructional practices.

 

Key responsibilities include:

Growing and mentoring young teachers by:

  • ❏ Serving as a mentor to early and mid-career teachers
  • ❏ Modeling, coaching and expanding on best teaching practices within their teams and across the Great Oaks faculty
  • ❏ Collaborating with teachers across the school and Great Oaks network to build common assessments

Planning and delivering strong instruction by:

  • ❏ Teaching a full program to middle school students
  • ❏ Planning collaboratively with a classroom team of pedagogues and co-teaching with up to two Fellows and often a Special Educator
  • ❏ Anchoring and leading vertical curriculum revision for their department
  • ❏ Planning and delivering standards-based project-based learning connected to an authentic audience

Drive student outcomes by:

  • ❏ Calibrating instruction to meet student needs accordingly, including administering and analyzing appropriate assessments to inform curriculum revision
  • ❏ Using a wide range of engaging, rigorous pedagogical strategies to reach all students
  • ❏ Leading department content meetings in collaboration with colleagues and serve as a liaison between administration and teacher content teams
  • ❏ Serving as an academic and personal coach to a small group of students in an advisory role
  • ❏ Applying knowledge of early adolescent cognitive development, learning styles, and social-emotional needs to build effective relationships with students and their families
  • ❏ Communicating effectively with students and families about classroom activities and student progress

 

Content Area Expertise

The Master Teacher is responsible for the planning, delivery, and support of appropriate content and skills to students. As with all teachers, this role collaborates with the Director of Inclusive Learning to ensure all scholars are on track to high school and college success.

 

Competencies and Qualifications (Required):

The successful candidate will have proven success in implementing high-quality instruction to students from diverse backgrounds. They will possess exceptional relationship-building skills and the ability to communicate clearly and effectively to multiple stakeholders.  The successful candidate will also have:

 

  • A strong academic record with a Masters or other advanced degree in their content area
  • At least 5 years of teaching experience improving student achievement with evidence of success in student outcomes based on test scores as well as other measures
  • NYS 7-12 certification or out-of-state/country teaching credential
  • Demonstrated expertise in curriculum adaptation and design, particularly in standards-based, project-based learning
  • A strong belief that all students can succeed
  • A commitment to building relationships with students and families
  • Demonstrated leadership experience in an academic setting
  • A do-whatever-it takes attitude
  • Sense of humor and a growth mindset
  • An exceptional ability to respond well to and incorporate feedback
  • Demonstrated expertise in utilizing literacy and numeracy strategies across the curriculum
  • Demonstrated expertise in leading professional development for educators
  • Track record of working across lines of difference or in diverse settings
  • Demonstrated experience with collaborative learning models and team-teaching
  • Evidence of previous experience mentoring or coaching early career teachers
  • Evidence of deep content knowledge in the core content and utilization of pedagogical practices to students to engage with the content.
  • Experience using both quantitative and qualitative data to shift instruction to reach all students.

All teachers are required to pass a background check through fingerprinting and receive security clearance to work at Great Oaks NYC.

Competencies and Qualifications (Preferred):

  • 5+ years of secondary teaching experience
  • Experience with special education strategies or Dual certification in Special Education
  • Successful experience teaching in an urban school
  • Training or certification in Wilson, Orton-Gillingham, LLI or other research-based literacy interventions
  • Multilingual and/or experience working with English Language Learners
  • Demonstrated experience and passion for working with students multiple levels below academic proficiency for their grade
  • Demonstrated commitment to college and career readiness for all students
  • Ability to work in a fast-paced environment

 

Compensation

Great Oaks provides a competitive compensation and benefits package; exact compensation will vary based on experience and education.

 

General Information

This position is for the 2020-2021 school year and the successful candidate will start in the summer of 2020. Selected candidates will be contacted to set up a phone interview.

Comments Off on 20-21 Founding Master Teacher/Coach (ELA)

20-21 Founding Master Teacher/Coach (ELA)

Posted by | March 11, 2020 |

Description

Master Teacher

Great Oaks Charter School – New York City

 

About Great Oaks Charter Schools

At Great Oaks, students will shape the world, not be defined by it. Therefore, we believe that children learn best through a combination of project-based, authentic learning experiences, and direct instruction to support skill development and accelerate learning. Instruction and culture are grounded in our design principles of Mastery, Leadership, and Community. As part of the model, Great Oaks Americorps Fellows provide students with additional opportunities to engage in critical content, which helps to close academic achievement gaps and level the playing field. We are seeking talented, tenacious people who share our belief that all students deserve a high-quality education.

 

Great Oaks Design Principles

Mastery:  For students to shape the world and not be defined by it, they must have deep knowledge and the ability to apply that to new contexts. Therefore, we emphasize hands-on, project-based curriculum and joyful teaching.

 

Leadership: The purpose of leadership is to support a vision of the world in which equity and justice are essential. Therefore, we offer leadership opportunities to students so that they can persist through challenges, plan proactively for their future, and collaborate with others.

 

Community: Community is predicated on the understanding that if it takes a village to raise a child, why not help raise the village. Thereforewe support the whole child in the development of healthy self-esteem and confidence through building deep relationships with others and themselves.

 

About Great Oaks Charter School – New York City
Great Oaks (GO) Charter School – New York opened in 2013 with a focus on serving a heterogeneous population of students. Currently, Great Oaks-New York City serves 300 students in grades 6-8. GO NYC is growing to serve students in grades 6-12 by adding a one-grade level each year until we reach full enrollment. The first 9th-grade class is slated to start in 2021-2022.

 

Position Summary 

Great Oaks New York City seeks Master Teachers for the 2020-2021 school year in English, Math, Science, Social Studies, and Special Education.

 

Great Oaks Master Teachers are highly skilled, experienced urban educators with a passion and drive to improve the instructional quality of their schools by extending their impact as classroom teachers. Great Oaks Master Teachers facilitate professional learning for colleagues and lead school-wide initiatives. By working closely with the school and the Great Oaks Foundation, Great Oaks Master Teachers support the development of their peers by mentoring early career teachers, leading teacher teams, and modeling best instructional practices.

 

Key responsibilities include:

Growing and mentoring young teachers by:

  • ❏ Serving as a mentor to early and mid-career teachers
  • ❏ Modeling, coaching and expanding on best teaching practices within their teams and across the Great Oaks faculty
  • ❏ Collaborating with teachers across the school and Great Oaks network to build common assessments

Planning and delivering strong instruction by:

  • ❏ Teaching a full program to middle school students
  • ❏ Planning collaboratively with a classroom team of pedagogues and co-teaching with up to two Fellows and often a Special Educator
  • ❏ Anchoring and leading vertical curriculum revision for their department
  • ❏ Planning and delivering standards-based project-based learning connected to an authentic audience

Drive student outcomes by:

  • ❏ Calibrating instruction to meet student needs accordingly, including administering and analyzing appropriate assessments to inform curriculum revision
  • ❏ Using a wide range of engaging, rigorous pedagogical strategies to reach all students
  • ❏ Leading department content meetings in collaboration with colleagues and serve as a liaison between administration and teacher content teams
  • ❏ Serving as an academic and personal coach to a small group of students in an advisory role
  • ❏ Applying knowledge of early adolescent cognitive development, learning styles, and social-emotional needs to build effective relationships with students and their families
  • ❏ Communicating effectively with students and families about classroom activities and student progress

 

Content Area Expertise

The Master Teacher is responsible for the planning, delivery, and support of appropriate content and skills to students. As with all teachers, this role collaborates with the Director of Inclusive Learning to ensure all scholars are on track to high school and college success.

 

Competencies and Qualifications (Required):

The successful candidate will have proven success in implementing high-quality instruction to students from diverse backgrounds. They will possess exceptional relationship-building skills and the ability to communicate clearly and effectively to multiple stakeholders.  The successful candidate will also have:

 

  • A strong academic record with a Masters or other advanced degree in their content area
  • At least 5 years of teaching experience improving student achievement with evidence of success in student outcomes based on test scores as well as other measures
  • NYS 7-12 certification or out-of-state/country teaching credential
  • Demonstrated expertise in curriculum adaptation and design, particularly in standards-based, project-based learning
  • A strong belief that all students can succeed
  • A commitment to building relationships with students and families
  • Demonstrated leadership experience in an academic setting
  • A do-whatever-it takes attitude
  • Sense of humor and a growth mindset
  • An exceptional ability to respond well to and incorporate feedback
  • Demonstrated expertise in utilizing literacy and numeracy strategies across the curriculum
  • Demonstrated expertise in leading professional development for educators
  • Track record of working across lines of difference or in diverse settings
  • Demonstrated experience with collaborative learning models and team-teaching
  • Evidence of previous experience mentoring or coaching early career teachers
  • Evidence of deep content knowledge in the core content and utilization of pedagogical practices to students to engage with the content.
  • Experience using both quantitative and qualitative data to shift instruction to reach all students.

All teachers are required to pass a background check through fingerprinting and receive security clearance to work at Great Oaks NYC.

Competencies and Qualifications (Preferred):

  • 5+ years of secondary teaching experience
  • Experience with special education strategies or Dual certification in Special Education
  • Successful experience teaching in an urban school
  • Training or certification in Wilson, Orton-Gillingham, LLI or other research-based literacy interventions
  • Multilingual and/or experience working with English Language Learners
  • Demonstrated experience and passion for working with students multiple levels below academic proficiency for their grade
  • Demonstrated commitment to college and career readiness for all students
  • Ability to work in a fast-paced environment

 

Compensation

Great Oaks provides a competitive compensation and benefits package; exact compensation will vary based on experience and education.

 

General Information

This position is for the 2020-2021 school year and the successful candidate will start in the summer of 2020. Selected candidates will be contacted to set up a phone interview.

Comments Off on Associate, Benefits, Team Talent Operations

Associate, Benefits, Team Talent Operations

Posted by | March 10, 2020 |

Start Date:                          Immediate

Team:                                   Team Talent Operations

Location:                             Brooklyn, NY or New Haven, CT or Providence, RI

 

About Achievement First:

Achievement First, a non-profit 501(c)3 charter school management organization, operates 37 public charter schools in Brooklyn, Connecticut and Rhode Island. The mission of Achievement First is to deliver on the promise of equal educational opportunity for all children, regardless of race or economic status. Achievement First currently educates 13,500 students in historically underserved neighborhoods, with over 90% of our students identifying as Black and Latino. With its college-preparatory focus, the Achievement First approach is attaining breakthrough academic gains throughout the network. Beyond our students and schools, Achievement First is an engaged and prominent partner in the larger conversation about how to improve public education and student achievement in our country.

Achievement First’s approach to teaching and learning enables every student to succeed at the highest levels. This involves:

  • Recruiting and developing successful teachers and school leaders and empowering them to use student data to strategically drive instruction;
  • Creating a joyful school culture where it is “cool to be smart” that emphasizes character education and focuses students on college;
  • Providing students with more time on task and intense intervention when they are struggling so that no child falls through the cracks.

 

For more information about Achievement First’s mission, approach, schools and team, please visit our website at www.achievementfirst.org.

Summary:

​Achievement First exists to close the achievement gap and address inequity facing the communities that we are honored to serve. We have a two pronged approach: people and program. In terms of program, we know that our curriculum, assessments, and school design are key to our success. But they are not enough – and they will not have impact without the right highly talented teams in place to execute, innovate, and make our network a place of excellence. Therefore, our ability to attract and keep the right (extremely talented) people is equally mission critical. While our school leaders work to create school environments that allow our teachers and deans to meet their full potential, we must also build network-wide structures, policy, strategy, and ethos that drives culture across AF.

 

Achievement First’s Talent Operations team ensures strong talent practices are effectively and consistently implemented across the AF network as the organization adapts to scale. The team also seeks to create a world-class employee experience such that all employees feel valued and want to stay at AF to relentlessly support student success. The team accomplishes this by:

  • Overseeing comprehensive performance evaluation systems ​
  • Offering competitive total rewards package
  • Fueling people leadership practices with strong talent data, clear guidance,​ and efficient processes
  • Creating avenues for employee input and feedback through various talent management surveys

 

The Talent Operations Team is laser-focused on redesigning and automating current talent-facing systems across the network, in service of providing a best-in-class work experience for our employees. While every school site has on-site HR support through their Director of School Operations (or DSO), our team is responsible for managing every employee benefit and the relationship between AF and those vendors.

 

Reporting to the Director, Employee Relations & HR Policy, the Benefits Associate will play a critical role in overseeing all AF benefit programs and assist in the execution of upgrading all resources, plans, services, and communications for all AF employees. You will come to be THE face of benefits at AF as the content expert.

 

Responsibilities of the Benefits Associate will include but are not limited to:

 

Benefits Administration

  • Manage day-to-day benefits support and coordination for all employee benefit programs (e.g., medical, dental, vision, disability, 403(b), life, dependent care, etc.) through ADP, knowledge management Many Minds site, Zendesk ticketing system, and all other internal communication portals.
  • Manage daily benefit processing enrollments, terminations, and changes in ADP.
  • Set up benefit plan and ensure ongoing maintenance of all benefit plans in ADP.
  • Assist with new hire communication and follow through surrounding benefits enrollment.
  • Manage annual open enrollment process, including communications and training, for the entire network after benefits renewal approval.
  • Maintain benefits material to ensure the most current information is provided to employees.
  • Serve as a project team lead in identifying and executing on process improvements regarding benefits, including internal communications and stakeholder engagement (e.g., payroll, school operations, Network Support managers, etc.).
  • Ensure effective invoice processing, including serving as the main point of contact for all benefit vendors and sending reminders to the school sites.
  • Take the lead in proactively supporting DSOs with their benefits related issues and questions.

 

Compliance & Data Management

  • Assist in filing and execution of claims for leave of absence programs, including but not limited to FMLA and NY Paid Family leaves.
  • Review, track, and process all leave of absence requests for Network Support employees.
  • Coordinate the mailing/posting of all required 403(b) retirement plan notices.
  • Calculate the 403(b) plan match annually and coordinate any QNECs throughout the year.
  • Manage annual ACA notices and employer requirements in ADP.
  • Manage all internal and vendor benefit audits on a quarterly or bi-annual basis.
  • Research and execute on new file options for current/future benefits vendors.
  • Manage weekly fallout reports from benefits vendors.
  • Take the lead on all data file integrations from ADP, including manual feeds to current benefits vendors (e.g., Bright Horizons, TRS and Dependent Care).
  • Lead troubleshooting and resolution efforts for any ADP connection issue.
  • Manage COBRA vendor relationship.
  • Review, troubleshoot, and resolve data integrity issues, including ensuring accuracy of staff database via audits and system correction.

 

Talent Operations Team Support

  • Assist the Director of Employee Relations & HR Policy with in-person training and support of school sites and our DSO cohort.
  • Analyze benefits and leave of absence Zendesk ticket topic trends on a monthly basis, such that improvements can be made to our existing resources and practice.
  • Assist with filing of documents and records in employee personnel files.
  • Provide backup support for all incoming Zendesk tickets when first line of support is out of office.
  • Provide thoughtful and deliberate support and feedback to other members of the Talent Ops team.

 

Skills and Characteristics

  • Advanced experience with Excel (e.g., advanced formulas and pivot tables) is required
  • Prior experience with Microsoft Access and/or SQL is preferred
  • Prior experience managing a HRIS is preferred
  • Excellent data analysis and project management skills
  • Attention to detail and quality is critical
  • Continuous improvement mindset: seek out ways to improve our systems and processes and execute flawlessly
  • Customer service mindset: responding to and partnering with end users to solve challenges is a must
  • Communication and critical problem solving: able to explain complex processes at both detailed and high levels, in writing and in conversation
  • Adept at giving and receiving feedback
  • Show humility, strong work ethic, and a sense of humor
  • Strong sense of discretion and empathetic outlook
  • Belief in the Achievement First mission and educational model

 

Educational Background and Work Experience

  • Bachelor’s degree required
  • 2+ years of work experience required
  • At least 1 year of human resources administration, particularly in benefits administration, in a large organization setting preferred
  • Willingness to travel to our schools and offices throughout Connecticut, Rhode Island, and New York, as needed, is required

 

Compensation

Salary for this position is competitive and commensurate with experience. Additionally, Achievement First offers a comprehensive benefits package.

 

Apply

Please click here to apply.

 

Achievement First is an equal opportunity employer and an organization that values diversity. People from all diverse backgrounds are strongly encouraged to apply. Spanish language proficiency is a plus.

You can learn more about diversity at Achievement First here: http://www.achievementfirst.org/about-us/diversity/.

 

Comments Off on Associate, Benefits, Team Talent Operations

Associate, Benefits, Team Talent Operations

Posted by | March 10, 2020 |

Start Date:                          Immediate

Team:                                   Team Talent Operations

Location:                             Brooklyn, NY or New Haven, CT or Providence, RI

 

About Achievement First:

Achievement First, a non-profit 501(c)3 charter school management organization, operates 37 public charter schools in Brooklyn, Connecticut and Rhode Island. The mission of Achievement First is to deliver on the promise of equal educational opportunity for all children, regardless of race or economic status. Achievement First currently educates 13,500 students in historically underserved neighborhoods, with over 90% of our students identifying as Black and Latino. With its college-preparatory focus, the Achievement First approach is attaining breakthrough academic gains throughout the network. Beyond our students and schools, Achievement First is an engaged and prominent partner in the larger conversation about how to improve public education and student achievement in our country.

Achievement First’s approach to teaching and learning enables every student to succeed at the highest levels. This involves:

  • Recruiting and developing successful teachers and school leaders and empowering them to use student data to strategically drive instruction;
  • Creating a joyful school culture where it is “cool to be smart” that emphasizes character education and focuses students on college;
  • Providing students with more time on task and intense intervention when they are struggling so that no child falls through the cracks.

 

For more information about Achievement First’s mission, approach, schools and team, please visit our website at www.achievementfirst.org.

Summary:

​Achievement First exists to close the achievement gap and address inequity facing the communities that we are honored to serve. We have a two pronged approach: people and program. In terms of program, we know that our curriculum, assessments, and school design are key to our success. But they are not enough – and they will not have impact without the right highly talented teams in place to execute, innovate, and make our network a place of excellence. Therefore, our ability to attract and keep the right (extremely talented) people is equally mission critical. While our school leaders work to create school environments that allow our teachers and deans to meet their full potential, we must also build network-wide structures, policy, strategy, and ethos that drives culture across AF.

 

Achievement First’s Talent Operations team ensures strong talent practices are effectively and consistently implemented across the AF network as the organization adapts to scale. The team also seeks to create a world-class employee experience such that all employees feel valued and want to stay at AF to relentlessly support student success. The team accomplishes this by:

  • Overseeing comprehensive performance evaluation systems ​
  • Offering competitive total rewards package
  • Fueling people leadership practices with strong talent data, clear guidance,​ and efficient processes
  • Creating avenues for employee input and feedback through various talent management surveys

 

The Talent Operations Team is laser-focused on redesigning and automating current talent-facing systems across the network, in service of providing a best-in-class work experience for our employees. While every school site has on-site HR support through their Director of School Operations (or DSO), our team is responsible for managing every employee benefit and the relationship between AF and those vendors.

 

Reporting to the Director, Employee Relations & HR Policy, the Benefits Associate will play a critical role in overseeing all AF benefit programs and assist in the execution of upgrading all resources, plans, services, and communications for all AF employees. You will come to be THE face of benefits at AF as the content expert.

 

Responsibilities of the Benefits Associate will include but are not limited to:

 

Benefits Administration

  • Manage day-to-day benefits support and coordination for all employee benefit programs (e.g., medical, dental, vision, disability, 403(b), life, dependent care, etc.) through ADP, knowledge management Many Minds site, Zendesk ticketing system, and all other internal communication portals.
  • Manage daily benefit processing enrollments, terminations, and changes in ADP.
  • Set up benefit plan and ensure ongoing maintenance of all benefit plans in ADP.
  • Assist with new hire communication and follow through surrounding benefits enrollment.
  • Manage annual open enrollment process, including communications and training, for the entire network after benefits renewal approval.
  • Maintain benefits material to ensure the most current information is provided to employees.
  • Serve as a project team lead in identifying and executing on process improvements regarding benefits, including internal communications and stakeholder engagement (e.g., payroll, school operations, Network Support managers, etc.).
  • Ensure effective invoice processing, including serving as the main point of contact for all benefit vendors and sending reminders to the school sites.
  • Take the lead in proactively supporting DSOs with their benefits related issues and questions.

 

Compliance & Data Management

  • Assist in filing and execution of claims for leave of absence programs, including but not limited to FMLA and NY Paid Family leaves.
  • Review, track, and process all leave of absence requests for Network Support employees.
  • Coordinate the mailing/posting of all required 403(b) retirement plan notices.
  • Calculate the 403(b) plan match annually and coordinate any QNECs throughout the year.
  • Manage annual ACA notices and employer requirements in ADP.
  • Manage all internal and vendor benefit audits on a quarterly or bi-annual basis.
  • Research and execute on new file options for current/future benefits vendors.
  • Manage weekly fallout reports from benefits vendors.
  • Take the lead on all data file integrations from ADP, including manual feeds to current benefits vendors (e.g., Bright Horizons, TRS and Dependent Care).
  • Lead troubleshooting and resolution efforts for any ADP connection issue.
  • Manage COBRA vendor relationship.
  • Review, troubleshoot, and resolve data integrity issues, including ensuring accuracy of staff database via audits and system correction.

 

Talent Operations Team Support

  • Assist the Director of Employee Relations & HR Policy with in-person training and support of school sites and our DSO cohort.
  • Analyze benefits and leave of absence Zendesk ticket topic trends on a monthly basis, such that improvements can be made to our existing resources and practice.
  • Assist with filing of documents and records in employee personnel files.
  • Provide backup support for all incoming Zendesk tickets when first line of support is out of office.
  • Provide thoughtful and deliberate support and feedback to other members of the Talent Ops team.

 

Skills and Characteristics

  • Advanced experience with Excel (e.g., advanced formulas and pivot tables) is required
  • Prior experience with Microsoft Access and/or SQL is preferred
  • Prior experience managing a HRIS is preferred
  • Excellent data analysis and project management skills
  • Attention to detail and quality is critical
  • Continuous improvement mindset: seek out ways to improve our systems and processes and execute flawlessly
  • Customer service mindset: responding to and partnering with end users to solve challenges is a must
  • Communication and critical problem solving: able to explain complex processes at both detailed and high levels, in writing and in conversation
  • Adept at giving and receiving feedback
  • Show humility, strong work ethic, and a sense of humor
  • Strong sense of discretion and empathetic outlook
  • Belief in the Achievement First mission and educational model

 

Educational Background and Work Experience

  • Bachelor’s degree required
  • 2+ years of work experience required
  • At least 1 year of human resources administration, particularly in benefits administration, in a large organization setting preferred
  • Willingness to travel to our schools and offices throughout Connecticut, Rhode Island, and New York, as needed, is required

 

Compensation

Salary for this position is competitive and commensurate with experience. Additionally, Achievement First offers a comprehensive benefits package.

Apply

Please click here to apply.

 

Achievement First is an equal opportunity employer and an organization that values diversity. People from all diverse backgrounds are strongly encouraged to apply. Spanish language proficiency is a plus.

You can learn more about diversity at Achievement First here: http://www.achievementfirst.org/about-us/diversity/.

 

 

Comments Off on Accounting & Administrative Associate

Accounting & Administrative Associate

Posted by | March 9, 2020 |

Accounting & Administrative Associate

 

About Community Roots:

Community Roots Charter School is a rigorous learning community where learning is embedded in a meaningful real-world context, 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 Accounting & Administrative Associate who will work to be both innovative and inspiring in the pursuit of meeting the needs of all students in grades K-8.  This position will report to the Director of Finance.

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 ensuring 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

Qualifications:

  • Bachelor’s degree in Business Administration, Accounting, Finance, or a related field.
  • Five years of substantial experience in an accounting or finance support position.
  • High proficiency in Google Suite, MAC, QuickBooks, and Microsoft Office (Word, Excel).
  • The familiarity of non-profit accounting a plus
  • Flexibility to work outside of job description parameters, when needed
  • Belief in CRCS mission and philosophy
  • Strong knowledge in and ability to collaborate
  • Demonstrated ability to prioritize and problem solve independently

Main responsibilities will include:

  • Ensuring that main office culture and communication adheres to CRCS professional expectations
  • Supporting all families, students, and teachers as needed and requested
  • Process all accounts payable and receivable activity including verifying and entering invoices, preparing check runs, fielding vendor inquiries, and filing
  • Ensure that vendor contact database and consultant contracts are accurately maintained.
  • Provide support to the Director of Finance during the annual audit and the monthly closing including preparation of schedules and analyses for the annual audit
  • Preparation and distribution of meeting materials, communications with committee members, and meetings logistics for semi-annual Audit and Finance board committee meetings.
  • Serve as the first contact and day-to-day problem solver for employees with questions and issues on policies and benefits, including follow-up with relevant providers as necessary
  • Coordinate Open Enrollment for benefit plans annually, including preparation of pertinent payroll deduction reports
  • Assist in tracking of processing and accounting for Grant awards
  • Assist with other accounting projects, as assigned
  • Assist in review and administration of external contracts, vendor agreements, insurance policies, and other business documents
  • Maintain 1099 records and process annual forms
  • Maintenance of the reconciliation of petty cash accounts for all sites
  • Perform general primary office duties such as answering phones, photocopying, faxing, emailing and scanning

Salary and Benefits:

Community Roots offers a competitive benefits package. Salary commensurate with experience.

Comments Off on Chief Operating Officer

Chief Operating Officer

Posted by | March 9, 2020 |

ABOUT THE ROLE

The Chief Operating Officer (COO) is responsible for ensuring operational excellence at both the campus (compliance, enrollment, procurement, and facilities, etc.) and network levels of Brooklyn Laboratory Charter Schools (LAB). The COO will lead the development and execution of the organization’s operational practices and serve as a key contributor to the achievement of LAB’s strategic goals through leadership and oversight of the school, technology, and business operations, and human resource teams. Reporting to the Executive Director, the COO will serve as an integral member of the Executive Team and key thought partner on long term strategy and goals. This is an outstanding opportunity for an executive with experience managing these many facets of an entrepreneurial, mission-driven organization and of school operations during an exciting period of expanding impact.

RESPONSIBILITIES

  • SCHOOL OPERATIONS: 
    • Facilities 
      • Actively manage LAB’s facilities team and vendors to ensure that our campus is safe, secure, clean, cost-effective, fully operational and has a bright and inviting educational atmosphere that communicates excellence and professionalism while inspiring learning and achievement. LAB is located in private facilities clustered in downtown Brooklyn. 
    • Systems & Data Management 
      • Oversee the ongoing maintenance and improvement of information systems and infrastructure (ie. hardware, software, and applications) 
      • Establish effective data management practices across the IT and school-based operations teams and ensure that strong practices are in place for the collection, accuracy, and reporting of all scholar data 
      • Ensure the effective execution of essential systems in the following areas: facilities, lottery/enrollment, attendance, reporting, vendor management, inventory, procurement, and internal controls
    • Management
      • Attract, hire, develop, evaluate and motivate a community of committed and driven school operations professionals, who execute at high levels of excellence and deeply share LAB’s mission. 
      • Establish and maintain high standards for team performance by developing clear long-term strategic plans and annual goals and rigorously tracking performance against them. 
      • Actively manage the school operations (e.g., scholar recruitment, transportation, and food service), facilities, human resources, and information technology teams serving as their on-call resource, thought-partner, problem solver, and coach. 
  • NETWORK OPERATIONS: 
    • Leadership 
      • Partner with the Executive Director on the execution of vision and strategy related to operational excellence.
      • Serve as a key member of the Executive Team, collaborate internally on organization-wide strategic projects and provide leadership and strategic insight on cross-functional teams.
      • Ensure data compliance and reporting, emergency preparedness, risk management, and non-instructional regulatory compliance. 
      • Refine and develop strategic systems to be used across LAB, in the following areas: facilities, lottery/enrollment, attendance, reporting, vendor management, inventory, procurement, and internal controls.
    • Scholar Enrollment, External Affairs, & Compliance 
      • In partnership with LAB’s family engagement team and our partners, ensure that all of LAB’s schools are fully enrolled and in compliance with all local, state, and federal requirements. 
      • Ensure vendor contracts and other partnership agreements meet regulatory standards and serve the organization effectively.
      • Act as a primary liaison regarding compliance to the Board, as well as City and State regulatory agencies. 
      • Ensure all reporting is timely, accurate, and compliant with all reporting requirements.
      • Oversee charter renewal, compliance, and yearly authorizer visits.
    • Scholar Services 
      • Food Services: Ensure campus-level foodservice maximizes instructional time, is in compliance with the National School Lunch Program, state, and local regulations while maximizing state & federal reimbursements.
      • School Safety: Ensure that all campuses are safe and maintain legally compliant and actionable School Safety/Emergency Plans. 

 

QUALIFICATIONS

Required knowledge, skills, abilities, and experience include: 

  • Integrity & Trust: Promotes and personally models behaviors that underscore the importance of honesty, truth, respect, and fairness in interpersonal relations; creates a supportive work environment.
  • Industry Knowledge: Displays a deep understanding of charter schools, start-ups, organizational leadership, school operations, HR, finance, data, IT, external affairs, facilities, school services, and the complex world of New York school regulations and compliance. 
  • Change Management: Fully understands the increased risks and productivity issues that often accompany change; has the ability to identify, anticipate, and manage these adverse situations while managing divergent views, seeking common ground, and gaining active support from others across teams and multiple locations.   
  • Racial Equity & Inclusion: Ability to understand and navigate issues of identity, power, and privilege; committed to working within an organization passionate about anti-racism work and leveling the playing field to eliminate educational inequity and advance social justice. 
  • Strategic Thinking: Keeps the big and longer range picture in mind with formulating plans, making decisions, and taking action; possess an entrepreneurial spirit that maximizes available resources and yields exceptional, sustainable outcomes. 
  • Coaching, Mentoring, & Motivating Others: Demonstrates a sincere interest in employee well-being and engagement; provides developmental feedback in a timely manner and sets the tone for non-defensive behavior in the face of constructive feedback; creates a climate in which all employees want to do their best work. 
  • Decision Quality: Makes sensible decisions in a timely matter; ability to analyze complex scenarios and data sets, clearly define strategic questions, attempts to collect all facts prior to a decision, but is not afraid to make decisions with incomplete information or under tight deadlines; also able to make appropriate decisions when unpopular. 

 

ABOUT BROOKLYN LAB 

Brooklyn Laboratory Charter Schools (LAB) is a network of open enrollment, college-prep, public charter schools. LAB is dedicated to serving the highest need students regardless of their academic level, English language proficiency, or disability. To achieve this, we couple a high expectations approach with an innovative, Common Core-aligned, next-generation learning model designed to drastically improve the academic success of our scholars.

 

COMPENSATION AND BENEFITS

Brooklyn LAB Teachers will receive a competitive benefits package that improves over time and is competitive with other New York City charter schools.

Our salaries are highly competitive, set through a lens of equity, and based on an individual’s skills and experiences relevant to the role. 

LAB’s benefits package includes:

  • 80% cost share of health, dental, and vision plans
  • Pre-tax commuter benefits
  • 5% of annualized base salary contribution to a LAB retirement plan which vests at a percentage annually
  • An individual professional development allowance
Comments Off on Instructional Specialist, Special Education (SY 2020-21)

Instructional Specialist, Special Education (SY 2020-21)

Posted by | March 6, 2020 |

About Us:

Since 1989 New Visions for Public Schools has served as a laboratory of innovation within NYC’s public schools, ensuring students have access to a high-quality education that prepares them for the rigors of college and the workforce and driving significant achievement gains for tens of thousands of students. We pioneered the small high schools model creating ~150 new public high schools across NYC, produce free open-source curriculum used by thousands of teachers in New York State and across the country, and run a nationally-recognized Urban Teacher Residency program to train new teachers. The New Visions network currently supports over 200,000 students across more than 400 district and charter schools across the city.

Position Summary: 

  1. To design and facilitate professional learning workshops that develop practitioner understanding of Universal Design for Learning, explicit instruction, essential practices for students with learning differences, and literacy development.
  2. To provide school-based support in the areas of Special Education compliance, instruction, and literacy intervention in two transfer high schools, using resources and tools developed by the Student Support Team to increase quality of services to students with disabilities
  3. To provide on-site coaching to support school leaders and teachers in the areas of Special Education compliance and instruction, co-teaching, and literacy intervention.
  4. To ensure that the state and federal compliance requirements for students with disabilities are met in New Visions Charter High Schools

Core Duties and Responsibilities: 

Meet regularly with school based teams in charter schools to: 

  • Develop educative instructional resources aligned with Universal Design for Learning, explicit instruction, essential practices for students with learning differences, and literacy development.
  • Develop teacher and school leader expertise in high-impact instruction to support learner diversity and ensure that core instructional and co-teaching practices are implemented to serve all students
  • Develop school-based systems and structures to use IEPs to inform instructional practices, and to develop authentic formative assessments for IEP goals and aligned teaching practices
  • Lead the development of systems and structures at the school level to track progress of students with disabilities, including supporting schools to utilize resources and tools developed by the New Visions Student Support Team
  • Design and facilitate professional learning workshops
  • Support school-based Special Education leaders to ensure that all special services for students at a given school are being coordinated effectively and that schools are in compliance with IEPs
  • Provide coaching support to co-teaching teams, general education teachers, and Special Education and ENL specialists in co-teaching and literacy instruction
  • Liaise between schools and CSE to advocate for particular students when applicable.

Work with other New Visions staff to: 

  • Co-develop instructional resources to support learner diversity in partnership with New Visions curriculum managers and instructional specialists.
  • Develop and improve the usage of SST resources and tools in the field (SPELL tool, IEP Genie, Classroom Data Profiles, SPELL Success Model, Equal Access for All Learners, the Portal, etc.)
  • Coordinate with the Deputy Director of Student Support and Strategic Data Facilitator to support Special Education departments, ADSPED, and special education compliance
  • Monitor the implementation of systems and structures for Special Education, particularly in New Visions transfer schools (alongside other NV transfer school network support staff)
  • Analyze performance data using the Data Portal and special education data systems to track student progress
  • Collaborate with the Teacher Residency and SPED Fellow programs to develop new teacher capacity in supporting students with disabilities
  • Explore electronic platforms and virtual learning opportunities that promote and support special education compliance, instruction and advocacy

Education and Experience: 

  • Masters-level degree
  • Minimum of 7-10 years of experience in public education, preferably urban schools and secondary level
  • School Building Leader certification, or comparable leadership experience
  • Prior experience working in or with transfer school preferred

Required Skill Sets and Knowledge Base: 

  • Expert knowledge in systems thinking and school leadership practices
  • Expert knowledge of instructional design for special education students, including Universal Design for Learning, culturally responsive teaching, and literacy development for students with unfinished learning
  • Demonstrated ability to work with data systems to inform instructional practices
  • Leadership in providing professional development and coaching support to educators, including school leaders
  • Excellent written, oral, organizational, and interpersonal skills including strong facilitation skills;
  • Demonstrated experience working collaboratively with school and network level staff

Position starting in School Year 2020-21

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.

Comments Off on Classroom Teacher (Grades K-2, 3-5)

Classroom Teacher (Grades K-2, 3-5)

Posted by | February 27, 2020 |

At Harlem Link, we align our practice and use our relationships to help students achieve world-class scholarship and build good character. Our four pillars are Engaging Academics, Effective Management, Positive Community and Developmental Awareness, and we form our classroom communities with emotionally responsive practices in place. Teachers at Harlem Link are outcome-oriented, hardworking and receptive to feedback, putting in the time necessary to ensure scholars meet the school’s high expectation for learning. To accomplish all this, it’s necessary for teachers to work in highly collaborative teams and have a great deal of professional responsibility within the school’s curriculum and lesson planning framework.

Teacher Outcomes and Responsibilities

Curriculum and Instruction

 Key Outcome: Students experience an engaging, rigorous and developmentally appropriate instructional program throughout the year, building independence and lifelong habits of learning, thinking and doing.

Key responsibilities:

  • Plan units of study and lessons by following the Harlem Link curriculum framework
  • Use assessment data to write, revise and implement learning objectives that are challenging and measurable
  • Teach reading and writing through balanced literacy and a workshop model
  • Teach math through a TERC Investigations based workshop model, including small group instruction and stations, and Cognitively Guided Instruction to foster fluent and conceptual math thinkers
  • Teach standards-based Understanding by Design social studies units of study
  • Model and instill a love of learning

Special Education (if applicable)

Key Outcome: Students with special needs are able to access the general education curriculum and have their IEP goals met.

  • Work with grade team colleagues to implement modifications and accommodations for students with IEPs
  • Monitor IEP goals for students, and prepare appropriate paperwork for annual reviews
  • Possess a strong philosophical belief that all children belong and stop at nothing to ensure a successful, integrated education

Assessment

Key Outcome: Teachers know how students are progressing at all times, and use knowledge of student growth areas to address whole groups, small groups and individual students every day.

Key responsibilities:

  • Conduct frequent checks of understanding throughout every lesson
  • Assess students at the end of every lesson with teacher made formative assessments such as exit slips, conference notes, observation notes or quizzes
  • Administer and review end of unit performance based assessments in reading, writing and math to track student achievement of standards
  • Administer regular assessments to inform instruction, including Fountas & Pinnell Reading Inventory and, in the upper grades, state test Quizzes
  • Use a wide array of data points to make instructional choices and create specific data action plans to increase student achievement, including dynamic student group for small group instruction
  • Write detailed report cards tri-annually to communicate student progress to families

Management

Key Outcome: Classrooms are safe, positive communities where students develop the social and emotional skills to succeed in academic settings and in life.

Key responsibilities:

  • Use Responsive Classroom strategies and Teacher Language to build a safe, orderly, inclusive and positive classroom community
  • Begin each day with a structured Morning Meeting to convey a sense of important, belonging and fun to each student
  • Ensure a safe physical and emotional environment for students through Interactive Modeling, logical consequences and consistent routines
  • Take responsibility for order and productivity by taking a positive and firm problem-solving approach

 Collaboration with Families

Key Outcomes: Each family experiences how the school comes to know and honor them as participants and values their efforts and contributions. Parents and guardians are aware of student progress and are welcome in the community.

Key responsibilities:

  • Build a rapport with families
  • Begin the year with purposeful, positive contact with each family to learn about their hopes and dreams and to establish a productive relationship
  • Communicate with families through a daily double-entry log/progress report, phone calls and meetings as necessary
  • Participate in parent association meetings during the year
  • With other staff, coordinate at least one special event to encourage family involvement and dialogue about students
  • Meet with families three times a year (report card conferences)
  • Involve families through classroom student work celebrations and volunteer opportunities

Leadership and Staff Collaboration

 Key Outcome: Our entire staff participates in building norms that create a powerful and positive learning environment, and we exemplify them together.

Key responsibilities:

  • Beginning and end of day:
    • Arrive in time to be prepared for picking up students at 8:15 am and begin the instructional day
    • Assist with dismissal on a daily basis until approximately 3:40 pm
  • Participate actively in the school’s established professional development structures, including sharing best practices with colleagues
  • Prepare for weekly grade team planning meetings and participate in shared planning
  • Use some preparation periods and other available times to meet with:
    • Principal and assistant principal to monitor student progress, teaching, and professional goals
    • AIS teachers and social workers for student updates
    • Instructional consultants or coaches based on individual or classroom need
    • Benefits

We offer an excellent benefits package including health, dental, and vision insurance. Harlem Link also offers a 403b Retirement plan.

 

Comments Off on March 7th – Progressive Public & Charter School Job Fair for Teachers of Color (NYC)

March 7th – Progressive Public & Charter School Job Fair for Teachers of Color (NYC)

Posted by | February 24, 2020 |

The 6th Annual NYC Progressive Public & Charter School Job Fair for Teachers of Color will take place March 7th from 12pm-2pm at Hunter College! Finding the right school can be hard – our goal is to connect progressive schools with diverse educators who share the same educational beliefs, values, and goals. Register and submit your resume through the RSVP link below!

Contact tomi.okuyemi@gmail.com with questions.

More information about the fair:
The PTOC fair was co-founded by two classroom teachers in 2015, who recognized the need for more teachers of color in progressive schools in New York City. They wanted to create a space where teachers could meet representatives from both public and charter schools. The fair has quickly grown into one of the most well-attended teacher job fairs in New York City. **People of all backgrounds who support our mission are welcome to attend.

Come network with like-minded educators, meet school leaders, and attend a workshop on how to ace the interview process! Spread the word, and we will see you there!

Job-Fair-Flyer-4
Hunter College School of Education
East 68th & Lexington)
New York NY 10065
Saturday, March 16th
12:00pm – 2:00pm
9d5.Screen-Shot-2019-01-25-at-1.17.08-AM
Comments Off on Family Advocate

Family Advocate

Posted by | February 14, 2020 |

DEPARTMENT:
Early Childhood
LOCATION:
Brooklyn, NY
REPORTS TO:
Family & Community Partnership Coordinator
SALARY:
$35-40K Annually
SCHEDULE:
Mon-Fri; 8am-4pm;9am-5pm;10am-6pm
DATES:
January 2020
JOB SUMMARY:
The Family Advocate is responsible for supporting and assisting families as they identify and meet their own goals through a family-centered case management model for developing and carrying out the programs Family Partnership Agreement. This position is responsible for maintaining social service files, intake applications at Grand Street Settlement’s Early Childhood Program. The Family Advocate will also assist with the completion of the child health requirements and other required screenings and assessments while supporting the larger system of the Family Services team. The position may involve reassignment of caseload and/or center location as deemed necessary for program operations.
EDUCATION, EXPERIENCE AND SKILL REQUIREMENTS:
· Must have at minimum a credential or certification in social work, human services, family services, counseling or a related field; Associates in Sociology or Psychology, Human Development, Early Childhood Education or related field. BA/BSW preferred.
· Experience and training related to field of social or human services
· Experience, training, and skills in assisting the parents of young children in advocating and decision-making for their families. Ability to develop positive relationships with children and parents
· Knowledge of community based organizations preferred
· Proficient computer skills required and knowledge of MS Office
· Must be able to work flexible hours to meet the needs of the families
· Participates in required professional development activities to enhance skills
· Maintain certification in CPR and First Aid
· Bilingual English/ Chinese or Spanish strongly preferred
ESSENTIAL DUTIES AND RESPONSIBILITIES:
Under the direct supervision of the Family and Community Partnership Coordinator, the Family Advocate shall be responsible for:
· Identify and recruit prospective families through outreach and assists with the enrollment process after determined eligibility. Familiarity with Head Start ERSEA (Eligibility, Recruitment, Selection, Enrollment, Attendance). Support the center director with maintaining 97% of enrollment at all times.
· Family Partnerships: Manage a caseload of families, working with families on an individualized basis throughout the year to identify family goals, strengths, and necessary services and supports, and to track progress in achieving family goals ( Family Partnership Agreements)
· Community Partnerships: Provide families with appropriate referrals and follow up with families and service providers on referrals
· Record Keeping: Enters child and family information into the approved child tracking system database (COPA /DOE systems). Assist with collecting child health medicals and dentals along with entering health related data into COPA. Submits reports as needed and requested, such as monthly summary tracking reports, etc. Maintains and provides data for the annual Program Information Report (PIR). Records, monitors and follows up on referrals for support services for reporting requirements and ensures that all documentation is current in child’s file and in compliance with ACS/DOHMH regulations
· Governance: Coordinate Class Committee Meetings and Site Committee Meetings and be able to present and facilitate large group discussions such as parent workshops
· Service Coordination: Maintain constant contact with teaching staff in order to integrate family partnership goals with classroom efforts
· Participate in home visits when necessary in regards to any follow-ups, attendance or routine visits
· Ability to effectively communicate with children, families, staff, management, and community partners
· Ability to comprehend and implement the Head Start Performance Standards and policies of Grand St. Settlement Early Childhood Program
· Provide translations in verbal and written form as needed for parents/guardians and program needs
· Assist in the preparation of Universal Pre-K and Kindergarten applications
Comments Off on Senior Quality Assurance Coordinator

Senior Quality Assurance Coordinator

Posted by | February 14, 2020 |

DEPARTMENT:

Evaluation and Compliance

 

LOCATION:

New York, NY

 

REPORTS TO:            

Director of Evaluation and Compliance

 

SALARY:

$50-55K Annually

 

SCHEDULE:

Mon-Fri, 9am-5pm

 

DATES:           

August 2019

 

JOB SUMMARY:         

The goal of the position will be to design, transition and implement monitoring and evaluation activities to ensure compliance with contracts and demonstrate impact of services.  The Senior Quality Assurance Coordinator (SQAC) will facilitate the collection and use of program data to allow Grand Street Settlement (GSS) to more efficiently quantify program outcomes and develop benchmarks by which program performance can be evaluated. The SQAC’s portfolio will include new contracts awarded to GSS with a focus on Early Childhood and Essex Crossing programs and varying involvement in other GSS departments and locations.

EDUCATION, EXPERIENCE, AND SKILL REQUIREMENTS:

  • Associate Degree or equivalent work experience required; Bachelor’s Degree preferred
  • Ability and willingness to travel to GSS program throughout Manhattan and Brooklyn for onsite meetings and trainings
  • Good interpersonal skills and strong professionalism with regard to relationship building with stakeholders & program managers with whom evaluation findings are shared and assessed
  • Experience with government contracts or compliance in a non-profit/social service setting helpful
  • Ability to take initiative, maintain confidentiality, and meet deadlines
  • Excellent written, verbal, and interpersonal skills
  • Capacity to work independently and as part of a team
  • Proficiency in word processing and Microsoft Excel
  • Knowledge of databases, evaluation, research methodology, and statistical analysis a plus
  • Interest in the programmatic work of GSS and its relation to wider societal issues

ESSENTIAL DUTIES AND RESPONSIBILITIES:

Program Evaluation

  • Lead regular on site data reviews with staff to improve data quality
  • Manage participant databases and produce reports
  • Conduct outreach to staff with respect to data integrity and ensure data integrity
  • Support staff with database trainings and respond to staff questions relating to databases and data flow
  • Develop monitoring and evaluation procedures and collect program data
  • Design, implement, and analyze surveys for programmatic assessment
  • Other projects as needed

Quality Improvement/Data Analysis

  • Coordinate and collect data for various reports such as monthly monitoring reports, quarterly outcome trends, and departmental annual reports. Review data with pertinent program staff and ensure that the program strives for accurate information
  • Work with the managers and DEC to ensure that all mandated service delivery is documented
  • Ensure accurate and timely submission of annual Program Information Reports
  • Coordination documentation, assessments, and improvement of data collection and reporting methodology across GSS programs
  • Support DEC with report writing

New Projects/Contract Support

  • Manage preliminary planning for new projects/contracts with oversight from DEC. Once transition is complete, lead regular data monitoring projects
  • Formulate tools and protocols for reporting
  • Train users on forms, software, and procedures

Administrative Responsibilities

  • Oversee administrative tasks related to contracts and contract reporting and record keeping. Train staff on these tasks on an as-needed basis, and act as task supervisor
  • Manually enter data from hardcopy surveys and record keeping into databases
  • Other projects as needed
Comments Off on Family Worker

Family Worker

Posted by | February 14, 2020 |

TITLE:                         

Family Worker

 

DEPARTMENT:          

Early Childhood

 

REPORTS TO:             

Family & Community Partnerships Coordinator

 

LOCATION:

Manhattan and/or Brooklyn

 

SCHEDULE:

Mon-Fri; 8am-4pm or 10:30am-6pm

 

DATE:                         

January 2020

 

JOB SUMMARY:      

The Family Worker is responsible for implementing the core family partnership, parent involvement, and community partnership functions for the center-based option of Grand Street Settlement’s Child care program. The Family Worker recruits and enrolls children for the program and then uses a family development model to support and assist families as they identify and meet goals they establish in Family Partnerships Agreements. This position also assists with the completion of the child health requirements and other required screenings and assessments. This position supports the larger system of social services coordinated by Grand Street Settlement thereby supporting the goals of the program. The position may involve reassignment of caseload and/or center location as deemed necessary for program operations.

 

EDUCATION, EXPERIENCE AND SKILL REQUIREMENTS:

  • Associates Degree required in Sociology, Psychology, Human Development, Early Childhood Education or related field; Bachelor’s Degree/BSW preferred
  • Experience and training related to field of social or human services
  • Experience, training, and skills in assisting the parents of young children in advocating and decision-making for their families. Ability to develop positive relationships with children and parents
  • Knowledge of community based organizations preferred
  • Proficient computer skills required and knowledge of MS Office
  • Must be able to work flexible hours to meet the needs of the families
  • Participates in required professional development activities to enhance skills
  • Maintain certification in CPR and First Aid

 

ESSENTIAL DUTIES AND RESPONSIBILITIES:

The family workers responsibilities mainly fall within the following core functions, although s/he may perform other tasks as needed:

  • Recruitment, Selection, and Enrollment Select children and families based on approved “Selection Criteria” and maintain a waiting list of eligible children to enroll in the event of attrition; Assign children to program options (dual eligible, HS, or CC) that best meet the needs of their families
  • Family Partnerships: Work with families on an individualized basis throughout the year to identify family goals, strengths, and necessary services and supports, and to track progress in achieving family goals (Family Partnerships Agreements)
  • Community Partnerships: Promote the access of children, and families, as appropriate, to community services that are responsive to their needs (e.g., child care)
  • Service Coordination and Record Keeping: Maintain constant contact with teaching staff in order to integrate family partnership goals with classroom efforts, ensure integrated child and family curriculum and gain information regarding child performance in the classroom
  • Record Keeping: Maintains and updates child health records and ensure that all documentation is current in child’s file and COPA
Comments Off on Child Development Specialist

Child Development Specialist

Posted by | February 14, 2020 |

DEPARTMENT:

Early Childhood Services

 

LOCATION:                

Brooklyn, NY

 

REPORTS TO:             

EHS Education/Disabilities Coordinator

 

SALARY:                     

$45,000-$50,000 Annually

 

SCHEDULE:                 

Mon-Fri; 9am-5pm. Schedule may vary depending on program needs.

 

DATE:

January 2020

 

JOB SUMMARY:

Provide ongoing support to both center based & family child care partners to deliver comprehensive services, in collaboration with EHS management/leadership team. (50% field work–50% planning/record keeping/training).

 

EDUCATION, EXPERIENCE, AND SKILL REQUIREMENTS:

  • Required: Bachelor’s Degree in Early Childhood, Initial NYS Birth-Grade 2 Teacher Certification and experience working with infants/toddlers or equivalent coursework with a focus on infant/toddler development
  • Preferred Master’s Degree in Early Childhood Education AND Provisional New York State Birth-Grade 2 Teacher Certification AND experience working with infants/toddlers or equivalent coursework with a focus on infant/toddler development
  • Excellent communication skills & follow through
  • Ability to work independently in the field & as part of a team
  • Computer literate; ability to accurately enter and analyze child assessment data to ensure positive child outcomes
  • Knowledge of Head Start Performance Standards/Head Start Act 2007, New York State Family Child Care regulations, & New York City DOHMH regulations
  • Clearance through NY State Central Registry and criminal record background check (DOI Fingerprints) prior to employment
  • Meet all employee health requirements in Head Start Performance Standards/Head Start Act 2007
  • Bilingual English/Spanish or Mandarin

 

ESSENTIAL DUTIES AND RESPONSIBILITIES:

  • Provide individualized, reflective coaching to Partnership Teaching staff in order to meet their self-identified, competency-based professional development goals using the Practice Based Coaching model.
  • Collaborate with Family Services staff, Health/Nutrition Specialist, Disabilities Coordinator, & partner programs to determine child & family needs related to education & child development
  • Collaborate with partner programs (staff & families) to develop age appropriate experiences towards School Readiness Goals (SRG) & ensure alignment with child assessment tool in order to measure growth & development over time for 112 children.
  • Coordinate with Family Services staff, Health/Nutrition Specialist, & Disabilities Coordinator to schedule both regular announced & unannounced visits to family child care partners once every two weeks to monitor compliance with contract requirements as related to Head Start Performance Standards/Head Start Act 2007; document & follow up with all non-compliance findings
  • Coordinate with Community Partners to complete Infant, Toddler Environmental Rating Scale (ITERS) for all partner program classrooms to identify professional development/training needs, play material ordering needs, & changes to classroom environment arrangement; collaborate with partner staff
  • Recommend training & technical assistant needs of partner programs in collaboration with Education/Disabilities Coordinator & Infant/Toddler Education Consultants
  • Monitor child education files to ensure timely completion of observations, planning, & assessments; maintain confidentiality
  • Monitor implementation of developmentally appropriate researched based curricula, reliable assessment tools, & screening tools, in collaboration with Education/Disabilities Coordinator
  • Monitor web based data entry (COPA or Teaching Strategies GOLD reports) to ensure accurate child assessment data; collaborate with partner staff regarding child outcomes, SRG, individual child planning, group planning, & data analysis
  • Assist Education and Disabilities Manager with monitoring staff qualifications for all partner teaching staff & completion of individual professional development plans
  • Participate in professional development opportunities, including meetings, in-service trainings, mandated trainings, & conferences; facilitate trainings for partners, EHS staff, & families as needed
  • Participate in annual self-assessment, community assessment, & ongoing monitoring
  • Other duties as assigned
Comments Off on Public Prep Elementary School Positions

Public Prep Elementary School Positions

Posted by | February 13, 2020 |

An Invitation to Apply to Public Preparatory Network

 

Our Academies: Bronx, NY & New York, NY

Boys Prep Bronx Elementary School

Girls Prep Bronx Elementary School

Girls Prep Bronx Middle School

Girls Prep Lower East Side Elementary School

Girls Prep Lower East Side Middle School

 

Available 2020-2021 Positions:

If you would like to apply to any of our 2020-2021 positions please send your resume and cover letter to careers@publicprep.org. In the subject line please indicate which role(s) you are applying.

Elementary Lead Teachers (Multiple Locations)

Elementary Science Teachers (Multiple Locations)

Elementary Special Education Teachers (Multiple Locations)

 

Overview: About Public Prep

The Public Prep Network (PPN) is a nonprofit organization that develops single-sex elementary and middle public schools that pursue excellence through continuous learning and data-driven instruction. Our model is designed to empower each student to build strong character, demonstrate critical thinking, possess a core body of knowledge and be on a predictive path to earn a degree from a four-year university.

Our network is currently comprised of three tuition-free single-sex public charter schools across five campuses and one tuition-free single-sex Pre-K. Our campuses are: Girls Prep Lower East Side Elementary, Girls Prep Lower East Side Middle School, Girls Prep Bronx Elementary School, Girls Prep Bronx Middle School, and Boys Prep Elementary School. The Pre-K program, PrePrep: the Joan Ganz Cooney Early Learning Center, is housed inside of Girls Prep Bronx Elementary School.

 

Public Preparatory Network/Public Preparatory Academies is an Equal Opportunity/Affirmative Action employer.

 

Why work at the Public Preparatory Network

At Public Prep we believe that joy, warmth, and high levels of student engagement are the foundation of a school culture where students achieve academically and develop character strengths.  In the words of one community member, “Every student, every family and every Girls Prep staff member plays an important part of our amazing school, a school filled with energy, personality, hardworking people and a great deal of commitment.”

We believe in order to do that, schools not only need to deliver meaningful academics through an engaging and rigorous way, but we understand the importance of incorporating arts, the sciences, community and strong core values into our program. Our goal each day is not to only stimulate the mind, but also to reach the whole child in providing a safe consistent environment to learn and grown in.  Our staff believe children learn best when they gain self-confidence and purpose when a caring community of educators not only care about their academic achievements but are truly invested in them socially and emotionally.

 

Available 2020-2021 Positions:

If you would like to apply to any of our 2020-2021 positions please send your resume and cover letter to careers@publicprep.org. In the subject line please indicate which role(s) you are applying.

Elementary Lead Teachers (Multiple Locations)

Elementary Science Teachers (Multiple Locations)

Elementary Special Education Teachers (Multiple Locations)

 

If you would like to apply to any of our 2020-2021 positions please send your resume and cover letter to careers@publicprep.org. In the subject line please indicate which role(s) you are applying.

 

For more opportunities and to apply visit our careers page 

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Public Prep Middle School Positions

Posted by | February 13, 2020 |

An Invitation to Apply to Public Preparatory Network

 

Our Academies: Bronx, NY & New York, NY

Boys Prep Bronx Elementary School

Girls Prep Bronx Elementary School

Girls Prep Bronx Middle School

Girls Prep Lower East Side Elementary School

Girls Prep Lower East Side Middle School

 

Available 2020-2021 Positions:

If you would like to apply to any of our 2020-2021 positions please send your resume and cover letter to careers@publicprep.org. In the subject line please indicate which role(s) you are applying.

Middle School STEM Teachers (Multiple Locations)

Middle School Humanities Teachers (Multiple Locations)

Middle School Special Education Teachers (Multiple Locations)

 

Overview: About Public Prep

The Public Prep Network (PPN) is a nonprofit organization that develops single-sex elementary and middle public schools that pursue excellence through continuous learning and data-driven instruction. Our model is designed to empower each student to build strong character, demonstrate critical thinking, possess a core body of knowledge and be on a predictive path to earn a degree from a four-year university.

Our network is currently comprised of three tuition-free single-sex public charter schools across five campuses and one tuition-free single-sex Pre-K. Our campuses are: Girls Prep Lower East Side Elementary, Girls Prep Lower East Side Middle School, Girls Prep Bronx Elementary School, Girls Prep Bronx Middle School, and Boys Prep Elementary School. The Pre-K program, PrePrep: the Joan Ganz Cooney Early Learning Center, is housed inside of Girls Prep Bronx Elementary School.

 

Public Preparatory Network/Public Preparatory Academies is an Equal Opportunity/Affirmative Action employer.

 

Why work at the Public Preparatory Network

At Public Prep we believe that joy, warmth, and high levels of student engagement are the foundation of a school culture where students achieve academically and develop character strengths.  In the words of one community member, “Every student, every family and every Girls Prep staff member plays an important part of our amazing school, a school filled with energy, personality, hardworking people and a great deal of commitment.”

We believe in order to do that, schools not only need to deliver meaningful academics through an engaging and rigorous way, but we understand the importance of incorporating arts, the sciences, community and strong core values into our program. Our goal each day is not to only stimulate the mind, but also to reach the whole child in providing a safe consistent environment to learn and grown in.  Our staff believe children learn best when they gain self-confidence and purpose when a caring community of educators not only care about their academic achievements but are truly invested in them socially and emotionally.

 

Available 2020-2021 Positions:

If you would like to apply to any of our 2020-2021 positions please send your resume and cover letter to careers@publicprep.org. In the subject line please indicate which role(s) you are applying.

Middle School STEM Teachers (Multiple Locations)

Middle School Humanities Teachers (Multiple Locations)

Middle School Special Education Teachers (Multiple Locations)

 

If you would like to apply to any of our 2020-2021 positions please send your resume and cover letter to careers@publicprep.org. In the subject line please indicate which role(s) you are applying.

 

For more opportunities and to apply visit our careers page 

 

Comments Off on Procurement Strategy Consultant (NYC)

Procurement Strategy Consultant (NYC)

Posted by | February 13, 2020 |

Teaching Lab is looking for an operational consultant to:

  1. Determine Teaching Lab’s procurement strategy in NYC, including when and how we should apply to the NYC Department of Education Multiple Task Award Contract (MTAC) (https://infohub.nyced.org/working-with-the-doe/vendors/multiple-task-award-contract); and
  2. Develop and manage a successful project plan to support Teaching Lab in our procurement strategy in NYC, enabling us to scale to more NYC public schools.

Ideal candidates are familiar with the NYCDOE MTAC process, familiar with district procurement systems, experienced in operational project management, and exceptionally organized and detail-oriented.

Comments Off on Teachers, Grades K-2 (Spanish/English Dual Language)

Teachers, Grades K-2 (Spanish/English Dual Language)

Posted by | February 13, 2020 |

About LEEP Academy
LEEP Dual Language Academy Charter School opened its doors in August 2019 as the first charter school in Sunset Park, Brooklyn. We use the research-based 90:10 model of Spanish language immersion that helps all students achieve in all subjects while also becoming bilingual and bi-literate. In the 2020-21 school year, we will grow to serve students in grades K-2, using instructional techniques from high-performing charter schools and leading dual language programs.

LEEP Academy is led by an experienced board and leadership team, with ambitions to grow and replicate over time. Our school community is linguistically, racially, and socioeconomically diverse, and we are committed to being a good neighbor in Sunset Park for decades to come. We are located at 54th Street and 5th Avenue, in a private building with a long-term lease.

We’re now hiring teachers for the 2020-21 school year, for kindergarten, first grade, and second grade.

Teachers: Does this sound like you?
We’re looking for bilingual teachers who can help every student reach academic excellence in Spanish and English. Does this describe you?

+You have high-level fluency in Spanish and are fluent in English.

+You have elementary school teaching experience. You know how to plan a lesson, connect with students, make the most of every minute, check for understanding, and turn data into improved teaching and learning.

+You like the idea of teaching in Spanish most of the school day, even if you’ve never done it before. If you have mostly taught Spanish in the past, you feel prepared to teach every subject.

+You’ve worked at a high-performing school where teachers work as a team and receive frequent feedback to improve their practice. Or maybe you’ve tasted that style of teaching in a graduate program and want to obtain a job where you can keep improving.

+You work really hard. You stay organized. You hate to be unprepared.

+You want to join a school community that is safe and orderly while treating every student and family with dignity. You think all children deserve a strong foundation in math and literacy, without overlooking science, the arts, and social-emotional development. You like the idea of a multicultural school community, where students and staff come from many nations and backgrounds.

+You have at least a Bachelor’s degree and are certified or on the way to certification.

The Lead Teacher Role

At LEEP Academy, lead teachers teach from 7:50 to 4pm daily, with a lunch break and early release for professional development on Wednesdays. We plan lessons in detail, but not from scratch; we work together from a common set of high-quality curricula in English and Spanish. We meet and plan together. We collect and analyze formative and summative data. We differentiate instruction and work with families and service providers to meet each child’s needs. We model our school’s Core Virtues: Cariño, Respeto, Valentía, Gratitud, y Alegría.

Lead teachers co-teach with a full-time associate teacher in kindergarten and share an associate teacher in older grades. General education and special education lead teachers to co-teach in one ICT classroom per grade.

LEEP Dual Language Academy Charter School is committed to a policy of equal treatment for all individuals applying for employment. We do not discriminate on the basis of race, ethnicity, sex, gender, sexual orientation, pregnancy, national background, religion/belief, marital status, caregiver status, veteran status, disability, age, political party, or salary history.

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Founding High School Science Teacher

Posted by | February 11, 2020 |

Start Date: August 2020

Riverhead Charter School is a public school of choice, with no tuition, serving families of kindergarten through eighth grade students on Eastern Long Island. We offer a private school environment in a public school setting.

Our mission is to inspire today’s learners to become tomorrow’s leaders by setting high academic standards, promoting solution-oriented thinking, and embracing the cultural diversity of our community.

 

The Riverhead Charter School is seeking candidates to fill a full time position as the founding High School Computer Science/Math Teacher. Join our vibrant staff as we carry on our successes in elementary and middle school education to the high school level.

Opportunities and Responsibilities:

  • Be an integral member of an educational entrepreneurship.
  • Collaborate in the design and initial implementation of a four-year high school STEM program.
  • Participate in the development of curricula that reflects the diverse educational, cultural and linguistic background of the students served.
  • Teach with passion, compassion and perseverance.
  • Model professionalism and integrity.
Comments Off on Founding High School English Teacher

Founding High School English Teacher

Posted by | February 11, 2020 |

Start Date: August 2020

Riverhead Charter School is a public school of choice, with no tuition, serving families of kindergarten through eighth grade students on Eastern Long Island. We offer a private school environment in a public school setting.

Our mission is to inspire today’s learners to become tomorrow’s leaders by setting high academic standards, promoting solution-oriented thinking, and embracing the cultural diversity of our community.

The Riverhead Charter School is seeking candidates to fill a full time position as the founding High School English Teacher. Join our vibrant staff as we carry on our successes in elementary and middle school education to the high school level.

Opportunities and Responsibilities:

  • Be an integral member of an educational entrepreneurship.
  • Collaborate in the design and initial implementation of a four-year high school humanities program.
  • Participate in the development of curricula that reflects the diverse educational, cultural and linguistic background of the students served.
  • Teach with passion, compassion and perseverance.
  • Model professionalism and integrity.
Comments Off on Founding High School Computer Science/Math Teacher

Founding High School Computer Science/Math Teacher

Posted by | February 11, 2020 |

Start Date: August 2020

Riverhead Charter School is a public school of choice, with no tuition, serving families of kindergarten through eighth grade students on Eastern Long Island. We offer a private school environment in a public school setting.

Our mission is to inspire today’s learners to become tomorrow’s leaders by setting high academic standards, promoting solution-oriented thinking, and embracing the cultural diversity of our community.

The Riverhead Charter School is seeking candidates to fill a full time position as the founding High School Computer Science/Math Teacher. Join our vibrant staff as we carry on our successes in elementary and middle school education to the high school level.

Opportunities and Responsibilities:

  • Be an integral member of an educational entrepreneurship.
  • Collaborate in the design and initial implementation of a four-year high school STEM program.
  • Participate in the development of curricula that reflects the diverse educational, cultural and linguistic background of the students served.
  • Teach with passion, compassion and perseverance.
  • Model professionalism and integrity.
Comments Off on Story Editor

Story Editor

Posted by | February 6, 2020 |

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

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

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

Who are you?

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

Required background and skills:

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

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

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

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

About Chalkbeat:

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

Comments Off on Primary/Elementary Teacher – Grades K-2

Primary/Elementary Teacher – Grades K-2

Posted by | February 6, 2020 |

Teacher Vision

Bronx Lighthouse Charter School is looking for a teacher who is an “uber” kid person. The ideal candidate absolutely loves to teach, train, and push students both academically as well as behaviorally. There is an understanding that messing up and failure is a natural and welcomed part of the learning process. In this teacher’s classroom, all students are treated with dignity at all times and students are taught non-academic skills like hard work, collaboration, kindness, and receiving feedback. 

In addition to being a kid person, the ideal candidate has a penchant for planning, preparation, using data, and being pushed to excellence. This teacher understands that what happens before students enter the classroom (intellectual preparation) drives what happens in the classroom and ultimately determines student achievement and success levels. 

Teacher Performance Outcomes

  1. At minimum, 75% of all students meet grade level standards in mathematics and literacy as measured by internal assessments and performance tasks.
  2. At minimum, 75% of students show growth in literacy and mathematics as measured by the NWEA assessment.
  3. At minimum, 75% of students will meet grade level non-academic standards/goals as measured by internal assessments and performance tasks. 
  4. Teacher will score proficient in classroom management and youth development as measured by student referral numbers, suspensions, and internal measurement tools. 

Core Competencies of Strong Applicants (New and Experienced)

  1. Commitment to daily and long-term instructional planning and preparation to ensure students get the most out of each class. 
  2. Commitment and drive to constantly learn and improve practice through implementing feedback from instructional leadership, peers, parents, and students to better serve and meet the needs of all students. 
  3. Commitment to using data to improve short term and long-term student achievement goals. 
  4. Full accountability for student academic outcomes and classroom culture and a steadfast belief that all students can achieve. 
  5. Commitment to being a team player (crew member) and belief in Bronx Lighthouse’s core beliefs and educational viewpoint. 

Qualifications 

  1. Bachelor’s degree in early childhood education or literacy field of study with a minimum grade point average of 2.50 overall.  
  2. Strong love and commitment to helping students work through mistakes while building pro-social and academic skills. 
  3. Experience working with school-aged children in an academic or youth development setting
  4. Experienced teachers must show a proven track record of achievement in the classroom.

Compensation and Benefits

  1. Super competitive salary that is based on performance driving student outcomes. Starting salary for new teachers begins at $68,652. 
  2. Performance bonuses ($3500 – $5000) for high performing teachers who meet or exceed instructional goals. 
  3. 401k plan with employer matching of 4 percent. 
  4. Benefits package including Medical, Dental, Vision, and optional Life Insurance
  5. All staff members are issued a laptop computer and have access to a wide range of instructional technology.
  6. Teachers are reimbursed up to $250 for classroom expenditures.   
  7. Student Loan repayment assistance after 2 years of employment.

Teacher Support and Development

  1. Weekly one on one coaching that includes a classroom observation and an instructional meeting. 
  2. Weekly school-wide professional development where you learn from the instructional leadership team and your colleagues. 
  3. Summer (2-week) Professional Development Institute. 
  4. Flexible professional development budget of $1000 for teachers who demonstrate high performance. 

 

Bronx Lighthouse is committed to creating a diverse, equitable and inclusive environment for all teachers and staff members. As an equal opportunity employer, we hire without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status or disability. 

Comments Off on Principal, Advanced Math & Science IV

Principal, Advanced Math & Science IV

Posted by | January 30, 2020 |

Deadline to apply: February 28th.  See below for application instructions.

Position Summary

We are seeking an experienced, passionate and highly successful organizational leader to serve as the next principal for AMS IV as it embarks on its next phase of development. Currently in its fifth year, AMS IV serves approximately 500 students with 70 staff members. The principal is ultimately responsible for ensuring that the school provides students with the skills, knowledge and experience necessary to successfully transition to an articulated post-secondary plan. The principal must have the skills necessary to adeptly collaborate with faculty and staff including a deep understanding of adult learning; the ability to identify and use diagnostic and formative assessments in order to drive instructional improvement and programs; and the ability to engage in and support classroom as well as organizational level development. The principal is directly managed on a day to day basis by the New Visions Superintendent for Charter Schools and reports to the Board of Trustees.

The ideal candidate will have demonstrated successful school leadership experience. The winning candidate 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.

The principal must work closely with New Visions Charter Management Organization (CMO) and the network of schools to ensure that the school is aligned to the New Visions Charter model and the implementation of best practices in all instructional and operational areas.

Our Organization

At New Visions, we design, create and sustain great schools for New York City’s highest need students. Since 1989, New Visions for Public Schools has served as a laboratory of innovation within the city’s public schools, driving significant achievement gains for tens of thousands of students. We provide educators with the tools and training they need to analyze student performance, diagnose problems and design solutions to improve instruction. We partner with teachers and school leaders, parents and community organizations to provide ambitious, rigorous instruction and to design curricula that are relevant to students’ lives and aligned to college and job skills. And we freely share best practices and lessons learned, to enable others in New York City and across the nation to raise student achievement in schools at scale.

New Visions Charter High Schools are college and career preparatory high schools that are committed to helping all students gain the skills that they will need to succeed after they graduate. At our Charters, students benefit from access to personalized academic and socio-emotional support, opportunities to explore interests, internships and exposure to college and careers.

Our School

AMS IV graduated its founding class in 2019 with an 86% graduation rate and a 60% College Readiness rate. The school is in good standing and currently on track for charter renewal from NYSED. AMS IV is one of 10 Charter Schools in the New Visions Charter network. The school is located in Jamaica, Queens, and shares the August Martin Campus with five district schools and programs. Student enrollment is through a lottery system for 9th and 10th grade seats. On average, the school receives over 800 applications for approximately 130 seats each year. The AMS IV motto is: “Mediocrity is not accepted. Excellence lives here” and the school community uses P.R.I.D.E. to unite under its core values: Perseverance, Respect, Integrity, Discipline and Excellence. For more information on AMS IV, see the website.

Core Duties and Responsibilities

Curriculum, Instruction and Assessment

  • Lead a challenge-based curriculum that has embedded, community learning opportunities for students.
  • Deliver 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 Key Model Elements. Foster connections between academic learning, the community, and the natural world.

Staff Supervision and Development

  • Hire and support the development of all school staff.
  • Create a professional community that focuses on instruction and assessment as the primary vehicles for improving student achievement and school culture.
  • Provide on-going observation, coaching and evaluation.
  • Motivate teachers to continue to develop their content knowledge and instructional repertoire, and to provide the resources needed for them to do so.

School Culture

  • Build 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 adult development practices in staff meetings, professional development sessions and team meetings.

Accountability

  • Understand accountability metrics and annual reporting required of charter schools and oversee the submission of all accountability reports.
  • Collaborate with the Board of Trustees to ensure the academic and fiscal success of the school. Prepare for and attend monthly Board Meetings.
  • Implement all policies required for the school to remain in good standing and in accordance with CMO standard operating procedures.
  • Fully participate in network-wide professional learning communities.

Qualifications

Education and Experience

  • Masters degree in Educational Leadership, Management, or Administration
  • School leadership training, certification, and/or experience that is consistent with the core concepts of the New Visions Charter School Model
  • Possession of, or in the process of obtaining, the New York State School Building Leader certification
  • Teaching experience, preferably at the high school level, with a strong record of improving student achievement
  • Demonstrated leadership capabilities, including management and team-building skills
  • Experience working in an urban school setting
  • Experience with supervising, evaluating and supporting teacher development at all levels, but particularly for new teachers
  • Experience implementing pedagogical strategies and developing rigorous curriculum practices aligned to the New Visions Charter School model including: challenge-based learning, data-driven decision making, student feedback protocols, classroom routines and structures, adolescent literacy strategies, differentiated instruction
  • Experience leading a STEM or STEAM program at the high school level
  • Experience with College and Career Preparatory curriculum and effective college access practices
  • Experience developing schedules to maximize time and space use
  • Experience managing organizational budgets
  • Experience working in a shared DOE space, a plus

Required Skill Sets and Knowledge Base

  • Demonstrated commitment to the school vision and mission
  • Commitment to democratic governance and collaborative, data-based decision-making
  • Rigorous approach to problem-solving – collecting all relevant information, consulting diverse perspectives, and creating feedback systems
  • Recognition of self as a learner and reflective practitioner, able to identify areas for growth and commitment to working in these areas
  • Experience and zeal for working in an entrepreneurial environment
  • Excellent interpersonal and communication skills
  • Passion for developing a strong school community that supports the development and achievement of all students, particularly those underserved and at risk in other school settings

Application Instructions

A letter of interest outlining the candidate’s specific skills aligned to the position description and a full resume should be submitted as soon as possible for initial screening. Please do not reach out to the school directly. For information or questions regarding the application process, please see our careers page. Only candidates with complete applications will be considered for this position. Upon initial review, eligible candidates moving on in the process will be notified of next steps. Applications will be considered through February 28th.

Apply Today!: https://www.newvisions.org/pages/Leadership-Careers?gh_jid=2018747

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.

Comments Off on English Language Learner (ELL) Specialist

English Language Learner (ELL) Specialist

Posted by | January 28, 2020 |

 

Position Overview

  • Are you an ELL educator committed to city-wide impact?
  • Are you a relationship builder who is passionate about empowering other educators?
  • Are you a team player who thrives in a fast-paced and dynamic work environment?

We are seeking an ELL Specialist to support NYC charter schools in building inclusive educational environments that ensure equity and access for all. The ELL Specialist will create and provide tools, resources, technical assistance, and trainings, ultimately ensuring that schools have the supports necessary to educate ELLs successfully.

Core Responsibilities

Responsibilities include, but are not limited to:

  • Offering feedback and support through classroom and school observations across all five boroughs
  • Developing professional development opportunities and resources for schools on various education topics
  • Providing technical assistance and thought-partnership on ELL supports for numerous school teams, including through phone, email, and video conferencing

Required Skills

In order to be successful in this role, an ideal candidate should demonstrate the following:

  • Expertise in best instructional practices for culturally and linguistically diverse students
  • Ability to create strong and authentic relationships with school leaders, ELL leads, and teachers that support a diverse population of students
  • Ability to mentor, develop, and motivate others to drive results
  • Capacity to implement efficient systems and resources for supporting a large portfolio of schools
  • Expert strategic-thinking skills: curiosity to solve complex problems and ability to think boldly to maximize new supports for schools
  • Exemplary written and verbal communication skills and strong presentation delivery

Key Characteristics

  • Operate with a deep commitment to the Collaborative’s core values, mission and vision
  • Motivated by an entrepreneurial, fast-paced, and highly collaborative team environment
  • Receptive to feedback, committed to continuous improvement, and passionate about professional growth
  • Detail-oriented, organized, and highly motivated
  • Determined to go “above and beyond” to support schools in ensuring all students have access to high quality programming

Experience and Educational Background

  • Minimum of 4-5 years of education experience as an ELL educator, preferably in an urban school
  • Experience managing or coaching other adults, especially focusing on instructional practices

Organization Overview

The NYC Collaborative for Inclusive Education is an initiative of the New York City Charter School Center. The NYC Collaborative for Inclusive Education was founded in 2011 as a citywide, nonprofit membership organization committed to supporting quality education programs for students with disabilities in charter schools. A result of the merger between four independent borough-based special education co-operatives, the Collaborative currently serves more than 190 of NYC’s charter schools. We provide professional development, instructional resources, on-the-ground support, virtual consultation, recruitment activities and technical assistance to schools so that they can build and maintain the capacity to meet a diverse student population. Ultimately, we empower schools to develop high quality and inclusive educational programs that ensure equity and access for all students.

What We Offer

The NYC Charter School Center offers a comprehensive benefits package, including medical and dental insurance and a matching 401(K) plan.

Salary

Salary for this position is competitive and is based on prior experience and qualifications.

Comments Off on Program Specialist

Program Specialist

Posted by | January 21, 2020 |

The Program Specialist will work closely with the Director of Special Education, a team of Learning Specialists, School Psychologists and General Education leaders to create systems where schools feel confident and supported so that the Special Education/Intervention program meets the needs of students so they graduate prepared for success after high school.

This position will assist in creating and maintaining systems for the successful implementation of our Special Education program within the general education environment and a Learning Center model across the organization. The Program Specialist will report to the Director of Special Education and collaborate with school teams and Support Office personnel.

 

KEY RESPONSIBILITIES

  • Serve as initial contact and apply judgment when problem solving issues related to IEP implementation, placement, services, transition or other IEP-related services
  • Develop and oversee capacity of site special education team and Response to Intervention Team, including participating in professional reviews, coaching Learning Specialists and School Psychologists, advising child-find and Response to Intervention tiers of intervention
  • Assist with resources to access community agencies (i.e. SELPA, County Mental Health, Community Colleges, Regional Occupational Center)
  • Support school teams in their understanding of learning and behavior disabilities and their manifestations in the classroom through teacher coaching, site-based workshops, Envision-wide professional development

 

  • Program development based on individual student needs as determined by IEP teams
  • Plan regular professional development for Special Education team, foster team-identity and job-alike dialogue
  • EDCOE/Charter SELPA liaison for SEIS, information distribution, management of compliance reporting, meetings & scheduling, professional development, and other related responsibilities related to SELPA 
  • Participate in EDCOE / Charter SELPA Steering committee meetings
  • Monitors compliance and educational benefit, per IEP procedural regulations, including State and Self-Review process
  • Knowledge of and involvement in special education discipline laws and procedures with school teams
  • Liaison for site based counseling, vision and hearing screenings, and other services as needed
  • Collaborate with Enrollment Manager and school site teams to coordinate enrollment/disenrollment process 
  • Coordinate with HR and appropriate staff for recruiting, screening, scheduling activities related to new special education hires and contracted DIS service providers 
  • Support hourly employee timesheets, material ordering, expense management and/or reporting
  • Travel between Bay Area school sites is required

 

COMPETENCIES

  • Excellent project and time management skills: highly organized, able to meet strict deadlines and support others to do so, able to manage multiple projects at once
  • Ability to work both independently and collaboratively
  • Excellent written and oral communication skills, with a wide range of constituents
  • In-depth knowledge of current Special Education and Federal laws
  • Expert knowledge of writing Individualized Education Plans (IEPs), running IEP meetings, Behavior Intervention Plans and Progress Monitoring
  • Experience providing professional development and coaching
  • Unfaltering belief that all students have potential for academic success regardless of disability

 

QUALIFICATIONS (EDUCATION AND EXPERIENCE)

  • Valid California Education Specialist credential or Pupil Services Credential, CLAD certificate and Admin credential preferred
  • Masters in Special Education or related area preferred
  • Bachelor’s Degree required
  • Minimum 3-5 years Special Education experience

 

COMPENSATION & BENEFITS: Salary is competitive based on experience and education. Envision also offers a comprehensive benefits package including CalSTRS participation.

Comments Off on Assistant Principal of Instruction – High School

Assistant Principal of Instruction – High School

Posted by | January 14, 2020 |

Assistant Principal of Instruction

Being a leader at University Prep Charter High School (UPCHS) is an ideal opportunity for a dynamic and visionary individual to play a central part in growing and shaping our high-performing public charter school, and to commit to helping students achieve academic excellence.  UPCHS administrators are the academic and cultural leaders of our school. We seek an Assistant Principal who is passionate about achieving our school’s academic and organizational goals, who will develop impactful relationships, and who will build and maintain a strong presence within our community.

The mission of University Prep Charter High School is to prepare students for success in college, leadership and life.  We achieve this mission by creating a student-centered environment that unifies the efforts of families, communities, and schools to foster life-long learning, cross-cultural competency, social responsibility, and academic excellence.  The underlying belief at UPCHS is that all students can go to college. The preparation of students for the college of their choice is our professional responsibility and moral obligation.

UPCHS is a free, public, 9-12, college-preparatory school serving 430 students in the Mott Haven neighborhood of the South Bronx. The majority of UPCHS students live in the neighborhood and qualify for free lunch. We are proud of our 99% graduation rate, 100% college acceptance rate, and a 98% parent approval rating. Working at University Prep is a distinct and rewarding experience as a result of a professional atmosphere where collaboration and continual growth are encouraged and facilitated through professional development, co-planning opportunities, and staff-led committee work.

Specific job responsibilities are to:

  • Reinforce the mission of the school with staff and inspire them to act on the mission every single day with urgency, excellence, and optimism
  • Define and build a school culture of high expectations where students feel connected, empowered, and safe to take risks
  • Create and maintain a fair and equitable system for discipline and student management
  • Build positive relationships with all students to model a rapport of professionalism and respect
  • Establish and maintain positive school-parent and school-community relations with the goal of achieving high levels of parent/community satisfaction and a strong family-school partnership
  • Meet with parents to discuss issues with student behavior or academic performance
  • Conduct teacher observations, evaluate learning materials, and facilitate a dialogue that allows for teacher growth
  • Serve as the key external spokesperson for the school, conveying the school’s mission and building strong relationships with constituents, including students, teachers, parents, and community members
  • Use data to inform practice and drive decision-making and instruction at the school
  • Assist with the coordination of national and state testing
  • Program schedules and tracking student progress toward graduation
  • Work with the Assistant Principal of Operations, Principal, and Executive Director (Admin. Team) to oversee the school’s operations, finances and compliance functions to achieve UPCHS’s ambitious charter goals
  • Work with the Admin. Team to manage human resource functions, including recruiting new teachers, developing retention strategies, and conducting regular performance reviews in accordance with UPCHS guidelines
  • Collaborate with the union to achieve school goals while adhering to the collective bargaining agreement
  • Work with and manage UPCHS committees to ensure that staff members’ voices are incorporated into the operational decisions at the school 
  • Speak and advocate for the school in the co-located building site and in the school community  
  • Establish and maintain professional and cooperative working partnerships with all stakeholders: parents, students, staff, neighbors, and partners
  • Work with the Admin. Team to ensure special education and ENL compliance
  • Work with the Student Outreach Coordinator, Principal, and Executive Director to manage student recruitment and enrollment activities and work towards student retention
  • Play a major supporting role or take the lead in all school-wide initiatives at UPCHS including: Summer School, Summer Bridge orientation program, Saturday Academy, student office hours, co-curricular activities, parent-teacher conferences, student and staff recruitment projects, staff-wide PD days, school-wide or community events

Additional Responsibilities

In addition to the responsibilities associated with the role of Assistant Principal of Instruction, the School will also expect that you perform other duties as the Principal, Executive Director, or Board of Trustees may reasonably assign.  You are expected to devote your business time and your best professional efforts, judgment, and skill to the performance of your duties and responsibilities for the School and to abide by all School policies and procedures. Further, you are asked to hold others accountable to the school’s expectations as delineated in the appropriate student and staff handbooks. 

 

Ideal Candidates will Possess:

  • Commitment and alignment with the mission of University Prep Charter High School
  • Strong written and verbal communication skills
  • Aptitude and proficiency with education platforms and technology (Microsoft Office, Smart Notebook, PowerSchool, PowerScheduler, ATS, FAMIS, etc.) 
  • An understanding of programming software, needs,  and requirements 
  • Willingness to undertake and effectively complete projects of his or her own initiative
  • Confidence in implementing school discipline policies to manage student behavior
  • Exceptional team management and organizational skills
  • Ability to reflect on practice and regular feedback, and make necessary adjustments in accordance with the school mission

 

Qualifications include:

  • Bachelor’s degree required; advanced degree in education
  • SBL and/or SDL certification is not required, but the candidate must pursue such qualifications within a reasonable timeline.
  • Multiple years of teaching or other relevant education experience preferred
  • Proficiency in languages other than English is greatly valued

 

Employment Information:

This is a twelve-month position.  UPCHS offers a particularly attractive compensation package.  In addition, you are eligible to participate in the benefits program available to all full-time employees, including health and dental benefits, disability insurance, and a retirement plan.

Comments Off on Math & Reading Interventionist (Bilingual)

Math & Reading Interventionist (Bilingual)

Posted by | January 13, 2020 |

Math & Reading Interventionist (Bilingual) – IMMEDIATE HIRE

LEEP Dual Language Academy Charter School opened its doors this August and serves the diverse community of Sunset Park, Brooklyn. LEEP Academy is leading the way in creating an innovative dual language model that will help instill a love of language and a sense of pride that should come with being bilingual/multilingual. Our students come from different backgrounds and walks of life, but all of our students will leave our school with a strong sense of self, high academic achievement, and fluency in both English & Spanish! We are seeking a talented and passionate educator to join our founding team.

Job Description: Math & Reading Interventionist

The Math & Reading Interventionist will work with students in kindergarten and first grade who require individual or small-group instruction and practice in reading and/or math. In close coordination with the principal, instructional coach, classroom teachers, and special educators, the Interventionist will help students gain fluency and confidence with foundational concepts and skills. As a key contributor to the school’s RTI system, the Interventionist will administer screenings and assessments; deliver Tier II and Tier III interventions; monitor student progress; contribute to shared data systems; and attend data meetings.

For this specialized position, LEEP Academy seeks candidates with experience teaching students in a small-group context. Training in math instruction and phonics (e.g. Orton-Gillingham, Fundations) is desirable.

Fluency in English and Spanish is required.

Job Responsibilities:

Plan and deliver targeted lessons and practice sessions with kindergarten and first-grade students, in-class or as pull-out sessions

Coordinate with classroom teachers on lesson planning; checks for understanding; differentiation; and behavior management

Conduct screenings and formative and summative assessments

Co-create academic goals for students and data tracking systems; maintain accurate and up-to-date records related to student achievement, performance, and IEP goals

Consult with parents and related service providers

Emphasize multisensory learning approaches

Work closely with principal, instructional coach and special education coordinator to reach school goals

Work with intensity and urgency to help every student reach grade-level expectations, understanding that past gaps in preparation are not indicative of any student’s potential to meet and exceed state standards and embrace the challenge and joy of learning

Qualifications:

Bachelor’s degree and at least 3 years of elementary teaching experience with measurable results

Training and experience in remedial math and reading interventions preferred

Strong Spanish language fluency, and English fluency

Strong organizational skills

Ability to work as part of a team

High expectations for all children

Strong orientation toward professional growth and continual improvement

To Apply:

Please submit your résumé (in English or Spanish) and a cover letter (in Spanish) describing your interest and qualifications.

LEEP Dual Language Academy Charter School is committed to a policy of equal treatment for all individuals applying for employment. LEEP Dual Language Academy Charter School does not discriminate on the basis of race, ethnicity, sex, gender, sexual orientation, pregnancy, national background, religion/belief, marital status, caregiver status, veteran status, disability, age, political party, or salary history.

Comments Off on Hiring High School Teachers! (All Content Areas)

Hiring High School Teachers! (All Content Areas)

Posted by | January 10, 2020 |

The Support You Need for the Career You Want. 

About Us

New Visions for Public Schools was founded in 1989 and is dedicated to ensuring that all New York City public school students, regardless of race or economic class, have access to a high-quality education that prepares them for the rigors of college and the workforce. New Visions has been a driving force behind some of the most significant reforms to public education in New York city, including pioneering the model of small high schools in New York City and creating nearly 150 new small schools; producing free open-source curriculum used by thousands of teachers in New York State and across the country; and launching a nationally-recognized Urban Teacher Residency program to train new teachers. 

New Visions currently supports nearly 350 schools citywide with school management tools, instructional resources and coaching, and more. This includes 10 charter high schools in Brooklyn, the Bronx, and Queens; and 70 district high schools in all five boroughs that are part of our Affinity network. In 2017-18, graduation rates in our Charter and Affinity networks reached an all-time high of 84.5 percent (an increase of nearly 10 percentage points in the past five years) and college readiness rates reached 55.8 percent, surpassing 50 percent for the first time (an increase of nearly 25 percentage points in the past five years). 

Advantages of Teaching at a New Visions School Include:

  • Emphasis on knowledge sharing practices, frequent trainings 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

New Visions equips teachers with the data tools they need to succeed. 

Position Summary

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 and the opportunity to be part of a passionate team of colleagues. If you have the following qualities, credentials and experience, please consider joining our team.

Qualifications

Successful New Visions teaching candidates will:

  • Approach learning via growth mindset
  • Be reflective, seek feedback, learn from those around them, and effectively apply feedback
  • Make informed decisions, based on evidence and data, about their lesson planning
  • Demonstrate strong content knowledge and be familiar with the Common Core State Standards
  • Have a proven track record for planning lessons with clear learning objectives and a means for assessing whether those objectives have been met
  • Have a proven track record for engaging students in their own learning
  • Have strong organizational and communication skills
  • Have demonstrated success in tailoring instruction to the needs of diverse learners
  • Be committed to serving all students and respect children from all backgrounds
  • Demonstrate an ability to work collaboratively with others to achieve common goals

To see a list of our district schools, click here.

To see each of our charter schools, please click on the links below:

New Visions for Public Schools is looking for teachers certified in Grades 7 through 12 in the following subject areas:

  • Art (Dance, Drama, Music, Visual Arts)
  • Biology
  • Chemistry
  • CTE (All Concentrations)
  • Earth Science
  • English Language Arts
  • English as a Second/New Language
  • Foreign Language (All Concentrations)
  • Mathematics
  • Physical Education/Health
  • Physics
  • Social Studies
  • Special Education

Apply today at:

https://www.newvisions.org/pages/Teaching-Careers

Additionally, candidates must have at least a Bachelor’s degree, hold valid New York State certification*, and must be cleared for employment by fingerprint-supported background checks.  We are committed to diversity in our hiring and employment practices, and encourage all qualified candidates to apply.

*There are limited opportunities for qualified teachers who do not possess a NY State certification to work in one of our Charter High Schools.

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.

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Staff Attorney – Robin Hood Project

Posted by | January 7, 2020 |

Robin Hood Project – Staff Attorney

Advocates for Children of New York, Inc. (AFC) seeks an attorney to represent and advise families fighting for their children’s education. This attorney will join AFC’s Robin Hood Project to provide direct representation, technical assistance and community outreach/training. The Robin Hood Project partners with roughly 20 other Robin Hood-funded organizations (such as domestic violence shelters, hospitals, tutoring agencies, and social service providers) to help their staff assist clients who are struggling with education-related issues, including problems relating to literacy, learning disabilities, emotional and behavioral disorders, English-language learner (ELL) supports, and inappropriate school services, supports, and placements. The Project, which also includes another staff attorney, an advocate, and a project director, works directly with families served by these organizations, providing legal representation and advocacy. Legal representation for families consists primarily of special education hearings and conferences pursuant to the Individuals with Disabilities Education Act (IDEA). Additionally, the Project builds the capacity of these organizations through training and technical assistance so they can better address the educational needs of current and future clients. This attorney will use the Project’s integrated strategies to advocate for the educational needs of students involved with the various partner agencies and assist agency staff in supporting the educational needs of their clients.

Working in partnership with New York City’s most disadvantaged families to secure quality public education services, AFC is a not-for-profit social justice organization that enforces civil rights law. AFC works on behalf of children and youth who are at greatest risk of academic failure due to poverty, race, ethnicity, disability, homelessness, immigration status/limited English proficiency, or involvement in the child welfare or juvenile/criminal justice systems. We use uniquely integrated strategies to advance systemic reform, empower families and communities, and advocate for the educational rights of individual students.

Responsibilities include, but are not limited to:

  • Providing legal representation and advocacy on behalf of families experiencing school-related difficulties such as inappropriate special education placements and services, enrollment issues, or suspensions.  This may include, for example, conducting client interviews, helping clients assess their options and goals, advocating for students at special education meetings or suspension hearings, requesting and interpreting evaluations, or representing clients at impartial administrative hearings related to special education under IDEA.
  • Providing trainings and workshops to parents and staff at partnering agencies on a variety of education-related topics.
  • Providing on-going technical assistance to staff at partnering agencies with the aim of building the capacity of these organizations to better address students’ educational issues.
  • Serving as a liaison to partner organizations, helping to identify shared goals, and fielding inquiries and concerns.
  • Tracking and recording project statistics using Salesforce database and preparing data for grant reports.

Qualifications:

  • J.D. degree required.
  • Fluency in Spanish is required.
  • Experience in education advocacy or a related field is strongly preferred.
  • Knowledge of relevant education laws or practices is strongly preferred.
  • Strength in oral and written communication skills.
  • Ability to identify, analyze and creatively resolve layered and complex problems.
  • Ability to set priorities, meet deadlines, and work both independently and as a member of a team.
  • Ability to negotiate effectively in both adversarial and collaborative contexts.
  • Commitment and ability to empower the families that are the focus of AFC’s mission.
  • Experience presenting to groups is preferred.
Comments Off on Spanish Teacher

Spanish Teacher

Posted by | January 7, 2020 |

 

POSITION: East Side is seeking a passionate Spanish Language teacher to start immediately.  The position would likely be four sections of mainly 11th graders. The position is for the remainder of the year and beyond ideally. 

 

ABOUT EAST SIDE:  We are a small 6th-12th grade school dedicated to the belief that all students can, must and will learn and succeed academically. We set high standards for each of our students and help them meet these standards by providing personal attention, a safe and respectful environment, a strong sense of community, and curricula that is both challenging and engaging. We are a member of the NY Performance Standards Consortium and graduate students using performance-based assessments.  

 

We believe that students are best assessed through the completion of meaningful projects and tasks that challenge students to creatively and thoughtfully apply what they have learned.  Students, staff, families and community members all see themselves as part of a team whose main goal is the success of every individual student. The goal of the school is to create a community of highly skilled students, lifetime learners and critical thinkers who, upon graduation, will be prepared to go to college and enter the work world.  East Side is committed to developing a diverse teaching staff that reflects the rich tapestry of cultures, languages, and heritages of our students.

 

Our commitment to socio-emotional learning is highlighted in Learning by Heart: Six American High Schools Where Social and Emotional Learning Are Core by Kathleen Cushman.

 

We are a small school, which allows teachers to work in grade teams consisting of one teacher in each subject area (Math, History, English, Science, and a Learning Specialist).  Each team teaches the same cohort of students and is led by a team leader (a teacher elected from and by the team). As a result of our grade structure, our class size is small—average class size is less than twenty-five students.  East Side is committed to developing a diverse teaching staff that reflects the rich tapestry of cultures, languages, and heritages of our students.

 

Strong candidates for any East Side position are capable of:

  • Creating dynamic lessons and differentiating for heterogeneous classes 
  • Developing authentic and backward planned curriculum
  • Designing, implementing, and evaluating exhibitions and projects using rubrics.
  • Building content knowledge through strong literacy practices 
  • Utilizing cutting-edge technology in formative and project based assessment
  • Developing 21st century skills, such as problem solving, critical thinking, collaboration, technology, and written and oral presentation skills
  • Teaching for understanding and depth using constructivist learning, rather than “coverage” of topics.
  • Participating in a variety of professional development and reflective practices – such as peer learning groups, observation, curriculum development workshops, conferences, etc.
  • Communicating regularly with parents and students around issues concerning students’ academic development and emotional well-being.

 

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Special Education Teacher (Multiple Grades / Roles)

Posted by | January 7, 2020 |

We are seeking passionate Special Education Teachers for:

 

MS math:

  • 12:1:1 SpEd math/science teacher
  • 7th gr Math teacher medical leave replacement
  • 8/9th gr ICT math co-teacher

HS math:

  • 8/9th gr ICT math co-teacher
  • 10/11th gr ICT math maternity leave replacement

MS ELA:

  • 7th gr ICT ELA co-teacher

HS ELA:

  • 11/12th gr ICT ELA co-teacher

 

Ideally, we are looking for a either  special education teachers that are flexible, knowledgeable, and open to teaching in a variety of content areas in a 6-12th gr ICT setting.  Candidates should embrace working closely with colleagues, co-planning lessons, being the “expert” in the co-teaching partnerships in terms of what students with IEPs need, depending on their learning struggles, in order to be successful.  The candidate should have experience with writing IEPs on SESIS and come with ideas on how to make the IEP a living document that all teachers can use as a resource / tool in their teaching. In some cases the Special Education teacher will teach an enrichment class of their own targeting specific skills in math, reading, or writing. 

Strong candidates for any East Side position are capable of:

  • Creating dynamic lessons and differentiating for heterogeneous classes 
  • Developing authentic and backward planned curriculum
  • Designing, implementing, and evaluating exhibitions and projects using rubrics.
  • Building content knowledge through strong literacy practices 
  • Utilizing cutting-edge technology in formative and project based assessment
  • Developing 21st century skills, such as problem solving, critical thinking, collaboration, technology, and written and oral presentation skills
  • Teaching for understanding and depth using constructivist learning, rather than “coverage” of topics.
  • Participating in a variety of professional development and reflective practices – such as peer learning groups, observation, curriculum development workshops, conferences, etc.
  • Serving as a supportive Advisor to a small group of students.
  • Planning with a coach/experienced teacher
  • Communicating regularly with parents and students around issues concerning students’ academic development and emotional well-being.

 

 

ABOUT EAST SIDE: We are a small 6-12th-grade college preparatory school dedicated to the belief that all students can, must and will learn and succeed academically. We set high standards for each of our students and help them meet these standards by providing personal attention, a strong sense of community, high-quality instruction and engaging and innovative learning experiences inside and outside of the classroom.  Students, staff, families and community members see themselves as part of a team whose main goal is the success of every individual student in our diverse learning community. We have a schoolwide commitment to promoting social justice and combating racism, sexism, homophobia, classism and any other form of discrimination. The goal of the school is to create a community of highly skilled students, lifetime learners, critical thinkers and socially responsible citizens who, upon graduation, will be prepared to succeed in college and beyond.

Please visit www.eschs.org to learn more about our school.

Our commitment to socio-emotional learning is highlighted in Learning by Heart: Six American High Schools Where Social and Emotional Learning Are Core by Kathleen Cushman.

 

We are a small school, which allows teachers to work in grade teams consisting of one teacher in each subject area (Math, History, English, Science, and a Learning Specialist).  Each team teaches the same cohort of students and is led by a team leader (a teacher elected from and by the team). As a result of our grade structure, our class size is small—average class size is less than twenty-five students.

 

 

Comments Off on Middle and High School English Teacher

Middle and High School English Teacher

Posted by | January 7, 2020 |

POSITION:  We are seeking a passionate Middle and High School English Teacher.

ABOUT EAST SIDE:  We are a small 6th-12th grade school dedicated to the belief that all students can, must and will learn and succeed academically. We set high standards for each of our students and help them meet these standards by providing personal attention, a safe and respectful environment, a strong sense of community, and curricula that is both challenging and engaging. We are a member of the NY Performance Standards Consortium and graduate students using performance-based assessments.  

 

We believe that students are best assessed through the completion of meaningful projects and tasks that challenge students to creatively and thoughtfully apply what they have learned.  Students, staff, families and community members all see themselves as part of a team whose main goal is the success of every individual student. The goal of the school is to create a community of highly skilled students, lifetime learners and critical thinkers who, upon graduation, will be prepared to go to college and enter the work world.  East Side is committed to developing a diverse teaching staff that reflects the rich tapestry of cultures, languages, and heritages of our students.

 

Our commitment to socio-emotional learning is highlighted in Learning by Heart: Six American High Schools Where Social and Emotional Learning Are Core by Kathleen Cushman.

 

We are a small school, which allows teachers to work in grade teams consisting of one teacher in each subject area (Math, History, English, Science, and a Learning Specialist).  Each team teaches the same cohort of students and is led by a team leader (a teacher elected from and by the team). As a result of our grade structure, our class size is small—average class size is less than twenty-five students.  

 

Strong candidates for any East Side position are capable of:

  • Creating dynamic lessons and differentiating for heterogeneous classes 
  • Developing authentic and backward planned curriculum
  • Designing, implementing, and evaluating exhibitions and projects using rubrics.
  • Building content knowledge through strong literacy practices 
  • Utilizing cutting-edge technology in formative and project based assessment
  • Developing 21st century skills, such as problem solving, critical thinking, collaboration, technology, and written and oral presentation skills
  • Teaching for understanding and depth using constructivist learning, rather than “coverage” of topics.
  • Participating in a variety of professional development and reflective practices – such as peer learning groups, observation, curriculum development workshops, conferences, etc.
  • Serving as a supportive Advisor to a small group of students.
  • Communicating regularly with parents and students around issues concerning students’ academic development and emotional well-being.

 

 

Comments Off on 7th Grade Math Teacher

7th Grade Math Teacher

Posted by | January 7, 2020 |

POSITION: East Side is seeking a passionate 7th Grade math teacher for a medical leave replacement for the rest of the 2019-2020 school year.  East Side math teachers challenge students to develop problem solving skills by having them consistently grapple with engaging, non-routine, problems. 

 

Click on this link to learn more about how math is taught at East Side: eastsidemath.weebly.com   

Strong candidates for any East Side position are capable of:

  • Creating dynamic lessons and differentiating for heterogeneous classes
  • Developing authentic and backward planned curriculum
  • Designing, implementing, and evaluating exhibitions and projects using rubrics.
  • Building content knowledge through strong literacy practices
  • Utilizing cutting-edge technology in formative and project based assessment
  • Developing 21st century skills, such as problem solving, critical thinking, collaboration, technology, and written and oral presentation skills
  • Teaching for understanding and depth using constructivist learning, rather than “”coverage”” of topics.
  • Participating in a variety of professional development and reflective practices – such as peer learning groups, observation, curriculum development workshops, conferences, etc.
  • Communicating regularly with parents and students around issues concerning students’ academic development and emotional well-being.

 

ABOUT EAST SIDE:  We are a small 6th-12th grade school dedicated to the belief that all students can, must and will learn and succeed academically. We set high standards for each of our students and help them meet these standards by providing personal attention, a safe and respectful environment, a strong sense of community, and curricula that is both challenging and engaging. We are a member of the NY Performance Standards Consortium and graduate students using performance-based assessments.

 

We believe that students are best assessed through the completion of meaningful projects and tasks that challenge students to creatively and thoughtfully apply what they have learned.  Students, staff, families and community members all see themselves as part of a team whose main goal is the success of every individual student. The goal of the school is to create a community of highly skilled students, lifetime learners and critical thinkers who, upon graduation, will be prepared to go to college and enter the work world.  East Side is committed to developing a diverse teaching staff that reflects the rich tapestry of cultures, languages, and heritages of our students.

 

Our commitment to socio-emotional learning is highlighted in Learning by Heart: Six American High Schools Where Social and Emotional Learning Are Core by Kathleen Cushman.

 

Comments Off on Advocacy & Organizing Manager

Advocacy & Organizing Manager

Posted by | January 2, 2020 |

Swipe Out Hunger is a nonprofit based in Los Angeles that partners with universities nationwide to end student hunger. The organization provides both innovative and common sense solutions to food insecurity on college campuses. Swipe Out Hunger’s flagship program allows college students to donate their extra meal credits to support food insecure students on campus. The organization has been called a “Champion of Change” by President Obama and its CEO was recognized on Forbes’ 30 Under 30 list for the program’s innovative work. Today, Swipe Out Hunger operates on more than 100 campuses across 37 states and has served 1.8 million meals.

Position Overview

The Advocacy & Organizing Manager would be the second hire for Swipe Out Hunger’s burgeoning Research & Development (R&D) Lab. The R&D Lab launched in Fall 2019, growing the organization’s work into advocacy and innovative solutions beyond our flagship “Swipe Drive” program.

The Advocacy & Organizing Manager would join a driven and collaborative team at a critical time for the organization. We’re seeking someone to be on the ground with our New York  campus communities, specifically at the CUNYs, while also working collaboratively at the national level to expand our programs. The Manager would : 1) support and work collaboratively with student leaders as you create and lead advocacy campaigns focused on campus, local, and national solutions, and 2) collaborate to source and grow innovative programmatic solutions across the country. The Manager will work remotely and will report to and work closely with the Chief Strategy Officer.

Job Responsibilities Include:

Student Advocacy
– Develop resources focused on how students can engage in advocacy on campus and beyond
– Collaborate and coordinate closely with the campus leadership
– Provide students one-on-one coaching and support to develop advocacy goals (e.g. increased SNAP access on campus, innovative and sustainable programs that reallocate resources to food security on campus, regional political advocacy around bills to fund higher ed basic needs)
– Manage and host learning opportunities, including training and webinars with shareouts, troubleshooting, and special guests specialized in advocacy work in higher education (e.g. congressional staffers, advocacy organization representatives, student leaders who have led successful campaigns)

Campus Organizing + Program Implementation
– Identify pathways for campus community to reduce hunger on campus in a sustainable way, stemming from programmatic best practices
– Build taskforce of campus students and stakeholders to share context, design solutions, and launch implementation
– Develop reports of best practices that will be studied, developed, and proliferated nationally
– Evaluate and iterate programmatic solutions

Organizational Support
– Build out toolkits, best practices, and briefs based on work on the ground
– Identify and develop relationships on behalf of Swipe Out Hunger as the organization’s New York City representative
– Supporting the mission and day-to-day execution of what needs to move the organization forward. As a start-up, the team is “all hands on deck,” doing whatever is necessary to meet the goals.

The Ideal Candidate:

– Bachelor’s Degree is required
– 1-3 years of organizing or advocacy experience
– Experience designing campaigns and gaining community support
– Outstanding relationship skills– you naturally build relationships with people
– Resilient and undeterred by rejection
– You’re a self-starter and are comfortable with working remotely as part of a bigger dynamic team
– A team player who is willing to do what it takes– no job too small or big
– Experience organizing college students is a plus
– Past involvement in education or food equity work is a plus

Compensation and Benefits  

Full time position. Compensation is competitive and commensurate with experience. Work with an engaged, upbeat and collaborative team. Be mentored by a leading national social entrepreneur.

Hours are flexible. Unlimited vacation and PTO. We work hard and encourage a balanced lifestyle. We offer health insurance reimbursements.

Swipe Out Hunger proudly values diversity. We are an Equal Employment Opportunity Employer.

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Principal, AMS IV

Posted by | December 31, 2019 |

Position Summary

We are seeking an experienced, passionate and highly successful organizational leader to serve as the next principal for AMS IV as it embarks on its next phase of development.  Currently in its fifth year, AMS IV serves approximately 500 students with 70 staff members. The principal is ultimately responsible for ensuring that the school provides students with the skills, knowledge and experience necessary to successfully transition to an articulated post-secondary plan.  The principal must have the skills necessary to adeptly collaborate with faculty and staff including a deep understanding of adult learning; the ability to identify and use diagnostic and formative assessments in order to drive instructional improvement and programs; and the ability to engage in and support classroom as well as organizational level development.  The principal is directly managed on a day to day basis by the New Visions Superintendent for Charter Schools and reports to the Board of Trustees.

The ideal candidate will have demonstrated successful school leadership experience.  The winning candidate 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.

The principal must work closely with New Visions Charter Management Organization (CMO) and the network of schools to ensure that the school is aligned to the New Visions Charter model and the implementation of best practices in all instructional and operational areas.

Our Organization

At New Visions, we design, create and sustain great schools for New York City’s highest need students. Since 1989, New Visions for Public Schools has served as a laboratory of innovation within the city’s public schools, driving significant achievement gains for tens of thousands of students.  We provide educators with the tools and training they need to analyze student performance, diagnose problems and design solutions to improve instruction. We partner with teachers and school leaders, parents and community organizations to provide ambitious, rigorous instruction and to design curricula that are relevant to students’ lives and aligned to college and job skills.  And we freely share best practices and lessons learned, to enable others in New York City and across the nation to raise student achievement in schools at scale.

New Visions Charter High Schools are college and career preparatory high schools that are committed to helping all students gain the skills that they will need to succeed after they graduate. At our Charters, students benefit from access to personalized academic and socio-emotional support, opportunities to explore interests, internships and exposure to college and careers.

Our School

AMS IV graduated its founding class in 2019 with an 86% graduation rate and a 60% College Readiness rate. The school is in good standing and currently on track for charter renewal from NYSED.  AMS IV is one of 10 Charter Schools in the New Visions Charter network. The school is located in Jamaica, Queens, and shares the August Martin Campus with five district schools and programs. Student enrollment is through a lottery system for 9th and 10th grade seats.  On average, the school receives over 800 applications for approximately 130 seats each year. The AMS IV motto is: “Mediocrity is not accepted. Excellence lives here” and the school community uses P.R.I.D.E. to unite under its core values: Perseverance, Respect, Integrity, Discipline and Excellence.  For more information on AMS IV, see the website.

Core Duties and Responsibilities

Curriculum, Instruction and Assessment

  • Lead a challenge-based curriculum that has embedded, community learning opportunities for students.
  • Deliver 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 Key Model Elements. Foster connections between academic learning, the community, and the natural world.

Staff Supervision and Development

  • Hire and support the development of all school staff.
  • Create a professional community that focuses on instruction and assessment as the primary vehicles for improving student achievement and school culture.
  • Provide on-going observation, coaching and evaluation.
  • Motivate teachers to continue to develop their content knowledge and instructional repertoire, and to provide the resources needed for them to do so.

School Culture

  • Build 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 adult development practices in staff meetings, professional development sessions and team meetings.

Accountability

  • Understand accountability metrics and annual reporting required of charter schools and oversee the submission of all accountability reports.
  • Collaborate with the Board of Trustees to ensure the academic and fiscal success of the school.  Prepare for and attend monthly Board Meetings.
  • Implement all policies required for the school to remain in good standing and in accordance with CMO standard operating procedures.
  • Fully participate in network-wide professional learning communities.

Qualifications

Education and Experience

  • Masters degree in Educational Leadership, Management, or Administration
  • School leadership training, certification, and/or experience that is consistent with the core concepts of the New Visions Charter School Model
  • Possession of, or in the process of obtaining, the New York State School Building Leader certification
  • Teaching experience, preferably at the high school level, with a strong record of improving student achievement
  • Demonstrated leadership capabilities, including management and team-building skills
  • Experience working in an urban school setting
  • Experience with supervising, evaluating and supporting teacher development at all levels, but particularly for new teachers
  • Experience implementing pedagogical strategies and developing rigorous curriculum practices aligned to the New Visions Charter School model including: challenge-based learning, data-driven decision making, student feedback protocols, classroom routines and structures, adolescent literacy strategies, differentiated instruction
  • Experience leading a STEM or STEAM program at the high school level
  • Experience with College and Career Preparatory curriculum and effective college access practices
  • Experience developing schedules to maximize time and space use
  • Experience managing organizational budgets
  • Experience working in a shared DOE space, a plus

Required Skill Sets and Knowledge Base

  • Demonstrated commitment to the school vision and mission
  • Commitment to democratic governance and collaborative, data-based decision-making
  • Rigorous approach to problem-solving – collecting all relevant information, consulting diverse perspectives, and creating feedback systems
  • Recognition of self as a learner and reflective practitioner, able to identify areas for growth and commitment to working in these areas
  • Experience and zeal for working in an entrepreneurial environment
  • Excellent interpersonal and communication skills
  • Passion for developing a strong school community that supports the development and achievement of all students, particularly those underserved and at risk in other school settings

Application Instructions

A letter of interest outlining the candidate’s specific skills aligned to the position description and a full resume should be submitted as soon as possible for initial screening.  Please do not reach out to the school directly. For information or questions regarding the application process, please see our careers page.  Only candidates with complete applications will be considered for this position.  Upon initial review, eligible candidates moving on in the process will be notified of next steps.

 

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.

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Clinical Assistant Professor, Director of Field Office and Co-Director of Residency Programs

Posted by | December 18, 2019 |

New York University’s Steinhardt School of Culture, Education, and Human Development invites applications for a non-tenure track Clinical Assistant Professor, Director of Field Office and Co-Director of Residency Programs to begin in summer 2020. The appointed faculty member will be part of the Department of Teaching and Learning. We are committed to substantially increasing the proportion of our faculty from historically underrepresented groups as we strive to create the most intellectually diverse, inclusive, and equitable institution that we can, and especially encourage candidates from historically underrepresented groups to apply.

Position Description: The successful candidate will serve as the Co-Director of the NYU Teacher Residencies (NYU TR). The NYU TR (secondary and elementary) are year-long learning experiences built in conjunction with partner districts and charter networks using technology-enhanced course modules leading to NY State certification. Collectively with the Director of Teacher Education, the Co-Director of the NYU TR will spearhead Steinhardt’s efforts to influence federal, state, district and school-based educational leaders around the power of residencies and innovative teacher education models. Additionally, the successful candidate will serve as the Director of the Field office, which places and supports several hundred undergraduate and graduate-level emerging teachers each year, often in underserved communities. Through collaboration, the successful candidate will work closely with teacher education colleagues in the Department of Teaching and Learning, throughout the larger NYU/Steinhardt community, and across New York City schools and Department of Education.

Responsibilities: Steinhardt seeks a dynamic candidate to engage in teaching and administration, with an opportunity for applied research. The successful candidate will teach courses in the elementary- and secondary-level Masters of Arts Teacher Residencies and drive efforts to identify strong school partnerships and placements for all teacher education programs with a focus on underserved communities. Responsibilities include providing day-to-day administrative management for the NYU TR as well as providing structural and intellectual leadership and oversight to the Department of Teaching and Learning’s Field Office, the regional team of Field Mentors, and the national team of NYU TR Residency Directors. This also includes managing staff, supporting continued professional development for all teams, and setting a program vision centered on equity, diversity, and innovation. The successful candidate will participate in applied research and present findings and key learnings from the residency programs in internal and external fora, including national conferences related to teacher education. In addition, the candidate will participate in faculty meetings and serve on department, school and/or university committees.

Qualifications: An earned doctorate in teacher education or a closely-related field, a strong record of leadership in educational administration, and a minimum of 5 years experience in K-12 settings with additional experience in higher education are required. The successful candidate will have a demonstrated ability to teach courses to undergraduate and graduate students in elementary and secondary teacher education programs. Demonstrated experience in technology-
enhanced teaching and curriculum design required. Evidence of the ability to engage with multiple stakeholders including partner schools, districts, networks, and community-based organizations is also required.

NYU Steinhardt: Our mission is to advance knowledge, creativity, and innovation at the crossroads of culture, education, and human development. We have award-winning faculty and alumni engaged in ground-breaking research and artistic creation, at the cutting edge of their professions. NYU Steinhardt’s Department of Teaching and Learning’s faculty are committed to educationally informed decision making in collaboration with local urban and global educational
partners.

NYU’s dynamic Global Network University includes NYU Abu Dhabi, NYU Shanghai, and international programs and academic centers around the world. NYU Steinhardt faculty may have the opportunity to engage in research and teaching at these global study and research sites.

NYU is an EOE/AA/Minorities/Females/Vet/Disabled/Sexual Orientation/Gender Identity Employer.

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Bilingual Case Worker

Posted by | December 12, 2019 |

DEPARTMENT:

Senior Services

 

PROGRAM:                

Grand Coalition of Senior’s    

 

REPORTS TO:             

Director of Grand Coalition of Seniors

 

SALARY:                     

$34,000 Annually

 

SCHEDULE:

Mon-Fri, 8am-4pm or 9am-5pm

 

LOCATION:                

New York, NY

 

DATE:

January 2020

 

JOB SUMMARY:

The Bilingual Case Worker/ Activities Coordinator will provide case assistance, case management, entitlement assistance and other social services and/or assistance. In addition it will coordinate and oversee  educational, recreational/socialization activities for Seniors  including Center activities, field trips and special events.

 

EDUCATION, EXPERIENCE, AND SKILL REQUIREMENTS:

  • Associate’s Degree required; Bachelor’s degree preferred in Human Services
  • At least two years of experience working with older adults/senior citizens
  • Bilingual in both English and Spanish (Written and Verbal)
  • Strong computer skills including Microsoft Word, Microsoft Excel
  • Strong organizational skills

 

ESSENTIAL DUTIES AND RESPONSIBILITIES:

  • Conduct interviews with clients for new intakes, assessments/reassessments and follow ups
  • Provide Information and referral, Case assistance, Entitlement Counseling, Supportive Contact, Immigrant Assistance  and Advocacy to participants
  • Assist participants in obtaining Benefits and entitlements including Medicaid, food stamps, SCRIE, home care referrals,  NYCHA and others
  • Maintain accurate written records of  all participants contacts and other needed written documentation  including   worker’s  log
  • Input data into STARS (DFTA database)
  • Coordinates and oversees educational and recreational activities for  Chinese speaking participants
  • Provides Telephone Reassurance and Home visits to Homebound clients
  • Participate in supervisory meeting with the Director of GCS
  • Keep up-to-date on current trends related to services available to seniors
  • Exhibit ability to work well within agency and engage appropriately with other employees
  • Accept other assignments, as appropriate, to meet the programmatic goals of Grand Coalition of Seniors
Comments Off on Chalkbeat 2020 Marketing & Engagement Internship

Chalkbeat 2020 Marketing & Engagement Internship

Posted by | December 12, 2019 |

Chalkbeat, the growing nonprofit news organization telling the story of education in America, is seeking motivated undergraduate or graduate students to serve as a summer marketing and engagement intern. 

In this role, you’ll conduct research to better understand our audience needs and opportunities while also developing and testing different ways to grow our audience. You’ll have an opportunity to collaborate with our reporting teams in seven cities — Chicago, Denver, Detroit, Indianapolis, Memphis, Newark, and New York City — and our national bureau, which reports on issues affecting schools across the country.

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

Who are you?

You’re energized by our mission and excited to help us build a news organization that reimagines daily newsgathering while upholding traditional journalistic values. You always know to put your user first, to think about their needs, and you want to help Chalkbeat build a larger and more engaged audience. 

Candidates should have:

  • Data analysis and user research experience.
  • A passion for and curiosity about education.
  • Strong written and verbal communication skills.
  • A solid understanding of different platforms across social, email, and web.

About Chalkbeat:

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

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Early Childhood Education Coach/Trainer

Posted by | November 22, 2019 |

The Lead Coach/Trainer will be responsible for mentoring training coaches and ensuring the overall quality of the early childhood education training programs at The Community Group.

Duties

  • Serve as the primary mentor and supervisor for training coaches.
  • Research topics for professional development; creating drafts of trainings, presentations and scripts;
  • Develop differentiated trainings tailored to specific Early Childhood Education programs.
  • Stay abreast of developments in adult education, instructional design tools etc;
  • Recommend topics and offer ideas for improving existing PD initiatives and implementing new ones; and
  • All other duties as assigned by your supervisor.

Qualifications

  • Bachelor’s degree in Early Childhood Education or related field is required;
  • Demonstrated experience as a program administrator and/or strong project management skills.
  • Strong interpersonal and  communication skills; and
  • Ability to build and sustain relationships within the community that result in effective professional development for adults and quality education for young children. 

The Community Group is fully committed to Equal Employment Opportunity and to attracting, retaining, developing and promoting the most qualified employees without regard to their race, gender, color, religion, sexual orientation, national origin, age, physical or mental disability, citizenship status, veteran status, or any other characteristic prohibited by federal, state or local law.  We are dedicated to providing a work environment free from discrimination and harassment, and where employees are treated with respect and dignity.

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Operations Manager

Posted by | November 22, 2019 |

Link children with the futures they deserve. Our intentionally small and community-focused independent charter school is seeking an Operations Manager. This individual would join our dedicated team of professionals who have been ‘linking’ academics, values, and community since 2005. Our community needs a team player to collaborate with and support staff, engage families and students, and support the day-to-day operations of Harlem Link.

 

Operations at Harlem Link

The Operations Manager is a year-round, full-time member of the Operations Team who reports directly to the Director of Operations and Human Resources. The goal of the Operations Team is to ensure that teachers and students have the environment, materials, and processes they need to be safe and successful, and ensure the physical space meets Link’s school culture, safety, and organizational goals. Operations should run smoothly and collaboratively across the Link campus.

 

Position Summary 

The Operations Manager serves as a thought partner for the Director of Operations and Human Resources in developing and executing ongoing school-wide systems. As a key member of the school-based Operations Team, this role is responsible for overseeing the maintenance of all operations-related systems, general office projects and ongoing facility issues. The Operations Manager serves as the primary point of escalation and on-the-ground facilities issues to the Link Leadership team and is responsible for ensuring building safety for all students and staff.

 

Outcomes and Responsibilities

 

Management of School Facilities

Outcome: The physical environment supports the work of each staff member and child, and is aligned with school vision, branding and communications language.

    • Manage physical checklists, lead regular facility walkthroughs and escalate issues as needed in coordination with Ops team and Custodial Engineer;
    • Support operational systems by providing staff members with a rapid and appropriate response when building- and custodial-related needs arise;  
    • Develop tracking and escalation system for punch-list items, and preventive maintenance cycles;
    • Schedule, organize, clean, and stock supplies for common areas on an ongoing basis;
    • Create and develop inventory systems for use across communal spaces;
    • Assist in negotiating all work order contracts to ensure alignment with monthly spending budgets;
    • Support ongoing renovations projects and furniture upgrades.
    • Maintain accurate signage that promotes school culture and emergency exit signage;
    • Support School Safety and Building Response Team needs

 

Ownership of Procurement and Requisition Systems

Outcome: The procurement lifecycle is comprehensive, consistent and transparent to the whole staff.

  • Support vendor selection and interviews
  • Managing account creation for regular school vendors and facilities partners
  • Lead purchase order management by Ops staff, including materials requisitioning and receiving, inventory management, and invoice reconciliation and payment;
  • Provide oversight for team-based purchases to ensure alignment with monthly spending budgets
  • Support strategic planning for order request systems and inventory management tools and trainings by regularly evaluating system efficacy.

 

General Operations and Communications

Outcome: Operations systems and resources support the school mission and serve the community.

  • Provide coverage for other Operations team members 
  • Greet and interact with visitors and school personnel in a professional and positive manner;
  • Maintain the cleanliness and professionalism of the school environment, running miscellaneous related errands as needed;
  • Perform other appropriate duties, as assigned.
  • Create and collaborate on all digital tracking and archiving projects
  • Support Director of Operations and Director of Finance in strategizing for any upcoming projects and systems; as necessary to the school environment.
  • Development of key stakeholder-facing communication (public calendar, Day At-A-Glance, etc.)

 

Qualifications

All candidates must have:

  • Bachelor’s degree or above 
  • At least 2 years of school-based Operations work
  • At least 3 years of project management or personnel management experience
  • Commitment to Harlem Link’s unique mission and vision
  • Familiarity with digital project management systems, such as Asana or Trello
  • Experience managing facilities requests, including tracking of work orders and relationship building with vendors
  • Proficiency in Microsoft Excel, Word, and Publisher, and Google Suite Programs (Drive, Sheets, Docs, etc.)

 

Ideal candidates have:

  • Mastery of database and digital project management systems
  • Fluency in Spanish and/or French
  • Aptitude in design/publication software (i.e InDesign, EMMA, Salesforce, Adobe Suite, etc.)
  • Entrepreneurial leadership qualities

 

Effective candidates are:

  • Highly-skilled collaborators with families, school staff, vendors, and community
  • Self-motivated learners who are outcomes-oriented and develop professional metrics of success
  • Creative thinkers who take a solutions approach to school and family challenges
  • Entrepreneurial learners in seeking feedback and professional growth
  • Hard-working professionals dedicated to doing whatever it takes so that the staff can do their best and support the success of our children, and to help build strong relationships with families.

 

Timeframe and Compensation

The Operations Manager is required to be on-site, Monday thru Friday, and reports to the Director of Operations & Human Resources. Some evening and weekend hours may be required with advanced notice.

 

This is a salaried position with a competitive pay range commensurate with experience. Benefits are provided in accordance with school policy.

 

Harlem Link is proud to be an equal opportunity employer.

Join Team Link! To apply, submit a resume and cover letter online at http://www.harlemlink.org/open-positions.html

 

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French Teacher

Posted by | November 21, 2019 |

We are seeking a French teacher teaching three classes of French 1 (9th graders) and two classes of French 2 (10th graders).  We are a small, close-knit IB school located in the beautiful Bathgate Educational Complex in the Claremont neighborhood in the Bronx.  We are looking for passionate educators who believe that a high-quality education is a key factor in working for social justice. We are NYC DOE school so either NYS license or substitute teaching license is required.  If you are interested in obtaining a substitute teaching license, you can find more information here: https://www.schools.nyc.gov/careers/teachers/substitute-teaching

Comments Off on EL Project Manager (NYC)

EL Project Manager (NYC)

Posted by | November 21, 2019 |

Teaching Lab seeks a full time EL Project Manager to join our Partnerships Team to lead high-quality, curriculum-aligned professional learning experiences for teachers and schools implementing EL Education’s K-8 ELA curriculum.

Reports to: Director of EL Partnerships

Travel Required: 20-40% NYC local client onsite work and some travel outside NYC

Compensation: Commensurate with experience 

 

Who We Are

Teaching Lab is a nonprofit organization with a mission to fundamentally shift the paradigm of teacher professional learning to achieve educational equity. We envision a world where teachers and students thrive together in communities that enable life-long learning and meaningful lives. In partnership with teachers, we transform professional learning from the ground up to dramatically improve student outcomes. We also work with school, district, and state leaders to create the instructional systems necessary to support these changes.

Our model is based on the best educational research and years of experience using exceptional instructional materials with teachers. Our team of experienced educators is committed to ensuring all students—especially students traditionally underserved by our school systems—meet the academic expectations necessary to succeed now and in the future. Our partners believe in the power of great teaching to inspire students at all levels to learn and grow. Together, we are building a nationwide movement for evidence-based teacher professional learning.

 

Our Model

The core of Teaching Lab’s work is a belief that stronger professional learning for teachers can radically improve student opportunities and equity. Research suggests that effective professional learning incorporates three critical components:

  • Core academic content embedded in exceptional instructional materials and aligned to research-based practices. Teachers deserve daily access to instructional practices based in research. Deep study of high-quality instructional materials allows teachers to grow their knowledge over time and spread that knowledge to their colleagues. We call this the “head” of professional learning.
  • Teacher-led communities that build both social capital and buy-in. Teachers deserve to feel motivated and supported by their peers to learn and grow. In teacher-led communities, educators are more likely to buy in to their own development and work collaboratively with their colleagues to improve instruction. We call this the “heart” of professional learning.
  • Structured and repeated cycles of learning in the classroom. Teachers deserve to learn from their efforts. Repeated cycles of learning afford teachers the time and space to reflect, incorporate new learning into practice, and verify changes to instruction using evidence of student learning. We call this the “habits” of professional learning. 

We integrate Head, Heart, and Habits through the creation of “Labs” in schools and districts:

  • A Lab is a group of teachers of the same subject working with students in the same or similar grade levels within a network of schools.
  • Labs are led by two or more Lab Leaders, who are experienced teachers and instructional coaches who support their colleagues’ development.
  • Labs center their work on curriculum-specific professional learning Content Modules created by Teaching Lab and vetted by experts.
  • Content Modules support repeated Cycles of learning that align with student-facing materials to drive teacher professional learning. Cycles last four to six weeks to allow for teachers to apply and evaluate new learning. Labs complete two to four Cycles each school year.

 

Summary of Position

Teaching Lab is seeking an EL Project Manager (NYC) to join our Partnerships Team to manage implementation of Teaching Lab’s EL partner  portfolio projects and lead high-quality, curriculum-aligned professional learning experiences for teachers and schools implementing EL Education’s K-8 ELA curriculum using our model for professional learning.

Specifically, the EL Project Manager will engage in five major workstreams:

  • Partnership development: Build and foster school and district relationships, ensuring that partners build institutional knowledge of research-based professional learning practices and the EL Education K-8 ELA curriculum in a way that supports independent implementation of Teaching Lab’s model over time.
  • Project management: Create and lead the execution of project plans that support the implementation of Teaching Lab’s professional learning sequence at each site. Ensure that all facilitators are prepared and scheduled in a timely manner, professional learning materials are contextualized for the partner and up to date. 
  • Facilitation: Effectively lead professional learning sessions for district leaders, school leaders, and teachers that deepen pedagogical content knowledge of the EL curriculum through Teaching Lab’s model for professional learning. Reflect on participant feedback and adjust support in response to partners’ needs.
  • Facilitator coaching & training:  Lead through a lens of racial equity to support and develop a cohort of 2-3 part-time facilitators as they provide on-site implementation of Teaching Lab’s work in each school, including support and coaching on facilitation skills, knowledge of the EL Education K-8 ELA curriculum, data collection, and partner investment. 
  • Collaboration: Engage in learning and community experiences, and team meetings with the Teaching Lab Community. Contribute to a culture of collaboration with external stakeholders like NYC schools, district leaders,  and professional learning organizations, to ensure success for our school system partners and the students they serve. 

As a rapidly growing nonprofit, we seek an entrepreneurial individual excited about launching and implementing groundbreaking partnerships in New York City.  This position has high potential for both large-scale impact and career growth.

Eligible candidates must have strong expertise in relationship and partnership development, leading professional learning, project management, the EL Education K-8 ELA curriculum, and the Common Core or similar College- and Career-Ready state standards. Ideal candidates will have the unique combination of intellectual curiosity and established skill in each of these areas.  Teaching Lab is a mission and values driven organization. We seek outstanding leaders who have demonstrated a commitment to education equity and racial equity.

 

Key Responsibilities & Workstreams

Partnership Development – To build & foster school and district relationships, the EL Project Manager will:

  • Engage with district and school leadership in partner school systems, including superintendents, curriculum and instruction experts, to build their knowledge of research-based professional learning practices, Teaching Lab’s professional learning model, and the EL Education K-8 ELA curriculum.
  • Build rapport quickly across internal and external stakeholders through a balance of empathy and  expertise.
  • Work with Teaching Lab’s Partnerships Team to identify and engage new and existing school system partners on scopes of work that drive towards impact and outcomes for teachers and students.
  • Gain a deep understanding of the district’s and school’s context in order to inform the scope and implementation of the work.
  • Effectively lead external and internal communications, including 1:1, small and large group settings, virtual meetings, and presentations. 

Project Management – To project manage scopes of work, the EL Project Manager will

  • Lead high-level project management across Teaching Lab’s portfolio of New York City’s EL Education K-8 ELA curriculum projects, including working with the Director of EL Partnerships to staff sites and create project plans to develop facilitators’ knowledge and skills.
  • Demonstrate strong organizational skills, time management, and workflow management while attending to the diverse needs of New York City partners. 

Facilitation – To effectively lead professional learning sessions, the EL Project Manager will:

  • Plan and lead on the ground professional learning for district leaders, school leaders, teacher leaders, and teachers aligned to the Teaching Lab’s model of professional learning.
  • Collect, reflect on, and apply data from participant feedback surveys to improve facilitation, relationships, and knowledge building at each site.

Facilitator Coaching and Training – To support and develop facilitators, the EL Project Manager will:

  • Train and coach a team of facilitators through a lens of racial equity, developing capacity for team members in this area.
  • Train facilitators on professional learning best practices, facilitation techniques, and Teaching Lab’s EL Education K-8 ELA Curriculum professional learning sequence.
  • Build a strong mission and values aligned team culture with facilitators in the NYC EL Education portfolio.
  • Lead reflection and feedback coaching sessions with facilitators.

Collaboration – To foster a culture of collaboration,  the EL Project Manager will:

  • Collaborate with the Director of EL Partnerships to adapt Teaching Lab’s EL-specific professional learning content and sequences to partners’ needs.  Maintain site-specific versions of content.   
  • Support Teaching Lab’s data collection and impact evaluation processes in conjunction with the Research and Learning team
  • Liaise with external stakeholders, including the NYC district and school leaders to ensure continued success of Teaching Lab’s work with NYC school systems.

 

Areas for Growth 

Teaching Lab is committed to practicing what we preach, which means that development of our team is a key organizational priority. As a community of learners, we support one another through thought partnership, direct assistance, and opportunities to expand our own knowledge. The EL Project Manager will have the following growth opportunities: 

  • Unparalleled networking and learning opportunities with Teaching Lab staff, board members, and experts in the field, including Student Achievement Partners, UnboundEd, NYC Department of Education, and others.
  • A peer community of other Project Managers focused on collaborating and supporting each other in their core areas of responsibility.
  • Internal cycles of inquiry on core topics that mirror our client-facing, external professional learning sequences.

 

Qualifications

We seek team members who bring relevant experience, knowledge, and skills, as well as a commitment to shared values and norms. Prospective EL Project Manager candidates should be able to demonstrate experience or background in the following categories:

Educational & Work Experience

  • Bachelor’s degree and minimum five years experience working in education
  • Minimum of 2 years teaching experience with K-8 students from traditionally underserved backgrounds with demonstrated evidence of impact
  • Experience coaching educators for 2-3 years (instructional coaching preferred)
  • Experience facilitating impactful professional learning for educators
  • Experience leading relationships with clients and stakeholders in an education context

Knowledge 

  • Deep knowledge and experience with Common Core or College- and Career-Ready ELA/Literacy standards
  • Deep understanding of the EL Education’s K-8 ELA  curriculum, including its design and component parts 

Skills

  • Exceptional interpersonal skills, able to demonstrate a capacity to build rapport quickly
  • Outstanding organizational skills
  • Superior critical thinking and creative problem-solving capabilities, including a self-starting entrepreneurial approach to difficult problems
  • Ability to form credible and lasting relationships with the facilitators, teachers, school leaders, and district leaders 
  • Compelling communication and influence skills

Values

  • Deep commitment to Teaching Lab’s organizational mission and Values, racial equity, and educational equity for traditionally underserved students 
  • Strong commitment to growth mindset for both adults and students, and a desire to work collaboratively to grow team skills and capabilities 
  • Belief in the power of relationships to drive collaboration
  • Relentless focus on results for traditionally underserved students, including a high bar for quality work

 

Working at Teaching Lab 

This position is eligible for work in New York City. This position will require travel around New York City with some travel outside of the city (20-40%) based on organizational needs and capacity and time of year. 

Salary for this position will be commensurate with experience. Teaching Lab offers a comprehensive benefits package, including organizational contribution of 100% of employee costs and 50% of dependent costs for health/dental/vision insurance, a 401(k) program with a 4% employer match and diverse investment options, monthly technology reimbursement, and generous time off and leave policies.

We are committed to building a sustainable organization. We love our work and want to be able to do it for years to come. This means that despite our relentless focus on impact and results for educators and students, we commit to maintaining a balance between work and other parts of our lives.

 

To Learn More About Teaching Lab 

Teaching Lab is an equal-opportunity employer committed to reflecting the diversity of the students we serve. We pursue equity as both a means and an end and enthusiastically welcome candidates of all backgrounds to apply for this role.

 

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Teachers for School Year Program

Posted by | October 31, 2019 |

Organization Summary: Prep for Prep is an education and leadership development program that creates ethical and effective leaders who reflect our diverse society. Prep identifies New York City’s most promising students of color, prepares them for success at the nation’s top independent schools throughout the Northeast, and supports their academic and personal growth through college graduation. Today, over 5,000 students and alumni in the Prep for Prep Community are leaders in every field imaginable.
The Opportunity: Prep for Prep seeks experienced teachers with strong academic backgrounds to help prepare our students for success in an independent school. Compensation $27-$42 per teaching period, based on applicable experience.
Classes meet on Wednesdays afternoons (4-6:30 pm) and Saturdays throughout the school year.
Openings:

Prep for Prep
: Openings in Science, and History
 
Requirements:
  • BA from a competitive college
  • Minimum of 3 years teaching experience at the middle school or high school level
  • Independent school experience a plus

 

Prep for Prep does not discriminate on the basis of race, color, religion, sexual orientation, or ethnic or national origin and is an equal opportunity employer.

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High School Special Education Manager

Posted by | October 31, 2019 |

SUMMARY:

The purpose of this position is to:
1. Ensure compliance with the Individuals with Disabilities Education Act (IDEA), Section 504 and Title II
of the Americans with Disabilities Act (ADA) with support from the New Visions Charter High Schools
Instructional Specialist for Special Education.
2. Provide guidance to New Visions school leaders, staff and counselors on effective implementation of
the supports outlined in a student’s Individualized Education Plan (IEP).
3. Provide support for special education students and their families.

ESSENTIAL JOB FUNCTIONS: Under the direction and oversight of the Associate Director of Clinical Support (ADCS), to carry out the following duties:

  • Compliance
    • Work with the school’s Committee on Special Education (CSE) to:
      • schedule all annual review meetings, triennial evaluations, reevaluations, and initials
      • complete all paperwork related to preparation for IEP meetings
        • this includes but is not limited to:
          • ensuring caseload managers secure general education teacher reports, related service provide reports, conduct student interviews, and draft IEPs in SESIS at least one week prior to the IEP meeting
          • ensure caseload managers mail all relevant IEP documents to families at least one week prior to the meeting
        • secure and manage all necessary related services
          • this includes but is not limited to:
            • following the New Visions guidelines for working with the CSE to secure related service providers
            • coordinating and tracking receipt of transmittals and Related Service Authorizations (RSA)
          • develop Functional Behavior Assessments (FBA) and Behavior Intervention Plans (BIP), as needed
          • conduct Manifestation Review Determinations (MDR), as needed
        • Under the direction of the ADCS, work with school leaders to:
          • ensure the school’s compliance with IDEA, Section 504 and Title II of ADA
            • this includes but is not limited to:
              • ensuring the student’s programs and supports are in alignment with the student’s IEP
              • testing accommodations are prepared prior to all administration of in-school, state and national exams for students with an IEP or Section 504
              • disseminating all students’ IEPs and Section 504s and providing guidance on effective implementation of the supports outlined in the IEP, before students enter school in August,
              • developing a schedule for students to receive related services during the school day that minimizes missing core content instruction
              • tracking all New Visions service providers and outside agency providers to ensure they call in to the Interactive Voice Response System (IVR) to record First Attend dates, track attendance, and provide updates on annual goals for each report card period and for IEP meetings
          • provide data to the ADCS to prepare special education detail for Per Pupil Billing six times a year; report should be prepared one week prior to the Per Pupil Billing deadline
          • determine state and national exam deadlines for testing accommodations and work with caseload managers to prepare all necessary documentation to submit applications for accommodations in accordance with a student’s IEP or Section 504
          • manage and update hard and soft data related to IEPs, Section 504s, Related Services, IEP meetings and accommodations on a weekly basis
          • monitor discipline and academic data for students with disabilities on a weekly basis
          • carry out a coordinated set of transition activities for students with disabilities; this includes transition from grades 8 – 9 by September and transition from grades 9 to post-secondary
            • this includes but is not limited to:
              • conducting diagnostic testing on literacy levels before September
              • working with ACCES-VR during grades 11 and 12 to support post-secondary planning
              • working with SYEP coordinator to prepare student applications for Transition Coordinator Center (TCC) by April of each year
              • working with the DSO to complete a school application to become an eligible TOP (Training Opportunities Program) site
              • coordinating student TOP application submissions and acceptance process
        •  Work with New Visions general education and special education staff and counselors to:
          •  prepare IEP annual goal progress reports to be mailed at each report card period and complete annual goal progress updates in SESIS at the same time reports are mailed
          •  conduct FBA to aid in the creation of BIP, as needed
            •  this includes but is not limited to:
              • conducting teacher interviews, student interviews and doing a minimum of three Antecedent Behavior Consequence (ABC) Observations
              • developing a list of recommended intervention strategies and replacement behaviors for the development of the BIP
              • disseminate and coach staff and counselors on effective implementation of the BIP no later than one week after the creation of the BIP
            •  implement a coordinated set of transition activities for students with disabilities; this includes transition from grades 8 – 9 by September and transition from grade 9 to post-secondary
              • monitor the quality of IEPs written by New Visions staff
              • participate in special education department meetings with the Lead Teacher for Special Education
  • Advocacy
    • Communicate with families to:
      • prepare reevaluation requests and initial requests for CSE, as needed
      • provide IEP annual goal progress reports at each report card period
      • communicate student progress and concerns, as needed
      • provide informational workshops on school supports and transition needs; this includes transition from grades 8 – 9 by September and transition from grade 9 to post-secondary
      • collect necessary documentation for transition support; this includes but is not limited to Level I and II Vocational Assessments, as well as all paperwork needed to complete SYEP applications, TOP applications, and ACCES-VR applications

Supervisory Reports: None

Interacts with: Principal, APs, Special Education Teachers, NVCHS Instructional Specialist for SPED

Required Education, Certifications and Experience:

  • BA
  • At least 1-3 years of teaching experience
  • NYS Teaching Certification in Special Education (or in process of reciprocity)

Desired Education, Certifications and Experience (if applicable):

  • Masters (Preferred)
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Assistant Teacher

Posted by | October 31, 2019 |

Hamilton-Madison House’s Early Childhood Services is seeking an Assistant Teacher (AT) for our Early Childhood Program, which serves children between the ages of 3-5 years.  We are seeking a warm, responsible, dedicated teacher, sensitive to the needs of young children and their families and able to work well with others.  The AT works hand in hand with the Group Teacher creating and implementing a developmentally-appropriate curriculum that meets the needs and interests of a given group of children.  The AT assists in the proper supervision of a given group of children at all times.  The position reports to the Site Education Director

 

Minimum Qualifications:

 

  • High School Diploma plus CDA credential or AA in Early Childhood Education with one year teaching experience with children 2-5 years of age
  • Bilingual English/Chinese preferred
  • An ability to work positively and patiently with children, parents and staff
  • Proficient in MS Office and other industry related technologies

 

Responsibilities include but is not limited to:

 

  • Work within the framework of the sponsoring agency of the child care center and carry out its functions, policies and procedures

 

INTERACTION BETWEEN FACULTY AND CHILDREN

 

  • Interact frequently, affectionately and respectfully with all children every day.  This includes: smiling and comforting children.  When in close proximity to children, speaking in a calm, friendly, soft and courteous manner
  • Be available and responsive to children’s needs, questions and requests
  • Encourage and model social behavior and expectations that are developmentally appropriate
  • Intervene in play in order to maintain safety
  • Communicate directly with each child at the child’s level

 

PHYSICAL ENVIRONMENT, HEALTH, SAFETY AND NUTRITION

 

  • Supervises given group of children at all times
  • Maintain accurate attendance records
  • Complete appropriate paperwork (accident reports, allergy lists, etc.)
  • Maintain a clean and safe environment for children at all times. Encourages respect for classroom materials and notifies supervisor in advance when supplies are needed
  • Arrange the space in clearly defined, well-organized centers to promote optimal program functioning
  • Organize a variety of materials and equipment as to encourage maximum constructive use
  • Understands the responsibilities as a mandated reporter

 

PHYSICAL DEMANDS

 

  • Work is primarily performed in the center environment which is a dynamic place with a high level of physical activity
  • Must be able to stand for a majority of the day, bend to be at a child’s eye level, perform all activities with the children such as running, dancing, walking, jumping, etc., move from a seated position to a standing position promptly to respond to emergency situations
  • Must possess acceptable hearing and visual capabilities in order to monitor the environment and children’s wellbeing

 

CURRICULUM

 

  • Assists the Group Teacher in creating and implementing a rich and developmentally-appropriate curriculum based upon the needs and interests of the students, with a focus on intellectual, social, emotional and physical growth
  • Assist the Group Teacher in planning and implementing child-oriented, self-initiated activities while limiting large group, faculty-initiated activities
  • Provide more than one option for group activity and maintain flexibility in changing planned activities, according to children’s interests
  • Create documentation of children’s accomplishments through anecdotal notes, work sampling and/or portfolios
  • Plan the use of community resources to enrich the educational content of the children’s program
  • In a timely fashion, assist the Group Teacher in completing all documentation, including, but not limited to, weekly lesson plans, anecdotal notes, checkpoints, home visit forms, parent-teacher conference forms
  • Take into consideration the individual needs of children and differentiate instruction to meet their needs
  • Provide a variety of developmentally appropriate materials and activities that foster social skills, encourage children to think, problem solve, question and experiment
  • Foster positive self-concept development by supporting individuality, independence, and the ability to make choices
  • Encourage creative expression that in individualized

 

FACULTY/PARENT INTERACTIONS

 

  • Acknowledge parents and all classroom visitors
  • Demonstrate a friendly, courteous and accommodating demeanor at all times
  • Respond to parents’ comments and concerns with sensitivity, interest, and respect while maintaining confidentiality

 

TEAMWORK

 

  • Keep the supervisors informed of any necessary information regarding the care and safety of children
  • Establish and maintain a relationship built on trust, cooperation and respect with co-workers
  • Offer and share ideas and materials with co-workers
  • Communicate directly, work to resolve conflicts quickly and avoid gossip

 

PROFESSIONALISM

 

  • Attend and participate in all staff meetings, center events, and parent/teacher meetings
  • Demonstrate flexibility in assignment and work hours
  • Be receptive to feedback and willing to change practices to best serve children
  • Maintain confidentiality about issues concerning other faculty members, children and families
  • Demonstrate knowledge of ages and stages of development
  • Ensure continuity of care for children by reporting to work on tie and maintaining consistent attendance
  • Continue professional growth by attending courses, asking for feedback and reading professional literature
  • Check HMH email daily as well as staff mailboxes weekly

 

Compensation:                 Commensurate with qualifications and experience

Hours:                                   35 hours per week, Monday to Friday

 

Hamilton-Madison House is an Equal Opportunity Employer

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Staff Accountant

Posted by | October 25, 2019 |

Chalkbeat, the growing nonprofit news organization covering public education in America, is seeking a staff accountant to assist with Chalkbeat’s day-to-day financial operations in accordance with standard accounting procedures. The staff accountant will support ongoing grants administration in a nonprofit environment, in addition to general accounting responsibilities. The staff accountant reports directly to Chalkbeat’s director of finance.

Key responsibilities for this role include:

  • Coordinate grant tracking activities, including tracking spending against grant awards and preparing grant reports
  • Process accounting transactions in accordance with GAAP and Chalkbeat accounting policies and procedures
  • Assist with general accounting functions such as setting up new vendors, depositing cash receipts and setting up new grants
  • Maintain electronic filing system for accounting backup documentation
  • Maintain financial tracking systems
  • Act as the expert expense reporting system superuser and train staff on how to report expenses incurred on behalf of Chalkbeat
  • Prepare and record standard and ad hoc journal entries using Intacct
  • Reconcile balance sheet accounts
  • Prepare monthly financial statement variance analysis
  • Prepare quarterly financial summaries for team leads
  • Track in-kind donations and pro bono services and record value in Intacct
  • Coordinate annual audit process and tax preparation
  • Coordinate annual budget construction and related ad hoc analysis
  • Assist team leads in understanding their budgets and actual spending
  • Coordinate updates to finance policies and procedures documentation and the team desk guide
  • Backup junior staff accountant functions as needed

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

  • Bachelor’s degree in accounting
  • Three to five years of accounting experience required
  • Non-profit accounting experience preferred; ideally experience at an organization with multiple sites or cost centers
  • Knowledge of Intacct (a plus) or other accounting software (a must)
  • Demonstrated proficiency in Microsoft Excel
  • Demonstrated knowledge of financial reporting and audit support
  • Superior attention to detail, with excellent analytical skills
  • Ability to follow policies and procedures
  • Interpersonal skills for building relationships with key internal and external stakeholders
  • Comfort working in a virtual environment, commitment to maintaining efficient, effective systems for a growing organization, and a view of finance as a positive support to our mission, not a bureaucratic obstacle to serving the needs of our team.

Bonus points if you’ve got:

  • Master’s degree and/or CPA license
  • Prior supervisory experience a plus
  • Passion for our mission a plus

The position will be based at our New York office, conveniently located near Penn Station.

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

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

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Head Teacher

Posted by | October 25, 2019 |

Hamilton-Madison House’s Early Childhood Services department is seeking Head Teacher (HT) in our Early Childhood Program which serves children between the ages of 3-5 years.

 

We are seeking a warm, responsible, dedicated teacher, sensitive to the needs of young children and their families and able to work well with others. The HT sets the tone for the class, creating and implementing a developmentally-appropriate curriculum that meets the needs and interests of a given group of children.  The HT also ensures that all paperwork is completed in a thorough and timely manner and that all health and safety regulations are observed.  This position reports to the Education Director.

 

Minimum Qualifications:

 

  • BA in Early Childhood Education or related field and NYS Education Department Early Childhood Certification.
  • Certified with MA in Early Childhood Education or in a program which will guarantee permanent certification at its completion preferred
  • Ability to work positively and patiently with children, parents and staff
  • Possess good computer skills
  • Bilingual English/Chinese (Mandarin) a plus

 

Responsibilities:

 

Work within the framework of the sponsoring agency of the child care center and carry out its functions, policies, and procedures

 

INTERACTION BETWEEN FACULTY AND CHILDREN

  • Interact frequently, affectionately and respectfully with all children every day
    • This includes: smiling and comforting children
    • When in close proximity to children, speaking in a calm, friendly, soft and courteous manner.
  •  Be available and responsive to children’s needs, questions and requests
  •  Encourage and model social behavior and expectations that are developmentally appropriate
  •  Intervene in play in order to maintain safety
  •  Communicate directly with each child at the child’s level

 

PHYSICAL ENVIRONMENT, HEALTH, SAFETY, AND NUTRITION

  •  Supervises given group of children at all times
  •  Maintain accurate attendance records
  •  Complete appropriate paperwork (accident reports, allergy lists, etc.).
  •  Maintain a clean and safe environment for children at all times.  Encourages respect for classroom materials and notifies supervisor in advance when supplies are needed
  •  Arrange the space in clearly defined, well-organized centers to promote optimal program functioning
  •  Organize a variety of materials and equipment as to encourage maximum constructive use
  •  Understands the responsibilities as a mandated reporter

PHYSICAL DEMANDS: Work is primarily performed in the center environment which is a dynamic place with a high level of physical activity.

  •  Must be able to
    • stand for a majority of the day
    • bend to be at a child’s eye level
    • perform all activities with the children including; running, dancing, walking, jumping, etc.
    • move from a seated position to a standing position promptly to respond to emergency situations
  •  Must possess acceptable hearing and visual capabilities in order to monitor the environment and children’s well-being.

 

CURRICULUM

  •  Create and implement a rich and developmentally appropriate curriculum based upon the needs and interests of the students, with a focus on intellectual, social, emotional and physical growth
  •  Plan and implement child-oriented, self-initiated activities while limiting large group, faculty-initiated activities
  •  Provide more than one option for group activity and maintain flexibility in changing planned activities, according to children’s interests
  •  Assess the skills, abilities, interests and needs of children consistently throughout the year
  •  Create documentation of children’s accomplishments through anecdotal notes, work sampling and/or portfolios
  •  Plan the use of community resources to enrich the educational content of the program
  •  In a timely fashion complete all documentation, including, but not limited to, weekly lesson plans, anecdotal notes, checkpoints, home visit forms, parent-teacher conference forms
  •  Take into consideration the individual needs of children and differentiate instruction to meet student needs
  •  Design an environment that responds to the children’s individual developmental levels, physical needs and interests
  •  Provide a variety of developmentally appropriate materials and activities that foster social skills, encourage children to think, problem solve, question and experiment
  •  Foster positive self-concept development by supporting individuality, independence, and the ability to make choices
  •  Encourage creative expression that is individualized
  •  Plan a daily schedule that provides a balance of activities: quiet/active, indoor/outdoor, fine/gross motor, etc.

 

FACULTY/PARENT INTERACTIONS

  •  Acknowledge parents and all classroom visitors
  •  Demonstrate a friendly, courteous and accommodating demeanor at all times
  •  Respond to parents’ comments and concerns with sensitivity, interest, and respect while maintaining confidentiality
  •  Invite input from parents concerning their child’s development and care
  •  For Parent Teacher Conferences, prepare detailed notes concerning each child’s development keeping in mind the family’s concerns and former input

 

TEAMWORK

  •  Keep the supervisors informed of any necessary information regarding the care and safety of children
  •  Establish and maintain a relationship built on trust, cooperation and respect with co-workers
  •  Promote the professional growth of classroom associates through regularly scheduled individual meetings where the associate’s performance is based on daily observations as well as applications of new skills acquired through training and experience
  •  Establish and maintain collaborative relationships with other community service providers working with children
  •  Offer and share ideas and materials with co-workers
  •  Communicate directly, work to resolve conflicts quickly

 

PROFESSIONALISM

  •  Attend and participate in all staff meetings, center events, and parent/teacher meetings
  •  Demonstrate flexibility in assignment and work hours
  •  Be receptive to feedback and willing to change practices to best serve children
  •  Maintain confidentiality about issues concerning other faculty members, children and families
  •  Demonstrate knowledge of ages and stages of development
  •  Ensure continuity of care for children by reporting to work on time and maintaining consistent attendance
  •  Continue professional growth by attending courses, asking for feedback, and reading professional literature
  •  Check HMH email daily as well as staff mailboxes weekly

 

LEADERSHIP

  •  Collaborate with team in developing an action plan to implement classroom goals and a quality program
  •  Model exemplary behavior with children, parents, and co-workers and give direction as needed to less-experienced faculty, including substitute teachers and volunteers
  •  Orient new team members to classroom routines, curriculum practices, and parent communication
  •  Observe children for signs of learning differences or emotional problems and take appropriate action

 

Hours:                          Monday to Friday, 35 hours per week

Hamilton-Madison House is an Equal Opportunity Employer

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Special Education Teacher

Posted by | October 24, 2019 |

SUMMARY: The purpose of this position is to:

  • Provide instructional supports and accommodations for students with disabilities
  • Write and monitor Individualized Education Plans (IEPs) in compliance with the Individuals with Disabilities Education Act (IDEA), Rehabilitation Act of 1978, and Title II of the Americans with Disabilities Act (ADA) with support from the Special Education Coordinator.
  • Communicate regularly with Committee on Special Education (CSE) in your district and families of students with disabilities.

ESSENTIAL JOB FUNCTIONS:

  • Compliance
  • Work with the school’s Special Education Coordinator:
  • Schedule all IEP annual review meetings, triennial evaluations, reevaluations, and initials
  • Manage all paperwork related to preparation for IEP meetings
  • This includes but is not limited to:
  • Securing general education teacher reports, related service provide reports, conduct student interviews, and draft IEPs in SESIS at least one week prior to the IEP meeting
  • Ensure all paperwork is sent to the CSE and families at least one week prior to the meeting * Track IEP annual goal progress
  • This includes but is not limited to:
  • Working with general education teachers to develop progress monitoring systems in co-taught classes
  • Providing families and students progress reports towards IEP annual goals at least once per trimester * Develop Functional Behavior Assessments (FBA) and Behavior Intervention Plans (BIP), as needed
  • This includes but is not limited to:
  • Conducting teacher interviews, student interviews and doing a minimum of three Antecedent Behavior Consequence (ABC) Observations
  • Developing a list of recommended intervention strategies and replacement behaviors for the development of the BIP
  • Disseminate and coach staff and counselors on effective implementation of the BIP no later than one week after the creation of the BIP * Contribute to Manifestation Review Determinations (MDR), as needed
  • Instruction
  • Work with general education teachers to:
  • Co-plan daily lesson plans that align the classroom instruction to the student’s IEP by utilizing principles of universal design, differentiation, and individualization strategies
  • Ensure students receive mandated accommodations on all in-class and state assessments
  • Advocacy
  • Communicate with families to:
  • Ensure guardians understand their rights and their students’ rights in accordance with IDEA
  • Ensure student needs (i.e. emotional, mental, or physical) are communicated to the teachers and help teachers understand when and how a student’s struggles may be related to their disability
  • Provide informational workshops on school supports and transition needs; this includes transition from grades 8 – 9, summer youth employment opportunities program (SYEP) through the Transition Coordination Center (TCC), and transition from grade 9 to post-secondary
  • Collect necessary documentation for transition support; this includes but is not limited to Level I and II Vocational Assessments, as well as all paperwork needed to complete SYEP applications, TOP applications, and ACCES-VR applications

Interacts with: Principal, APs, Special Education Teachers, NVCHS Instructional Specialist for SPED

Who is a New Visions Teacher?

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 and the opportunity to be part of a passionate team of colleagues. If you have the following qualities, credentials and experience, please consider joining our team:

  • NYS Teaching Certification in Special Education (or in process of reciprocity)
  • At least a Bachelor’s degree, Master’s preferred

New Visions for Public Schools is an equal opportunity employer.

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Director of Institutional Advancement

Posted by | October 24, 2019 |

The Urban Assembly seeks an experienced and mission-driven advancement professional to join our executive team. This position will lead development and communications initiatives at an exciting time in the organization’s history that includes: 

  • Growth in New York thanks to strong strategic partnerships with the NYC mayoral administration and Department of Education 
  • National replication of the Urban Assembly model 
  • New Board members and a new Board leadership team 
  • A strategic initiative to elevate the voices of students to advance equity in public education

 

ABOUT THE URBAN ASSEMBLY 

The Urban Assembly The Urban Assembly (UA) is a non-profit organization providing leadership and programmatic support to unique, small public secondary schools throughout NYC. Our mission is to advance social and economic mobility by improving public education. UA schools are open to all students, and the UA prepares students for success in the 21st century economy through programming in academics, social emotional learning, college access, career readiness, and leadership. 

The UA’s Commitment to Equity The UA values the uniqueness that each student brings into our schools, and our work honors the various social and cultural contexts from which they come. We acknowledge the barriers created by education systems – of which we are a part – to perpetuate the social inequities that keep Black and Latinx students from accessing postsecondary and career opportunities. Starting with our own practice, we commit to dismantling these barriers. 

JOB SUMMARY: 

The Director of Institutional Advancement will provide leadership, strategic direction and management for all Urban Assembly fundraising, communication, and branding efforts. The Director will create and build upon fundraising strategies that increase the organization’s support from individuals andcorporations while maintaining its strong support from private foundations and government sources. As the Urban Assembly is beginning to serve students beyond NYC, the Director will also be charged to expand support from national foundations. This position reports to the CEO and oversees two advancement managers. 

Responsibilities 

  • Develop an annual fundraising plan and lead a process to support growth in donations from local and national foundations, corporations, individuals, and government entities 
  • Work with the CEO and the board to cultivate and manage relationships with renewing and new donors, with focus on expanding and diversifying the donor roster and ensuring donors’ alignment with the UA’s commitment to racial equity 
  • Work with the whole UA team to build the board, with particular focus on rising talent with experience advancing racial equity and education reform 
  • Develop and maintain systems to cultivate all of the UA’s external constituents through personal outreach, invitations, school visits, special events, publications and correspondence 
  • Secure and steward government funding, including a multi-year NYC Department of Education contract as well as other city, state and federal opportunities 
  • Supervise a team of two advancement managers 
  • Establish and maintain relationships with program officers and representatives of current foundation and corporate supporters; support and participate in writing major grant proposals 
  • Identify, cultivate and solicit individuals in support of Urban Assembly’s mission and maintain relationships with a roster of major donors 
  • Oversee production of semi-annual benefit, as well as other fundraising and cultivation events 
  • With the Urban Assembly’s leadership team and board, contribute to decision-making regarding organizational strategy and organization sustainability 
  • Work closely with Urban Assembly’s executive team, board development committee, development department and school support teams to implement strategic marketing and communication initiatives 
  • Nurture and facilitate board relationships in order to support board effectiveness in their fundraising responsibilities. 
  • Oversee efforts to build and amplify the UA brand among the UA’s various constituencies 

Qualifications 

  • Demonstrated track record of securing resources for investment in Black and Latinx communities 
  • Experience presenting asset-based narratives about Black and Latinx students 
  • Major individual donor, foundation and events experience of five years or more 
  • Success at meeting ambitious revenue goals 
  • Proven track record in the solicitation of gifts $25,000 and above 
  • Exceptional oral and written communication skills 
  • Excellent organizational skills and attention to detail 
  • Demonstrated relationship management skills 
  • Proven experience managing staff 
  • Commitment to internal collaboration 
  • Experience navigating the grant-making process of local and national foundations
  • Marketing & Communications experience preferred
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Talent & Recruitment Assistant

Posted by | October 24, 2019 |

Chalkbeat, the growing nonprofit news organization covering public education in America, is seeking a talent & recruitment assistant to support our efforts to hire, support and retain top talent.  

We’re looking for someone who is excited to grow their skills in talent and HR operations and can work on tasks big and small to support our growing team. Our ideal candidate views recruitment and talent support from a customer service perspective and as a vital contribution to the organization’s mission.

You’ll join a supportive and tightly-knit operations team responsible for talent, finance, and systems development, and you’ll interact regularly with our newsroom, product, and development teams as part of our vibrant remote culture. 

The key responsibilities for this role include:

Talent management support

  • Posting jobs and screening applications
  • Scheduling interviews and serving as a point of contact for candidates throughout the hiring process
  • Managing our applicant tracking software and other talent-related systems
  • Supporting new employee onboarding
  • Providing logistics support for recruitment events

Special projects 

  • Supporting the launch of new recruitment and talent initiatives, including projects focused on Diversity, Equity, and Inclusion
  • Supporting special projects for the talent and/or operations teams as needed

General administrative support 

  • Scheduling and supporting a variety of team meetings ranging from our all-team retreat to weekly talent and operations meetings 
  • Researching and booking cost-effective and efficient travel
  • Supporting our common documentation and resource sharing systems

This position will report to Chalkbeat’s Director of Operations and will also support a new Chief People Officer role. 

Job Requirements:

  • Great task management skills and problem-solving ability
  • Strong organizational skills with superior attention to detail
  • Strong customer service mindset
  • Ability to use discretion when communicating about sensitive topics
  • Ability to build trusting relationships with Chalkbeat’s diverse team
  • Flexible and comfortable in a work environment where multitasking is the norm, the pace is fast, and priorities will evolve
  • Proficient with office software and comfortable learning new technology systems
  • At least 1-2 years of relevant work experience (e.g. nonprofit operations, human resources, executive support)
  • Strong verbal and written communication skills

The position will be based at our New York office, conveniently located near Penn Station.

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

About Chalkbeat:

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

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Social Media Strategist

Posted by | October 18, 2019 |

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

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

Who are you?

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

What background and skills do you have?

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

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

What will you be responsible for?

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

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

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

About Chalkbeat:

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

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Teach High School STEM in Brooklyn!

Posted by | October 14, 2019 |

About Us

New Visions for Public Schools was founded in 1989 and is dedicated to ensuring that all New York City public school students, regardless of race or economic class, have access to a high-quality education that prepares them for the rigors of college and the workforce. New Visions has been a driving force behind some of the most significant reforms to public education in New York City, including pioneering the model of small high schools in New York City and creating nearly 150 new small schools; producing free open-source curriculum used by thousands of teachers in New York State and across the country; and launching a nationally-recognized Urban Teacher Residency program to train new teachers. 

New Visions currently supports nearly 350 schools citywide with school management tools, instructional resources and coaching, and more. This includes 10 charter high schools in Brooklyn, the Bronx, and Queens; and 70 district high schools in all five boroughs that are part of our Affinity network. In 2017-18, graduation rates in our Charter and Affinity networks reached an all-time high of 84.5 percent (an increase of nearly 10 percentage points in the past five years) and college readiness rates reached 55.8 percent, surpassing 50 percent for the first time (an increase of nearly 25 percentage points in the past five years). 

 

Advantages of Teaching at a New Visions School Include:

  • Emphasis on knowledge sharing practices, frequent trainings 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

New Visions equips teachers with the data tools they need to succeed. 

Position Summary

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 and the opportunity to be part of a passionate team of colleagues. If you have the following qualities, credentials and experience, please consider joining our team.

Qualifications

Successful New Visions teaching candidates will:

  • Approach learning via a growth mindset
  • Be reflective, seek feedback, learn from those around them, and effectively apply feedback
  • Make informed decisions, based on evidence and data, about their lesson planning
  • Demonstrate strong content knowledge and be familiar with the Common Core State Standards
  • Have a proven track record for planning lessons with clear learning objectives and a means for assessing whether those objectives have been met
  • Have a proven track record for engaging students in their own learning
  • Have strong organizational and communication skills
  • Have demonstrated success in tailoring instruction to the needs of diverse learners
  • Be committed to serving all students and respect children from all backgrounds
  • Demonstrate an ability to work collaboratively with others to achieve common goals

Additionally, candidates must have at least a Bachelor’s degree, hold valid New York State certification*, and must be cleared for employment by fingerprint-supported background checks.  We are committed to diversity in our hiring and employment practices, and encourage all qualified candidates to apply.

*There are limited opportunities for qualified teachers who do not possess a NY State certification to work in one of our Charter High Schools.

Apply today at:

https://www.newvisions.org/pages/Teaching-Careers

New Visions for Public Schools is an equal opportunity employer.  

New Visions Charter High School for the Humanities III is looking for teachers certified in Grades 7 through 12 in the following subject areas:

  • Biology
  • Earth Science
  • Mathematics
  • Special Education

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Chalkbeat 2020 Reporting Internships

Posted by | October 8, 2019 |

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

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

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

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

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

Who are you?

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

Candidates should have:

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

About Chalkbeat:

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

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Senior Director, AdvocateNYC

Posted by | October 4, 2019 |

Organization Summary: United Way of New York City (UWNYC) is a nonprofit mobilizing people and organizations to eradicate barriers and create opportunities that improve the lives of low-income New Yorkers. Part of the United Way Worldwide system, one of the world’s most recognized charitable brands, we envision caring communities in which all individuals and families have access to quality education and the opportunity to lead healthy and financially secure lives.  We strive to model our values in all our relationships, both internal and external: Collaboration, Compassion, Integrity, Accountability, and Superior Performance.

 

Position Description: UWNYC’s Senior Director of AdvocateNYC works to advance the organization’s mission through policy and systems change efforts, using a variety of methods including coalition building, advocacy, thought leadership, research, and public awareness campaigns among our diverse network and partners. UWNYC’s central belief is that the number of New Yorkers living below the standard of self-sufficiency is unacceptable and it is the collective responsibility of government, nonprofits, philanthropy, and business to make meaningful changes to help the 40% households currently living below the standard achieve greater self-sufficiency. The main strategic objective of AdvocateNYC is to educate and mobilize networks of individuals and organizations to drive policy and systems change that will advance self-sufficiency for low-income New Yorkers.

 

AdvocateNYC is an emerging unit and UWNYC will look to the Senior Director to establish key strategies and objectives as well as metrics, impact goals, and organizational structures to enhance cross-functional collaboration around advocacy initiatives. This unit is essentially in “startup” mode and requires an entrepreneurial individual who is comfortable and inspired by building a new unit. The Senior Director will work closely with our network of corporate, philanthropic, community-based partners, and policymakers to identify systemic problems and solutions as well as influence policy and systems change that positively impact all New Yorkers. With support of another member of the AdvocateNYC team, the Senior Director is responsible for producing annual advocacy agendas, research reports, expert testimony, informational briefings, advocacy actions as well as leading and supporting coalition building to identify challenges, design solutions, deploy resources and data, and drive policy and systems change. The Senior Director will also lead and support advocacy networks and coalitions with the infrastructure, relationship building, resource sharing, collaboration and organizing that is crucial to developing a broad-based network of support and action. The Senior Director will align internal stakeholders around advocacy initiatives and contribute to grant proposals and reports to secure resources for the work.

 

 

Job Responsibilities:

 

Strategic Leadership & Teambuilding:

  • Lead and develop the vision and goals for the unit, manage AdvocateNYC staff and external consultants.
  • As a senior leader at the organization, help shape and contribute to strategic decision making.
  • Set annual strategic objectives, track progress against goals and evaluate the impact of AdvocateNYC and provide solutions to areas that require improvement.
  • Collaborate with Marketing & Communication department to develop and implement a communications strategy for policy and advocacy priorities and strategies.
  • Work with Resource Development to increase corporate, donor and affinity group engagement as advocates for UWNYC policy and systems change efforts.
  • Work with Resource Development to identify and support fundraising opportunities to sustain and grow AdvocateNYC, including drafting grant proposals.

 

Public Policy/Government Relations:

  • Develop and implement an annual public policy agenda that supports UWNYC’s strategic plan.
  • Present UWNYC’s public policy agenda to wide variety of audiences, including government officials at all levels, community-based organizations, funders, businesses and UWNYC staff, donors and volunteers.
  • Consistently meet with and maintain communications with elected and appointed officials and develop feedback loops to engage UWNYC colleagues in these efforts.
  • Position UWNYC as a credible, trusted, nonpartisan source of information for policy makers.
  • Lead the AdvocateNYC team in the publishing of short policy reports, blog posts, presentations and outreach materials, and other materials related to UWNYC’s policy and systems changes efforts.
  • Document UWNYC’s policy change successes and lessons learned to inform citywide practice.
  • Identify and research key local, state and national policy issues and develop associated strategies.

 

Network/Coalition Building:

  • Encourage and initiate collaboration between UWNYC, CBO partners, businesses and other advocacy groups sharing similar advocacy goals and objectives including to convene stakeholders and working groups.
  • Prepare position papers, conduct research, and provide public testimony for UWNYC’s priorities.
  • Build understanding and comfort with UWNYC’s advocacy efforts among corporate partners.
  • Build the capacity of UWNYC network partners and allies to advance UWNYC’s policy priorities through education and skills-building workshops.
  • Collaborate with other stakeholders to support and publish research to advance policy priorities.

Skills, Knowledge and Experience:

  • Position requires a master’s degree in political science, public policy or other related field preferable; five to seven years of related public policy experience or equivalent of education and experience.
  • Research and applied subject matter expertise in one or more of the following required: birth – 12 improved education outcomes, economic stability and benefits access, hunger, workforce development and similar expertise in US-based public policy.
  • Understanding of public policy framework, legislative and budget processes at the City level.
  • Working knowledge reading, writing, and analyzing legislation and city budget preferable.
  • Demonstrated experience in policy analysis, research and producing effective written communications.
  • Experience with large, multi-organization coalitions and democratic consensus-building process preferable.
  • Experience with corporate sector and comfort mobilizing business to action preferable.
  • Strong verbal and written communications with exceptional attention to detail.
  • Recognition of importance of interdepartmental coordination and communication.
  • Highly developed interpersonal and communication skills and strong ability to build partnerships and establish a leading voice on coalitions.
  • Staff and consultant management experience is a plus.
  • Ability to both work independently and be a team player.
  • Ability to handle multiple projects and quickly “change gears” as needed.

UWNYC Competencies

  • Business Acumen & Strategic Direction
  • Relationship Oriented
  • Collaboration
  • Critical Thinking & Creative Problem Solving
  • Effective & Engaging Communicator
  • Embracing & Managing Change
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DIRECTOR OF COMMUNICATIONS & CONTENT

Posted by | September 23, 2019 |

NYC Outward Bound Schools (www.nycoutwardbound.org) is a nonprofit organization that transforms schools and changes lives by bringing out the best in students, teachers and school leaders throughout New York City. We operate a citywide network of public schools, in partnership with the City’s Department of Education, which primarily target students from underserved neighborhoods. Our schools feature rigorous learning experiences, both in and out of the classroom, and are built upon a culture of high achievement and mutual support. And we provide our students with a robust To & Through College program. To further extend our impact, we also offer Adventure & Team Building programs to young people not enrolled in our schools and professional development to NYC public schools interested in adopting specific practices from our schools. Over the past 30 years, we have served over 100,000 students.

Summary

The Director of Communications & Content sets and implements communications strategies aimed at increasing NYC Outward Bound Schools’ visibility among key constituents and leveraging our brand. S/he works closely with other senior leaders within our organization and our Network Schools. Our ideal candidate is a skilled storyteller able to work easily with the media, our staff, educators, students and funders. The Director of Communications & Content reports to the Chief Advancement Officer and is a key member of our highly collaborative, five-person Advancement team, which is responsible for raising nearly $4M a year from private and public sources and for increasing the organization’s visibility. We are driven by our mission to ensure that all NYC’s young people have access to a high-quality education and are looking for someone who shares that passion and is excited by the opportunity to connect with our schools and students.

Essential Functions

    • Develop, implement and evaluate our annual communications plan
    • Raise our organization’s visibility through press coverage, targeted events (including our annual gala, College March and cultivation events), and growing our online presence
    • Develop rich content for and manage the creation of all key print and electronic collateral including, but not limited to, brochures, e-newsletters, social media, website and appeals
    • Recruit and coach spokespeople for the organization – particularly a cadre of our students
    • Encourage brand consistency across the organization and its Network Schools
    • Identify, cultivate and manage all media relationships
    • Identify and implement strategies for reaching and influencing education thought leaders

Minimum Qualifications

NYC Outward Bound Schools is seeking an accomplished Director of Communications & Content who has at least 5 years of experience in that or a similar role. S/he must be a strong storyteller and adept at a variety of communications-related areas such as media relations, e-newsletters, donor communications, website/social media content, and coaching speakers. The ability to translate the organization’s work into coherent and compelling messages, and disseminate them to the right audiences through the best distribution channels is critical.

    • Experience developing and implementing communications strategies
    • Highly collaborative style and ability to work in partnership with a variety of constituent groups, including staff, board members, reporters, students, school principals, donors, and other supporters
    • Excellent writing/editing and verbal communication skills with the ability to translate our work into compelling stories and coach others on these skills
    • Skilled website (WordPress) management; preferred
    • A strong track record as an implementer who thrives on managing a variety of key initiatives concurrently
    • Relationship builder with the flexibility and finesse to “manage by influence”
    • High energy, maturity, and leadership with the ability to serve as a unifying force and to position communications discussions at both the strategic and tactical levels
    • Self-starter who is entrepreneurial

Ideal candidates will share the belief that:

    • All people are capable of doing great things when they are challenged and supported appropriately.
    • Learning happens best in a community that actively encourages and practices respect, empathy, safety, inclusion, and diversity.
    • Development of character is as important as the development of intellect, and that the two go hand in hand.

Compensation and Benefits:

    • We offer a competitive salary commensurate with experience and qualifications.
    • We offer medical, dental, and vision coverage as well as HRA/FSA/Transit accounts, life insurance, 403(b), Sick Leave, paid holidays, and generous PTO.

NYC Outward Bound Schools is an equal opportunity employer. We prohibit discrimination against, and harassment of, any employee or applicant for employment because of race, color, religion, sex, gender, pregnancy, genetic information, ethnic or national origin, sexual orientation, marital status, familial status, military or veteran status, qualified individuals with a disability on the basis of the disability, or any other category which may be protected under applicable state or federal law.

 

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Graphic Designer/Project Manager

Posted by | September 20, 2019 |

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

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

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

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

What background and skills do you have?

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

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

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

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

About Chalkbeat:

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

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Director of Program

Posted by | September 13, 2019 |

Organizational Overview:

At Literacy Trust, we believe education is a basic human right and access to high-quality literacy instruction is a cornerstone of our democracy. Our mission is to leverage what already exists in school communities to increase educational capacity in order to create fluent, motivated, self-confident readers.

Through our signature program, Reading Rescue, we provide professional development for teachers, paraprofessionals, and other school community members. Simultaneously, students are provided literacy intervention, particularly students of color in high-poverty neighborhoods. We strive to implement sustainable intervention models that eventually become a core component of the school’s literacy ecosystem. Reading Rescue is currently partnering with 120 New York City schools, reaching over 900 educators and 1500 students, throughout the five boroughs.

Literacy Trust is an organization that values diversity, equity and inclusion. We demonstrate this by ensuring that services reflect our values. Our focus is on promoting self-empowerment for educators, by providing additional resources and support, and by providing more students with opportunities to become readers (since we believe the ability to read is a basic civil right).

At Literacy Trust, we promote events, ideas, thinking, programs, and communities that inspire action in pursuit of universal access to literacy. To learn more about Literacy Trust, please visit: www.literacytrust.org. To learn more about Reading Rescue please visit: www.readingrescue.org.

Position Description:

Literacy Trust’s Program Director is part of a small but growing team working towards alleviating the early literacy crisis in New York City. The Program Director’s primary role is to oversee all aspects of the Reading Rescue program in up to 120 schools. The Program Director manages programmatic staff (6 – 10 people), directing the day-to-day operations of our professional development including onsite PD, coaching, school support and data management. The Program Director is an inspiring team leader who is goal-oriented; excited by both strategic and direct service-related work; and is savvy at managing people and projects remotely.

Program Implementation, Strategic Planning, Leadership, and Quality Control:

  • Recruit new school partnerships and maintain high retention of existing school partners
  • Become an expert in the Reading Rescue program
  • Ensure high fidelity of Reading Rescue program model
  • Monitor student achievement data as well as programmatic consistency and address growth areas immediately with school partners.
  • Use both qualitative and quantitative data to ensure the maximum number of students reach grade-level proficiency in reading.
  • Compile monthly reports related to program progress to goals and submit said reports to key external stakeholders, including but not limited to the Department of Education and the Young Men’s Initiative.
  • Communicate strengths and areas of improvement on an ongoing basis to Literacy Trust’s Leadership Team and programmatic staff.
  • Manage programmatic budgets by tracking expenses and creating quarterly financial reports, in collaboration with the Leadership Team.

Talent Management:

  • Hire, develop, coach and support program team members.
  • Design and implement monthly internal professional development that includes collegial inquiries and interactive workshops that benefit the entire team.
  • Develop individualized plans for staff members that include targeted professional development.
  • Track staff progress to goals and hold the team accountable to goals.
  • Performance manage all team members using our performance management system.

Remote Project Management:

  • Design and implement measures to track remote staff’s daily work in schools.
  • Demonstrate an ability to manage time effectively, balance multiple competing priorities at once while remaining adaptable, flexible, and positive while navigating challenges.
  • Anticipate challenges/questions and proactively act to address them.
  • Understand organizational priorities and make measurable progress against these larger goals.
  • Take on special projects as needed and work towards creating new systems that will positively impact the organization.

Requirements:

  • Deep belief in our mission
  • At least two years as a senior leader or 5+ years of people management experience with full-time staff
  • Master’s degree in education or a related subject area
  • Leadership experience with a proven track record of success meeting and setting ambitious goals
  • 3+ years working with elementary-aged students in an educational setting; teaching experience and expertise in early literacy
  • Expertise in analyzing and reporting on student data
  • Knowledge of literacy assessments, evidence-based teaching strategies, and student data analysis
  • Excellent computer skills, including MS Office, familiarity with Google Docs, and online project management tools such as Asana
  • Access to reliable transportation to travel throughout the five boroughs
  • The Program Director is expected to be in the field at least 50% of their time

Preferred

  • Experience in nonprofit management
  • Experience in remote settings, preferably experience as a manager of a remote staff
  • Experience using Salesforce
  • Expertise in DIBELS/Acadience assessments
  • Some flexibility and adaptability in your work schedule, including early mornings and occasional night time
  • Knowledge of and a connection to the New York City elementary education community
  • US Citizenship or Permanent Resident Status

 

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Manager of Strategic Partnerships

Posted by | September 6, 2019 |

DEPARTMENT:          

Operations/Early Childhood

 

LOCATION:                

New York, NY

 

REPORTS TO:            

Managing Director of Operations

 

SALARY:                     

$80K-90K Annually, commensurate with experience & with excellent benefits

 

SCHEDULE:                 

Mon-Fri; 9am-5pm

 

DATE:                                     

September 2019

 

JOB SUMMARY:         

“Do you create strategic partnerships across and within organizations? Are you interested in working at one of NYC’s oldest non-profits? Come join us.”

 

You will develop, create, and maintain strategic partnerships across the agency and with outside stakeholders. You will work closely with the Managing Director of Operations across all agency departments including Capital Projects and Real Estate, IT, Accounts Payable, Facilities, Development and Communications, HR, and our Early Childhood, Youth, and Senior programs to forge and strengthen internal and external partnerships. You will interface internally with staff and will serve as an external representative of the organization with consultants, contractors, government agencies, community organizations, and elected officials. You may be asked to manage and implement special projects as-needed.

 

Grand St. Settlement is a 100+ year-old non-profit organization planning our legacy for the next 100 years. We have provided social services to low-income New Yorkers since our founding in 1916. We are now a $30M a year organization and are looking for a dynamic Manager of Strategic Partnerships to join our entrepreneurial team.

EDUCATION, EXPERIENCE, AND SKILL REQUIREMENTS:

  • Bachelor’s Degree required; Master’s Degree preferred
  • You are dynamic, thoughtful, and creative. You have Ivy-League intelligence and a blue collar work ethic
  • You take ownership of your work, think strategically, and take thoughtful action with very little direction. You are self-motivated but also coachable
  • You are comfortable communicating over email, by phone, or in front of a group of people you don’t know. You listen respectfully and people like to talk to you. You follow up on conversations
  • You know how to use a computer, create a spreadsheet, analyze data, and know how to have fun with social media
  • You may have experience with community organizing, advocacy work, fundraising, social services programming, and knowledge of government-funded programs, non-profit finance, and/or grants administration
  • You care about people and the state of the world, and want to contribute to Grand St. Settlement’s legacy

ESSENTIAL DUTIES AND RESPONSIBILITIES:

  • Coordinate with our Executive Team to identify and develop strategic partnerships that result in enhanced services and new resources. We are currently establishing new EHS federal grant partners and continuing to meet our neighbors in the LES and Brooklyn
  • Cultivate and maintain a portfolio of current and potential strategic partners. Proactively establish strong working relationships and lines of communication with other settlement houses, nonprofits, NYCHA and other landlords, developers, corporations, consultants, elected officials, local policymakers, government agencies, the NYPD, and other neighborhood stakeholders. Attend and represent GSS at community events and other functions to promote our programs and services
  • Create and implement outreach plans to grow enrollment in GSS programs. This might include planning recruitment activities including posting materials, attending events, community canvassing, and open houses. Communicate regularly with participants and their families
  • Leverage social media to increase visibility and enrollment for GSS programs and services
  • Track, monitor, and oversee contract registration and execution and payments for departments including Early Childhood, Facilities, and Capital Projects
  • Help develop and implement an agency-wide purchasing and procurement plan

 

 

 

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High School Science Teacher

Posted by | September 3, 2019 |

About Us

New Visions for Public Schools was founded in 1989 and is dedicated to ensuring that all New York City public school students, regardless of race or economic class, have access to a high-quality education that prepares them for the rigors of college and the workforce. New Visions has been a driving force behind some of the most significant reforms to public education in New York city, including pioneering the model of small high schools in New York City and creating nearly 150 new small schools; producing free open-source curriculum used by thousands of teachers in New York State and across the country; and launching a nationally-recognized Urban Teacher Residency program to train new teachers.

New Visions currently supports nearly 350 schools citywide with school management tools, instructional resources and coaching, and more. This includes 10 charter high schools in Brooklyn, the Bronx, and Queens; and 70 district high schools in all five boroughs that are part of our Affinity network. In 2017-18, graduation rates in our Charter and Affinity networks reached an all-time high of 84.5 percent (an increase of nearly 10 percentage points in the past five years) and college readiness rates reached 55.8 percent, surpassing 50 percent for the first time (an increase of nearly 25 percentage points in the past five years).

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

New Visions equips teachers with the data tools they need to succeed.

Position Summary

Science teachers at New Visions schools 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. While Science teachers at New Visions are expected to prepare all students for success with New York State Regents Science exams, they place an equal emphasis on developing scientific thinkers by inviting students to ask questions, develop models, carry out investigations, and analyze data. Additionally, our Science teachers 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. New Visions Science teachers’ ultimate goal is to 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.

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 and the opportunity to be part of a passionate team of colleagues. If you have the following qualities, credentials, and experience, please consider joining our team.

Successful New Visions teaching candidates will:

  • Approach learning via growth mindset
  • Be reflective, seek feedback, learn from those around them, and effectively apply feedback
  • Make informed decisions, based on evidence and data, about their lesson planning
  • Demonstrate strong content knowledge and be familiar with the Common Core State Standards
  • Have a proven track record for planning lessons with clear learning objectives and a means for assessing whether those objectives have been met
  • Have a proven track record of engaging students in their own learning
  • Have strong organizational and communication skills
  • Have demonstrated success in tailoring instruction to the needs of diverse learners
  • Be committed to serving all students and respect children from all backgrounds
  • Demonstrate ability to work collaboratively with others to achieve common goals

Additionally, candidates must have at least a Bachelor’s degree, hold valid New York State certification*, and must be cleared for employment by fingerprint-supported background checks.  We are committed to diversity in our hiring and employment practices, and encourage all qualified candidates to apply.

*There are limited opportunities for qualified teachers who do not possess a NY State certification to work in one of our Charter High Schools.

New Visions for Public Schools is an equal opportunity employer.

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Lead Teacher

Posted by | August 27, 2019 |

DEPARTMENT:          

Early Childhood Services       

 

LOCATION:                

Brooklyn, NY

 

REPORTS TO:             

Center Director

 

SALARY:                     

$38-42K Annually

 

SCHEDULE:                 

Mon-Fri; 8am-4pm;9am-5pm;10am-6pm

 

DATES:                                   

August 2019

 

JOB SUMMARY:         

Plan individualized services for a classroom of eight children using the identified curriculum and best practices in accordance with the Head Start Performance Standards, Department of Health (Article 47), and other relevant regulations.

 

EDUCATION, EXPERIENCE AND SKILL REQUIREMENTS:

  • BA in Early Childhood Education; or 90 credits of an approved study plan to complete degree and obtain NYS Teacher Certification (B-2) within 7 years
  • Completion of the Infant/ Toddler Child Development Associate (CDA) credential or formal coursework in infant/ toddler development
  • Experience working with families and children aged newborn to three and their families
  • Ability to work with children and families with special developmental, social or cultural needs
  • Ability to maintain written records and manage time to ensure the completion of assigned work
  • Ability to work collaboratively and provide leadership
  • Ability to lift 35 pounds easily and regularly
  • Bilingual English/ Chinese or Spanish strongly preferred

 

ESSENTIAL DUTIES AND RESPONSIBILITIES:

  • Supervise and carry out the planning, documentation and execution of curriculum that takes into account the social, emotional, developmental, and health needs of the individual child, as well as the group
  • Work collaboratively with supervisors, the Assistant Teacher, other program staff and parents to ensure EHS and GSS goals and objectives are met
  • Maintain a safe and sanitary environment in accordance with EHS and DOHMH regulations, including regular visual inspection of equipment and areas accessible to children
  • Keep developmentally appropriate equipment and materials in good condition and ensure children’s access and constructive use
  • Maintain confidentiality of child and family information (verbal and written)
  • Coordinate recordkeeping and curriculum planning for individual children and the group
  • Coordinate ongoing assessment of children’s development in keeping with identified EHS and GSS school readiness goals. Utilize Creative Curriculum and TSG assessments
  • Establishing regular weekly team meeting times
  • Develop and maintain positive working partnerships with parents including participating in meetings when required
  • Collaborate with other teachers and staff to communicate information about child development and individual children to parents
  • Conduct standardized developmental and behavioral screenings within 45 calendar days of the child’s entry and follow through with any needed follow up
  • Work with specialists and parents to support children with diagnosed special needs
  • Conduct home visits at least twice a year according to program policies and procedures
  • Conduct individual parent/ teacher conferences at least three times per year to share child outcomes, and work collaboratively with parents to establish individual goals related to school readiness
  • Follow applicable state regulations and agency policies regarding the prevention and reporting of child maltreatment
  • Participate in coaching opportunities and professional development training
  • Participate in annual performance evaluation to set short and long term professional goals
  • Participate in all required trainings and meetings

 

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Early head Start Teacher

Posted by | August 27, 2019 |

DEPARTMENT:          

Early Childhood Services       

 

LOCATION:                

Brooklyn, NY

 

REPORTS TO:             

Center Director

 

SALARY:                     

$28-30K Annually

 

SCHEDULE:                 

Mon-Fri; 8am-4pm;9am-5pm;10am-6pm

 

DATES:                                   

August 2019

 

JOB SUMMARY:         

Assist Lead Teacher in planning and supervising services for a classroom of eight children using the identified curriculum and best practices in accordance with the Head Start Performance Standards, Department of Health (Article 47), and other relevant regulations.

 

EDUCATION, EXPERIENCE AND SKILL REQUIREMENTS:

  • AA in Early Childhood Education; or 90 credits of an approved study plan to complete degree
  • Completion of the Infant/ Toddler Child Development Associate (CDA) credential or formal coursework in infant/ toddler development
  • Experience working with families and children aged newborn to three and their families
  • Ability to work with children and families with special developmental, social or cultural needs
  • Ability to maintain written records and manage time to ensure the completion of assigned work
  • Ability to work collaboratively and provide leadership
  • Ability to lift 35 pounds easily and regularly
  • Bilingual English/Chinese or Spanish strongly preferred

 

ESSENTIAL DUTIES AND RESPONSIBILITIES:

  • Assisting in the maintenance of a safe and sanitary environment in accordance with EHS and DOHMH regulations, including regular visual inspection of equipment and areas accessible to children
  • Assisting and supporting staff in the planning and implementation of programming that takes into the account of the emotional, social, physical, cognitive, and language development and health needs of the individual child as well as the group
  • Work cooperatively with classroom team and coordinators to ensure the children’s goals and objectives are met
  • Assist with maintaining developmentally appropriate equipment and materials in good, sanitized and disinfected condition and ensure children’s access and constructive usage
  • Maintain confidentiality of child and family information (verbal and written), including child behavior and parent communication
  • Notifying the Lead Teacher of any concerns or observations of child health and behavior
  • Consulting with teacher prior to communicating information about individual children to parents
  • Assisting and supporting with the recordkeeping and curriculum planning for individual children and the group including ongoing assessment of children’s development in keeping with identified EHS and GSS school readiness goals using Teaching Strategies Gold three times a year
  • Participate in regular weekly team meetings, multi-disciplinary case conferences and parent meetings
  • Develop and maintain positive working partnerships with parents
  • Collaborate with other teachers and staff to communicate information about child development and individual children to parents
  • Assist with standardized developmental and behavioral screenings within 45 calendar days of the child’s entry and follow through with any needed follow up
  • Work with specialists and parents to support children with diagnosed special needs
  • Conduct home visits at least twice a year according to program policies and procedures
  • Conduct individual parent/ teacher conferences at least three times per year to share child outcomes, and work collaboratively with parents to establish individual goals related to school readiness
  • Follow applicable state regulations and agency policies regarding the prevention and reporting of child maltreatment
  • Participate in coaching opportunities and professional development training
  • Participate in annual performance evaluation to set short and long term professional goals
  • Participate in all required trainings and meetings
  • Special projects and duties, as assigned and as required
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Social Worker/Group Counselor

Posted by | August 27, 2019 |

DEPARTMENT:

Senior Services

 

PROGRAM:

BEST/NORC

 

REPORTS TO:

Program Director

 

LOCATION:

New York, NY (Lower East Side)

 

SALARY:                     

$50,000 – $52,000 Annually

 

SCHEDULE:

Monday–Friday, 830am–430pm

 

DATE:

September 2019

 

JOB SUMMARY:

The Social Worker is responsible for the provision of individual and group counseling, benefits and entitlements in the BEST NORC program- in the Baruch Houses.  Services provided will aim at helping seniors remain in their home, active in the community, and decrease social isolation.

EDUCATION, EXPERIENCE AND SKILL REQUIREMENTS:

  • License Master’s Degree in Social Work required
  • Previous experience working with a diverse population setting
  • Experience in community-based settings
  • Excellent communication and organization skills
  • Knowledge of senior health homes and care coordination preferred
  • Bilingual English/Spanish preferred

 

ESSENTIAL DUTIES AND RESPONSIBILITIES:

  • Conduct (180 individual screenings) PHQ-9 depression screenings and (180) Alcohol Abuse screenings to clients and provide counseling or referral services if needed
  • Provide individual supportive counseling service by phone (90 individual phone counseling), for homebound (200 home visits) and the office counseling (185 in-person counseling sessions)
  • Provide weekly group counseling (35 sessions annually) to strengthen seniors’ mental health in group setting
  • Maintenance case notes according to contract requirements- DOH, SOFA and DFTA
  • Conduct home visits to home bound seniors and complete psycho social assessments along with follow up with services
  • Develop and create communication systems with health clinics and hospitals to ensure safe discharge plans
  • Work with Nurses to provide a comprehensive health care management services
  • Conduct weekly case conference meetings with NORC team to ensure seamless plan of care
  • Collaborate with GSS senior services staff at the NORC/Senior Center/Essex Crossing to ensure seniors are aging in place
  • Partner with Outreach Worker to identify isolated seniors who need mental health services
  • Supervise Social Work Interns for the senior services department
  • Other duties as assigned by program director

 

 

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Senior Research Associate

Posted by | August 22, 2019 |

ExpandED Schools is dedicated to closing the learning gap by increasing access to enriched education experiences. We give children more hours in the school day, bring more role models into the classroom, and infuse their learning with enrichments in literacy, STEM, arts, and sports and opportunities to build character and leadership skills. In our first decade, we created the nation’s first citywide system of K-12 after-school programs and leveraged more than $500 million in private and public funds. Today, we continue to reimagine learning time – in school, after school and during the summer – developing scalable and sustainable models that provide more quality learning. Since our founding in 1998, we have reached more than one million students and trained more than 30,000 educators and teachers. We:

  • EXPAND the school day: Adding 2.5 hours each day; closing the learning gap by 450 hours/school year.
  • ENGAGE the community: Bringing additional role models – tutors, coaches, college students and teaching artists – into the classroom.
  • ENHANCE the learning: Balancing the curriculum with the arts, sports, STEM and character-building enrichments.

Opportunity

ExpandED is looking for a Senior Research Associate, who will be responsible for managing a portfolio of research and evaluation projects to drive policy and practice that improves the quality of learning experiences for children in New York City. Reporting to the Director of Research, the Senior Research Associate plays a key role in managing and implementing both internal and external evaluation projects, leading the development and implementation of field research activities and translating evaluation findings into useful practitioner-focused information and recommendations. The Senior Research Associate works collaboratively with the research team and practitioners to advance educational equity.

Duties & Responsibilities

  • Develop and implement multi-method research designs and identify analyses to answer targeted programmatic and policy questions; proactively ensure that all data collection tools align to research questions.
  • Manage all data collection activities for multiple external evaluations concurrently.
  • Develop, test, and use data collection tools and protocols (survey instruments, interview guides and observation protocols).
  • Manage relationships with evaluation clients, internally and externally, including progress toward goals, making sense of research findings, and developing steps for improvement
  • Assist in the submission of Institutional Review Board (IRB) applications and take responsibility for ensuring that all evaluations are conducted according to appropriate human subject’s regulations.
  • Conduct interviews and site visits/observations with city and organization leaders, program administrators, program staff, youth participants, and other key stakeholders.
  • Analyze, write, and disseminate evaluation results in a variety of formats to funders, policymakers, practitioners, and education researchers through written reports and oral presentations in meetings and at conferences
  • Contribute ideas for new projects based on finding from prior evaluations.
  • Conduct quantitative data analyses, as needed.
  • Supervise staff and manage cross-departmental project teams, as appropriate

Required Qualifications

  • Passion for research and connections to policy and practice.
  • Deep commitment to ExpandED Schools’ vision of an equitable public education system that prepares young people for long-term success in the 21st century economy.
  • Experience in social sciences or education (Master’s degree preferred, but experience will be evaluated for a similar level of knowledge and skills).
  • Experience and interest in evaluating programs in the fields of youth development, after-school and/or education, including meeting administrative requirements.
  • Knowledge of field research, qualitative and quantitative research techniques.
  • Strong working knowledge of SPSS or other statistical package, advanced Excel skills (pivot tables, vlookup), and data visualization tools such as Tableau.
  • Ability to balance multiple projects and meet multiple, fast-pased deadlines.
  • Excellent written and oral communication skills to appeal to a variety of audiences (lay, practitioner experts, and scientific/academic audiences).
  • Demonstrated sensitivity to conduct research in diverse communities and the ability to relate to program staff.
  • Willingness and ability to travel within New York City via public transportation as well as occasional national/overnight travel.

Benefits

ExpandED Schools offers a generous benefits package which includes:

  • Full-time and eligible part-time employees receive medical, dental and vision plans for employees and dependents, largely subsidized by ExpandED Schools
  • Health, dependent care and transit pre-tax accounts
  • Employer-paid life insurance and supplemental disability coverage
  • A generous paid time off package which includes 20 vacation days, 8 sick days, 4 personal days and 12 paid holidays (prorated for part-time staff)
  • 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 one year of service
  • Professional development opportunities, including funds to participate in external training and coaching opportunities
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Education & Disabilities Coordinator

Posted by | August 21, 2019 |

DEPARTMENT:

Early Childhood

 

LOCATION:                

Brooklyn, NY

 

REPORTS TO:             

EHS- CCP Director

 

SALARY:                     

$65,000 Annually

 

SCHEDULE:                 

Mon-Fri; 9am-5pm. Schedule may vary depending on program needs.

 

DATES:                                   

September 2019

 

JOB SUMMARY:         

The Education and Disabilities Coordinator supervises the Child Development Specialist and works closely with the Program Director and Mental Health Consultant to ensure the successful implementation and operation of the Education and Child Development Services  as outlined in the Head Start Performance Standards. He/she also collaborates with Partner leaders, teaching staff, GSS staff and Community stakeholders in developing and enhancing early childhood education services that promote positive learning and developmental outcomes for all children and support the inclusion and delivery of services for children  suspected of or diagnosed with special needs.

 

EDUCATION, EXPERIENCE, AND SKILL REQUIREMENTS:

  • Required: Master’s Degree in Early Childhood Education AND Professional New York State Birth-Grade 2 Teacher Certification AND experience working with infants/toddlers
  • Strong written and verbal communication skills
  • Ability to follow through and meet deadlines
  • Knowledge of Head Start Performance Standards/Head Start Act 2007, New York State Family Child Care regulations, & New York City DOHMH regulations (Article 47)
  • Knowledge of Developmentally appropriate Early Childhood Assessment and Observations tools
  • Bilingual English/Spanish or Mandarin strongly preferred
  • Experience working with young children and understanding of principles of early childhood development
  • Experience working with and knowledge of community resources
  • Ability to foster and maintain positive, professional relationships with program staff, partners, families, and community stakeholders

 

ESSENTIAL DUTIES AND RESPONSIBILITIES:

Under the direct supervision of the Program Director, the Education and Disabilities Coordinator shall be responsible for:

  • Planning: Collaborate with Partners to ensure high quality comprehensive services are delivered effectively and timely to all enrolled children/families; including transition plans, School Readiness, and related Parent, Family, and Community Engagement efforts. Implement policies and procedures for the education and disabilities portion of all program options with Partner leaders, parents, staff, and GSS supporting the effective implementation of the education and child development content area in alignment to Head Start Performance Standards, Early Learning Outcome Framework. Lead in developing and monitoring Training and Technical Assistance Schedule.
  • Program Implementation: Support Child Development Specialist in ensuring  curriculum implementation ensuring that teachers provide developmentally and linguistically appropriate experiences appropriate to age, language and culture of children served including women.  Supervise the coordination and planning for transitions of all children and families.  Lead the implementation of EHS SRG including: assessment data analysis, program planning to support positive child outcomes, and connecting SRG to all content areas. Collaborate with CCP Management team to ensure high quality comprehensive services are delivered through ongoing monitoring and continuous improvement activities. Facilitate trainings for partners, EHS staff, & families as needed
  • Family Partnerships: Offer opportunities to build child observation skills connected to child development; Work with Partner leaders, parents, teachers and service coordinators of children in process or receiving Early Intervention/ CPSE services to ensure smooth transitions in to and out of the program. Provide parents with information and assistance in understanding and advocating for services and support needed to address their child’s special needs. Assist parent/guardians with the special needs referral process which includes attending EI and CPSE district meetings. Coordinate parent workshops to the general population and children with special needs.
  • Community Partnerships: Assist Director in identifying Community Resources and Partnerships. Maintain strong relationships with any local agency responsible for implementing IDEA to ensure children receive the proper services; Participate in Disabilities Advisory Group with collaborating partners and parents.
  • Record Keeping and Reporting: Maintain filing, tracking and documentation systems for the early childhood education service area for children and staff credential requirements; Monitor Partnership HR Staff files and completion of individual professional development plans. Ensure confidentiality of staff, child and family records; Input data into COPA system. Review and approve all orders for classroom materials
  • Ongoing Monitoring and Self-Assessment: Monitor child education data, assessment data base, and developmental / behavioral screenings and follow up. Monitor service delivery by engaging partners in continuous improvement action plans and follow through. Participate in Annual Self-Assessment, Program Information Report (PIR), Community Assessment, ongoing monitoring, Federal Reviews, meetings with OHS Education Specialist and Policy Council Meetings
  • Human Resources and Supervision: Supervise Child Development Specialist. Work with teachers to develop and support their individual development plan Participate in professional development opportunities, including meetings, in-service training, mandated trainings, & conferences
  • Perform other duties and undertake special projects as assigned
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Group Teacher

Posted by | August 21, 2019 |

DEPARTMENT:          

Early Childhood

 

LOCATION:                

Brooklyn, NY

 

REPORTS TO:             

Head Start and EHS Director

 

SALARY:                     

$36-55K Annually

 

SCHEDULE:                 

Mon-Fri; 8am-4pm;9am-5pm;10am-6pm

 

DATES:                                   

August 2019

 

JOB SUMMARY:         

This position serves as a teacher for a preschool classroom with a direct focus on children 3 to 5 years of age. The teacher will work collaboratively with one other teacher to ensure the successful operation of a classroom with a total of 20 children maximum. The teacher also works with a team of other teachers and family members to implement the curriculum to achieve outcomes for children of all abilities.

 

EDUCATION, EXPERIENCE AND SKILL REQUIREMENTS:

  • New York State Teacher Certification in Early Childhood Education
  • BA/BS in Early Childhood Education – MA/MS in Early Childhood Education preferred –OR- BA/BS in related field with at least eighteen (18) credits in Early Childhood Education plus experience teaching preschool aged children
  • Basic computer literacy in email, word processing and internet navigation
  • DOI finger prints, SCR clearance, Medical which includes TB test, Tdap, MMR, varicella (fees may apply). Mandated Reporter certificate (every 2 years) 3 reference checks
  • Obtain First Aid/CPR and Preventive Infectious Diseases certificate within the first year of employment
  • Meets all employee health requirements in Article 47 (DOHMH) and Head Start Performance Standards

 

ESSENTIAL DUTIES RESPONSIBILITIES:

The teacher will ultimately be evaluated on a combination of skills, dispositions and behaviors, some of which are related to the specific service area of this position and others that represent general expectations of all our program employees.  The teacher will demonstrate competency to perform functions that include:

  • Child Growth & Development: Uses knowledge of the principles of child growth and development to work with children, collaborate with related service areas, and communicate with internal and external stakeholders
  • Planning: Develop an individual plan for each child including goal setting based on identified needs and prescriptions for objectives and activities to meet established child outcomes by utilizing Creative Curriculum and TSG assessments
  • Program Implementation: Implement daily lesson plans in response to children’s needs and interests incorporating observations, anecdotal record keeping, knowledge of early childhood development and the key experiences
  • Family Partnerships: Establish positive and productive relationships with families focusing on a relationship of trust and rapport
  • Communication and Service Coordination: Share pertinent information with Family Advocate ensuring coordinated services to meet the needs of individual children and families. Participate in case conferences as appropriate
  • Record Keeping and Reporting: Gather and maintain individual, family and classroom data for documentation, on-going assessment, evaluation and recording keeping for successful individual and program planning, which includes observations, anecdotes
  • On-going Monitoring and Self-assessment: Analyze child outcomes on classroom basis three times a year, consult with education coordinator and make adjustments to curriculum planning and implementation as needed. Conduct parent teacher conferences 2 times a year. Complete developmental and behavioral screenings within 45 calendar days of the child entry and do and referral as needed for disabilities and mental health
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Program Contract Specialist

Posted by | August 21, 2019 |

REPORTS TO:

Managing Director

 

LOCATION:

Brooklyn, NY

 

SALARY RANGE:

$40- 45K Annually

 

SCHEDULE:

Mon-Fri; 8am-4pm;9am-5pm;10am-6pm

 

DATES:

August 2019

 

JOB SUMMARY:

The Program Contract Specialist (PCS) will be responsible for supporting management staff to ensure Head Start contract compliance requirements are met. Key responsibilities will consist of working with Managers, BTQ Financial to ensure timely grant reporting to the Office of Head Start, Governing Body, Policy Council, and Partners.  Reports include but are not limited to; semi- and annual reports. The PCS will also coordinate with a the auditors and fiscal staff on the A133 submission, review all reimbursements to the partners and develop fiscal systems to accurately report and monitor payments (such as reimbursement), support the program managers to ensure ongoing monitoring including annual program self-assessments and federal reviews at highest standards, and  coordinate ongoing trainings and corrective action plans for managers and partners as assigned.

EDUCATION, EXPERIENCE AND SKILL REQUIREMENTS:

  • Bachelor’s Degree in Human Services/Education Field is required
  • Previous government grants management and quality improvement experience
  • Strong computer skills
  • Knowledge/experience in contract compliance

ESSENTIAL DUTIES AND RESPONSIBILITIES:

Program Contract Compliance

  • Conducts ongoing program monitoring using the HS Performance Monitoring Tools (ex. tracking forms)
  • Assists management with all onsite and offsite ongoing monitoring reviews
  • Monitors to ensure the Annual Corrective Action Plans are implemented as applicable
  • Assists with maintaining compliance with all Early Head Start/Head Start Performance Standards, NYC Department of Health and Mental Hygiene licensing regulations, and CACFP reporting
  • Supports Quality Assurance team as needed by conducting supplemental qualitative & quantitative research via internal/ external data pertaining to early childhood community assessment
  • Assists managers with facilitating a data review with early childhood team
  • Assists program director and partners in planning for contract renewals and compliance
  • Records policy council minutes and ensures program governance requirements are completed

Program Fiscal Compliance

  • Supports the program director with monthly and quarterly reimbursement billing/reports and submission to contracting agency and follow up to ensure that payments are received
  • Meets with program manager/or director on a monthly basis to review and ensure program compliance and standard are being adhered to according to program and fiscal guidelines of Head Start
  • Assists program director to ensure program expenditures and projections are maximized according to grant award
  • Supports program directors to ensure that expense reports as required by grants (i.e. monthly, quarterly, and annual)
  • Conducts quarterly meetings/trainings with partners to discuss and review program budgeting and fiscal procedures
  • Assists managers in the preparation for program and fiscal audits
  • Assists managers and BTQ in the preparation of grant renewals, RFPs and budgets
  • Uploads financial reports to Grant Solutions, Head Start Enterprise System (HSES) and/or other platforms required by grant

Program Trainings

  • Conducts ongoing trainings to staff and partners’ staff on new processes and functionality monthly
  • Conduct ongoing trainings to partner sites to collect documentation for reimbursement and/or provide Technical assistance to ensure complete submission.
  • Schedule ongoing trainings with managers and partners to assist with budgeting and record keeping; monitor and track partner in-kind reporting and submission.
  • Other projects as assigned.

 

 

 

 

 

 

 

 

 

 

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Education Coordinator

Posted by | August 20, 2019 |

POSITION:                  

Education Coordinator

 

DEPARTMENT:          

Early Childhood

 

LOCATION:                

Brooklyn, NY

 

REPORTS TO:             

Head Start and EHS Director

 

SALARY:                     

$65-70K Annually

 

SCHEDULE:                 

Mon-Fri; 8am-4pm;9am-5pm;10am-6pm

 

DATES:                                   

August 2019

 

JOB SUMMARY:         

This position serves as Education Coordinator for a Grand Street Settlement’s childcare programs. The Education Coordinator supervises teachers who are responsible for the successful operation of the classrooms.  The Education Coordinator plans and collaborates with other coordinators and staff in GSS’s Early Childhood Services Program to ensure that outcomes are achieved for children of all abilities.

EDUCATION, EXPERIENCE AND SKILL REQUIREMENTS:

  • Bachelor’s Degree required; Master’s Degree in Early Childhood Education preferred
  • Position requires a current New York State N-6 certification
  • Clearance through DOI Finger printing, NYS Central Registry, Sex Offender Registry, Clearance, 3 reference checks, physical examination with updated TB test, varicella, TDAP, MMR Meet all health requirements in Article 47 (DOHMH) and Head Start Performance Standards
  • Obtain First Aid/CPR preventive Infectious Diseases certificate within the first year of employment.
  • Excellent writing skills and computer proficiency
  • Must have demonstrated achievement in supervision and management, family and community partnerships and collaborating with diverse teams

ESSENTIAL DUTIES RESPONSIBILITIES:

  • Planning: Implement policies and procedures for the education portion of the program with parents, staff, and GSS supporting the effective implementation of the education content area. Ensure compliance with Head Start Performance Standards and EHS Services. Implement policies and procedures aligned with Head Start Performance Standards, Early Learning Outcome Framework, NYC Pre-K standards and Common Core
  • Collaborate with Head Start/EHS Director to ensure high quality comprehensive services are delivered effective and timely to all enrolled children/families; including transition plans, School readiness, Community engagement
  • Participates in annual Self-Assessment, PIR, Community Assessment and Policy Council Meetings
  • Collaborate with HS/EHS regional Specialist to promote high quality services for all program options
  • Program Implementation: Supervise curriculum implementation ensuring that teachers provide developmentally and linguistically appropriate experiences appropriate to age, language and culture of children served. Supervise curriculum implementation ensuring that teachers and home visitors provide developmentally and linguistically appropriate experiences to age, language and culture of children including pregnant women. Lead the implementation of EHS SRG including child outcomes
  • Family Partnerships: Ensure parents are integrally involved in developing the program’s curriculum and identifying school readiness goals
  • Communication and Service Coordination : Work closely with Disabilities Coordinator, Center Director, staff, parents and consultants to support arrangements for identification, referral, and evaluation of children with suspected disabilities
  • Record Keeping and Reporting: Maintain filing, tracking and documentation systems for the early childhood education service area and ensure confidentiality of child and family records. Maintain teacher credentials of all sites. Input Data into COPA system, maintain tracking forms
  • Ongoing Monitoring and Self-Assessment: Track child outcomes and program quality assessment results on a center-wide basis, analyze data and make program development recommendations to Site Director. Monitor classroom environments regularly using formal and informal observations, implement researched and reliable tools (ITERS, ECERS, CLASS)
  • Human Resources and Supervision: Work with teachers to develop and support their individual development plan, participate in hiring. Coordinate and implement coaching and professional development for staff. Other topics as needed will be asked
  • Perform other duties and undertake special projects as assigned
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Health and Nutrition Specialist

Posted by | August 20, 2019 |

DEPARTMENT:          

Early Childhood

 

LOCATION:                

Brooklyn, NY

 

REPORTS TO:             

Head Start and EHS Director

 

SALARY:                     

$40-45K Annually

 

SCHEDULE:                 

Mon-Fri; 8am-4pm;9am-5pm;10am-6pm

 

DATES:                                   

September 2019

 

JOB SUMMARY:         

Manages overall health and nutrition/food service activities of the organization; including supervision of heath roles, reporting and maintaining information regarding child health and nutrition events as well as records, monitoring, tracking, overseeing and assuring confidentiality of health and nutrition records; working with  nutritionist consultant  to review individual child and family nutrition data and individual nutrition plans; confers with staff and parents about nutrition related issues. May oversee food service operations, to include food safety and sanitation checks.

EDUCATION, EXPERIENCE AND SKILL REQUIREMENTS:

  • Bachelor’s Degree in Social Services, Health Care Management, Health Care Administration or related field required
  • Excellent computer skills including strong working knowledge of Microsoft Word and Excel; ability to accurately enter and analyze health data to maintain health and safety requirements of all participants
  • Knowledge of community resource and skills to link families with appropriate agencies and services, preferred
  • Good understanding of prenatal, new born, infant, toddler and preschool age health
  • Experience working with infants/ toddlers and preschool age preferred
  • Medication Administration certificate preferred
  • Bilingual English/ Chinese or Spanish strongly preferred

 

ESSENTIAL DUTIES AND RESPONSIBILITIES:

Under the direct supervision of the Head Start/ EHS Director, the Health & Nutrition Specialist shall be responsible for:

  • Coordinate and work with Health/ Nutrition Coordinator to manage, and enhance all Grand Street Early Childhood Programs’ health and nutrition policies and procedures in compliance with the Head Start Performance Standards, DOHMH Article 47 and other applicable regulations
  • Serve as a resource to staff and families with immediate and ongoing health questions and concerns
  • Supervise Health Specialist in implementing and monitoring Health and Nutrition Services for all programs
  • Collaborate with Family Advocates and Home Visitors with the tracking of all children and family health care needs and services, including medical, dental, vision and hearing/screening examinations as specified by the NYC Department of Health and Head Start Performance Standards.
  • Provide guidance and oversight to Family Services staff and Home Visitors in the tracking and follow-up of all child and family health and nutritional needs and services
  • Collaborate with cooking staff in accurate record keeping and ensuring compliance with Head Start nutrition Performance Standards and Department of Health regulations
  • On an ongoing basis, review all children and family health records, seeking to eliminate gaps in services and detecting and following up on any abnormal findings/ areas of concern
  • Develop systems to ensure the confidentiality of family records and information
  • Participant in Self- Assessment, PIR, grant renewal and updates, program monitoring, reviews and other programmatic compliance requirements
  • Ensure appropriate staff is informed of any special health needs of a child in the program, and monitor compliance health recommendations
  • Collaborate with Disabilities Coordinator to meet all the special health needs of children with disabilities
  • Coordinates with Nutrition Consultant services for children, pregnant woman and food services
  • Participate in staff meetings, trainings as needed and multi-disciplinary case conferences with staff and parents
  • Meet with families at times of parent preference for both immediate and ongoing health questions and concerns
  • Make postnatal home visits with Home Visitor after birth of child, as per Head Start Performance Standards
  • Coordinate and serve on Heath Advisory Group
  • Develop and disseminate health/nutrition curriculum for home and center based programs
  • Provide guidance and support to all staff on children’s health issues
  • Coordinate and implement training related to health and nutrition for all staff
  • Provide training and support to parents, both individually and in groups on health issues
  • Intervene in the prevention of child abuse and neglect, as mandated by federal and state law
  • Conduct health checks and provide health and safety education during home visits and in the classroom as needed
  • Report immediate concerns regarding trends in illnesses, accidents or health related issues to the Director
  • Network in the Lower East Side Community and all Brooklyn service areas to develop health/nutrition collaboration in services of our children and families
  • Actively participate in Citywide health-related coalitions
  • Identify and use local, state, and national resources to improve the health of our children
  • Remain current in best practices for health and nutrition services for child care settings
  • Other duties may apply
Comments Off on High School Computer Science Teacher

High School Computer Science Teacher

Posted by | August 19, 2019 |

About Us 

New Visions for Public Schools was founded in 1989 and is dedicated to ensuring that all New York City public school students, regardless of race or economic class, have access to a high-quality education that prepares them for the rigors of college and the workforce. New Visions has been a driving force behind some of the most significant reforms to public education in New York city, including pioneering the model of small high schools in New York City and creating nearly 150 new small schools; producing free open-source curriculum used by thousands of teachers in New York State and across the country; and launching a nationally-recognized Urban Teacher Residency program to train new teachers.

New Visions currently supports nearly 350 schools citywide with school management tools, instructional resources and coaching, and more. This includes 10 charter high schools in Brooklyn, the Bronx, and Queens; and 70 district high schools in all five boroughs that are part of our Affinity network. In 2017-18, graduation rates in our Charter and Affinity networks reached an all-time high of 84.5 percent (an increase of nearly 10 percentage points in the past five years) and college readiness rates reached 55.8 percent, surpassing 50 percent for the first time (an increase of nearly 25 percentage points in the past five years).

Advantages of teaching at a New Visions school include:

  • Emphasis on knowledge sharing practices, frequent trainings 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

New Visions equips teachers with the data tools they need to succeed.

Position Summary

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 create lessons that help students to build practical skills that they will be able to carry directly into their lives and careers. Regular analysis of student results is expected in order to differentiate classroom instruction and better serve student needs. Computer Science teachers should foster a classroom environment conducive to the intellectual and social development of students.

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 and the opportunity to be part of a passionate team of colleagues. If you have the following qualities, credentials and experience, please consider joining our team.

Successful New Visions teaching candidates will:

  • Approach learning via growth mindset
  • Be reflective, seek feedback, learn from those around them, and effectively apply feedback
  • Make informed decisions, based on evidence and data, about their lesson planning
  • Demonstrate strong content knowledge and be familiar with the Common Core State Standards
  • Have a proven track record for planning lessons with clear learning objectives and a means for assessing whether those objectives have been met
  • Have a proven track record for engaging students in their own learning
  • Have strong organizational and communication skills
  • Have demonstrated success in tailoring instruction to the needs of diverse learners
  • Be committed to serving all students and respect children from all backgrounds
  • Demonstrate ability to work collaboratively with others to achieve common goals

Additionally, candidates must have at least a Bachelor’s degree, hold valid New York State certification*, and must be cleared for employment by fingerprint-supported background checks. We are committed to diversity in our hiring and employment practices, and encourage all qualified candidates to apply.

*There are limited opportunities for qualified teachers who do not possess a NY State certification to work in one of our Charter High Schools.

New Visions for Public Schools is an equal opportunity employer.

To join our team, apply today: https://grnh.se/81c08ce31

Comments Off on Program Manager – Teen Programs (Association Office YMCA)

Program Manager – Teen Programs (Association Office YMCA)

Posted by | August 16, 2019 |

The YMCA of Greater New York is here for all New Yorkers — to empower youth, improve health, and strengthen community. Founded in 1852, today the Y serves a diverse population of more than half a million New Yorkers who learn, grow, and thrive through programs and services at our 24 branches. Community is the cornerstone of the Y. Together, we connect active, engaged New Yorkers to build stronger communities.

The YMCA of Greater New York is seeking an experienced professional who will be responsible for management and oversight of the Global Teens Program as well as Core Teen Programs, Leaders Club, Teens Take the City and Teen Center serving ages 11 through 19. The Manager for Global Teens and Teen Programs will be responsible for creating structure around and management of all aspects of the Global Teens program as well as provide support for high quality government funded and AO allocated Core Teen Programming.  The primary function of this position will be to support program management, compliance with program standards and funder expectations, allow for innovation and growth, and align programming with the values of vision of the YMCA of Greater New York. Major duties will include: program management of all aspects of Global Teens programming and working with the Association Office Youth & Community Development team on, training development, standards and resources; working with branches on implementation of program standards; providing knowledge and support around industry best practices and innovative ideas; and working with branches on growing sustainable teen programming.

Responsibilities:

  • Recruit, train and supervise full time and part time staff and volunteers by monitoring performance; providing support, coaching and recognition; and holding staff accountable for performance expectations.
  • Promote an inclusive, welcoming, and respectful environment that embraces the diversity of all staff and participants; and promotes a positive school spirit.
  • Manage all programing aspects of Global Teens programming, including youth recruitment, volunteer recruitment, staff management, trip planning and fiscal management as it relates to funders
  • Direct and guide all programs and services related to the government funded and AO allocated Global Teens and Teen Programs.
  • Oversee quality Global Teens and Teen Programs with emphasis on staff development, program content, and safety.
  • Ensure branch and Global Teens compliance with standards through an ongoing and timely audit system. Guide and manage evaluations of existing programs and develop improvement plans when needed.
  • Understand industry best practices and trends and recommend programming or services that meet programmatic needs.
  • Focus on social emotional learning and civic engagement program enrichment, empirical data collection, as well as training and curriculum development.
  • Oversee the quality implementation and fidelity of core program components, including shared curricula, activities and basic schedule for Global Teens and Teen programming sites.
  • Develop systems, tools, and best practices that are sustainable and in accordance with Y values and contract requirements.
  • Maintain necessary paperwork and reporting to ensure compliance with AO, DYCD, The Countess Foundation, NYIT, Delta, and other private funder requirements.
  • Serve as a liaison between the Y and community-based organizations, government agencies, foundations, and international partners as it relates to Global Teens and Core Teen programming.
  • Supervise and ensure effective data collection for reporting and evaluation of teen programs and services.
  • Provide timely information and resources to Y&CD leadership.
  • Support branch Directors in the guidelines and best practices around daily management of operational and staffing expenses.
  • Oversee fiscal processes including, developing annual budgets for all program areas; ensures that payroll is completed in a timely manner. Ensure ongoing fiscal success of the programs.
  • Prepare and successfully administer operation and government budgets related to all programming and services related to Global Teens and Core Teen Programming.
  • Act as grant director for all grant projects for Global Teens and Core Teen programs including assisting in drafting grant applications, managing the grant budget, and ensuring that grant deliverables are accomplished in accordance with granting source expectations and guidelines.
  • Ensure that each site maintains the necessary conditions for staff and program, including appropriate records and data maintenance.
  • Maintain external relationships/memberships with agencies that Y needs to be in partnership with in the community, citywide, internationally and in the building.
  • Participate in, and potentially guide, a local coalition of stakeholders to ensure the Y is correctly reaching the population and serving the needs of the larger NYC community.
  • Adhere to all Department of Health, YMCA of Greater New York, and funder standards, expectations, and regulations.
  • Actively participate in all training sessions and designated meetings.

Qualifications:

  • Bachelor’s degree in Education, Social Work, Social Services, or related. Master’s degree preferred.
  • Minimum of three years of experience directly managing government contracts for Teen programs.
  • Minimum of five years of experience managing a high volume for middle school and high school age youth, Core Teen programming, and supervising staff.
  • General knowledge of MS Word, Excel, and PowerPoint.
  • Knowledge of Access, Adobe Pagemaker and Photoshop preferred.
  • Strong interpersonal skills and leadership qualities.
  • Must be able to work Monday – Fridays, 8am – 6pm.
  • Must be able to work evenings and weekends. Travel during the weekends required.
Comments Off on Senior Director, Youth & Family (West Side YMCA)

Senior Director, Youth & Family (West Side YMCA)

Posted by | August 9, 2019 |

The YMCA of Greater New York is here for all New Yorkers — to empower youth, improve health, and strengthen community. Founded in 1852, today the Y serves a diverse population of more than half a million New Yorkers who learn, grow, and thrive through programs and services at our 24 branches. Community is the cornerstone of the Y. Together, we connect active, engaged New Yorkers to build stronger communities.

The West Side YMCA is seeking an experienced professional to join its leadership team as the Senior Director, Youth & Family. The Senior Director of Youth and Family will provide leadership for all branch youth, and family programs activities. The incumbent is responsible for the program development and management, staff and volunteer supervision, budget preparation and management, government contract development, implementation as well as overall management, New York State and City Health Code compliance, ACA and community outreach. The incumbent will carry out the mission and vision of the YMCA and demonstrate the YMCA values in all contacts with staff, members, volunteers, government agencies and members of the community. In addition Senior Director will be responsible for West Side YMCA Day Camp Component and Teen programming with leading the development and implementation and will be responsible for staff development and working in collaboration with all Program Directors.                         .

Responsibilities:

  • Recruit, train, supervise, & evaluate staff and volunteers. Ensure staff members complete all Y required training programs.
  • Create, recommend, and implement a comprehensive youth and family program plan which considers space utilization, equipment needs, budget requirements, safety and emergency procedures, YMCA values, and quality standards.
  • Plan, implement, supervise, and evaluate: COMPASS Afterschool, summer camp, and all youth, family, and teen programs.
  • Regularly review all programs for Association and regulatory compliance. Research, facilitate and build quality programs that provide member satisfaction.
  • Conduct annual staff and participant evaluation, using results to improve service quality.
  • Work within the community to foster a positive image for the Y to encourage good public relations.
  • Assess community needs, develop, and implement new programs. Effectively market programs to the community.
  • Develop, track, and manage departmental and government contract budgets, in accordance with Branch, Association, and regulatory compliance.
  • Assist the Buildings & Properties department in the scheduling, management, maintenance, and repair of the Youth & Family facilities.
  • Adhere to Association Youth & Family standards and guidelines.
  • Serve on the leadership team for strategic planning and operations management.
  • Serve as liaison to YMCA of Greater New York for Youth & Family cabinet.
  • Ensure the integration of the programs into the overall Association and Branch strategic plan.
  • Serve as Branch Manager on Duty, as assigned.
  • Write funding proposals.
  • Actively participate in all training sessions, designated meetings, and special events.

Qualifications:

  • BA/BS in Human Services, Education or Social Work; MS in Education, Social Work or Non-Profit Management preferred.
  • Minimum of five years of experience supervising youth programs and staff.
  • Knowledge of planning, implementation and management of programs, budgeting, third party payments and services, and AS400 database.
  • Strong interpersonal, verbal, and written communication skills.
  • Ability to multitask in a fast-paced environment.
Comments Off on Dance Position for NY State Certifed Teacher

Dance Position for NY State Certifed Teacher

Posted by | July 30, 2019 |

Join us as we complete our Dance department! You will be part of a tight-knit Arts team and be the 2nd full-time teacher in each “Studio.” Work with our students to help develop their repertoire and portfolios in order to secure scholarships and grants for college!

Preferred Dance Teacher Qualities 

  • Confidence in Jazz Dance and/or Hip Hop.
  • Experience or interest in working with a wide range of ages

Additional

  • Concerned about the environment, climate change
  • Comfortable with creating Art in alternative spaces, i.e. outdoor sound stage
  • Curious about interdisciplinary work, i.e., with film and music
  • Experiences or interest collaborating with the Deans office and/or initiatives to build community

School Vision Statement for the Arts

 At TAPCo we take care of ourselves and each other. We support artistic self-expression and sustainability-oriented collaboration in a demanding, high-tech arts and academic environment. Students major in one of two areas; either in an arts studio or a technical/digital concentration. All TAPCo students learn the collaborative and self management skills required for success in the 21st century world of the arts enabling them to continually evolve and excel in college, career, and life.

The groundbreaking of TAPCo’s outdoor rooftop garden/outdoor sound stage made us the first school in New York City that will have a space dedicated to student sustainability oriented gardening  and performances. A CDOS track (both SPED and Gen Ed) will enable students taking those courses, and our Arts studio majors, to intensively work together in learning real word digital skills- a hallmark of 21st century artistic endeavor.

More About Us

TAPCo is a public middle/high school of the Arts. In 2016& 17, we were recognized in US News & World Report’s Best High Schools in America, appeared in The Huffington Post, and featured in many local television news stories for the artistic and academic accomplishments of our students. We offer 7 AP courses, and are members of College Readiness for Middle & High School, Algebra for All, the LINCT program, Urban Advantage, the Writing Revolution, RULER, and Beyond Differences. Partnerships: Roundabout Theatre Company, Jazz at Lincoln Center, 92Y, Elisa Monte Dance, Hip Hop Dance Conservatory, Fred Dolan Art Academy, Reidi Dance, the Sessions, and Hispanic Information Telecommunications Network (HITN).

Salary

According to DOE/UFT contract.

Comments Off on EDUCATION SPECIALIST

EDUCATION SPECIALIST

Posted by | July 30, 2019 |

Description

Esperanza is an innovative alternative to incarceration program that seeks to reduce the number of youth who are placed outside of their homes or incarcerated, either through a delinquency case in family court or via an adult court case. Esperanza staff work with youth and their families in their own homes and communities, providing therapy and case management, helping to set short- and long-term goals, and facilitating connections to schools and other community-based organizations to assist youth and caregivers in establishing longer-term supportive networks.

 

Responsibilities

Esperanza is seeking an Education Specialist. Job responsibilities include: working with therapists to enhance educational opportunities and engagement for program youth; attending school-related meetings in more challenging cases, including  IEP meetings and other discussions around special education supports and services as well as suspensions/disciplinary actions; on-going training for staff on educational rights, supports and services, school discipline etc.; collection, review and distribution of parent materials created by the DOE and outside organizations regarding school-related rights and responsibilities; development of original support materials for parents and therapists; facilitation of relationships with DOE personnel; and maintaining and advancing relationships with other service providers, such as HSE, job training, and college readiness programs, legal service providers, and Department of Probation personnel. In addition responsibilities include tracking of education-related data to support grant reports, and supervising interns working on education-related projects for Esperanza.

 

Qualifications

Excellent written and oral communication skills; experience working with school and district personnel, including, but not limited to guidance counselors, principals, members of school-based support teams, and committees on special education. In-depth knowledge of special education and school discipline procedure is required. Advanced degree in law, education, social work or related preferred. Spanish speakers preferred.

 

Salary

$55,000+ depending upon education and experience, plus excellent benefits

Comments Off on Lead Teacher

Lead Teacher

Posted by | July 15, 2019 |

Description:

exalt elevates expectations of personal success for youth ages 15-19 who’ve been involved in the criminal justice system. We inspire youth at a critical crossroads to believe in their worth, from the first steps in contemplation through the journey to create lasting behavioral change. Our powerful combination of structured classes for tangible skill development, individualized support to navigate the education and justice systems, placement in paid internships and an alumni network of resources equips youth with the tools and experience to avoid further criminal justice system involvement. At exalt, we empower youth to see a future filled with hope – and we provide the road map to get there. The Lead Teacher teaches three components of exalt’s core educational program: 1) a 6-week pre-internship preparation class, which utilizes a curriculum linking employability skills, educational engagement and avoidance of justice system involvement to a set of four core skills: critical thinking, communication, creative problem-solving and “resource management;” 2) eight Friday Seminars (during the 8-Week Internship Phase), which build upon the 6-week classroom curriculum and provides opportunities for participants to reflect on their internship experiences; and 3) a 2-week post-internship class, which allows students to further synthesize their internship experiences with prior classroom learning and develop tangible goals and strategies for post-program justice system avoidance, successful engagement in school, and employability. Essential to our curriculum is the application of a Freire inspired critical pedagogical approach which validates and builds on participants’ experiences, cultures, skills and interests while building discipline and accountability –inspiring and enabling them to internalize the four core skills we focus on, and apply them to decision making regarding interactions in school, on the streets with peers or police, or in professional environments that hold potential opportunities for them.

Responsibilities:

 Teach 4-5 program cycles annually, consisting of: a 6-week Pre-Internship Training class (4:30- 6:30/7pm, Monday-Thursday), eight Friday Seminars (4:30-6:30pm during the internship phase), and a 2-week Post-Internship Phase class (4:30-6:30/7pm Monday-Thursday). Classes will be comprised of approximately 18 youth per class, ages 15-19. The Lead Teacher will be prepared to:

o Engage youth typically resistant to educational settings.

o Gauge individual student learning styles, challenges and strengths and tailor instruction to maximize student engagement and comprehension.

o Communicate regularly with exalt staff to share students’ obstacles, assets and opportunities and incorporate information into class instruction through email and meetings.

o Write weekly progress notes assessing developmental progress and setbacks of students.

o Prepare court letters and attend court for students as needed.

o Devise strategies to address the diverse needs of students at risk of program incompletion;

o Link all classroom discussion and instruction to exalt’s long term goals for students: increased investment and persistence in school, employability, and sustained avoidance of further justice system involvement.

 Conduct all four core skill pre and post assessments on schedule.

 Collaborate with Program Coordinator(s) to develop individualized goals for students and support their progress towards goals by conducting school visits, attending court or developing other resources as needed.

 Conduct outreach to program alum on a regular basis to assess and support their ongoing progress and needs, particularly in terms of education, criminal justice system avoidance, and employment.

 Work with Deputy Director for Programs and program team to review curriculum regularly and develop adaptations, innovations and additions as necessary. Update/amend curriculum to include changes signed off on by Deputy Director for Programs.

 Assists other senior staff manage organizational culture on a day-to-day basis. This includes monitoring students’ general behavior in the office space, greeting and directing external constituents appropriately; and other duties as assigned. Competencies

 Demonstrated ability to manage a classroom of high school age youth typically resistant to educational settings. Balance clear structure, accountability and discipline with engaging teaching style to facilitate high participation and interest from students.

 Adaptability: Able to adapt quickly to new information and unexpected obstacles, and approach change positively. Can adapt exalt’s curriculum to the specific needs, learning styles and personalities of each cohort of students.

 Applied learning: Able to learn and apply new position-related information quickly i.e. all exalt youth interface with the juvenile or criminal (adult) justice systems. Lead Teachers must become familiar with these systems to understand their role in students’ lives and meaning in curriculum.

 Cultural competence: has strong familiarity with and understanding of exalt students’ histories, cultures and the socio-economic and political factors which have shaped those, and can use culturally relevant and contextualized lessons and teaching methods in class. Classes are typically comprised of 80% Black American and Caribbean youth and 20% Latinx youth.

 Communication: Clearly and effectively conveys and receives information and ideas to/from students and colleagues through a variety of media. Demonstrates strong written, oral and listening skills.

 Planning and Organization: Organizes work, sets priorities, determines resources requirements and seeks input and support from supervisors/colleagues; determines necessary sequence of activities needed to achieve goals.

 Decision-Making and Stress Management: exalt students face a plethora of obstacles in their lives and often have pending court requirements that put their freedom in jeopardy. Staff must be able to manage making challenging decisions (e.g. potentially releasing a student from the program who cannot meet standards despite program flexibility), and balance the emotional aspects of working with young people facing severe challenges. Performance Measures

 Students’ progress in classroom engagement and participation as measured through likert scales, attendance, adherence to program contract obligations, and progress notes.

 Students’ progress in comprehension, internalization and application of exalt’s four core skills and additional curriculum content as measured through pre and post program assessments.

 Retention of at least 75% of enrolled students in each class through entire 6 week pre-internship classroom session, and 65% full program completion.

Qualifications:

 Bachelors Degree preferred

 Minimum of 3 years teaching experience in high school or an alternative educational program

 Bilingual, Spanish-speaking a plus

Comments Off on Teaching Artist

Teaching Artist

Posted by | July 1, 2019 |

Position Summary:

Girl Be Heard seeks Teaching Artists for its after-school girl empowerment theater programs in New York City’s public middle and high schools. Each Teaching Artist will work with a co-TA to create a safe space and bring together a strong ensemble of students using Girl Be Heard’s listening model. Teaching Artists will give participants a foundation in writing and performance-based storytelling, and cultivate an understanding of social justice and issues affecting women and girls around the world. They will also lead participants through the creative process of writing and performing an original show, which will be performed by the students in a professional theater at the end of the year.

Ideal candidates will have a strong background in planning and leading theatre-based education, and must be passionate about developing girls’/gender non-conforming voices. We particularly seek strong writers and editors. All Teaching Artists will be trained throughout the year.

Teaching Artists will be hired for the length of the school year (September-June) to work at one or more of our partnering campuses. Programs meet weekly for 2 hours each. In addition to the weekly workshops with students, teaching artists will be expected to attend Teaching Artist Training in September, mid-year training in January and all regularly scheduled TA meetings.

Responsibilities: 

  • Serve as a positive, engaging role model for a diverse group of young people as they explore personal identity and global issues through theater.
  • Create a safe space for youth to share and grow.
  • Learn the Girl Be Heard curricula and plan lessons to serve the group(s) you are working with that meet the goals of the curricula.
  • Utilize your background (performing arts, visual arts, writing) to create adaptable lesson plans and special projects/activities for students.
  • Complete all required paperwork in a timely manner to support programming, administration, and monitoring and evaluation, including weekly session reports.
  • Maintain communication with school officials and foster a deeper relationship with the school community as a whole.
  • Support the organization at fundraisers, cultivation events, and other outreach opportunities.
  • Attend all required trainings.
  • Participate in all TA meetings.

 

Qualifications:

  • Experience in creating lesson plans and/or curriculum writing, facilitating a variety of hands-on, interactive workshops with diverse populations, i.e., students with disabilities, English Language Learners, different socioeconomic backgrounds, etc.
  • A demonstrated artistic practice in theatre and/or writing for performance.
  • Availability for all scheduled sessions, training, and meetings.
  • An understanding of dismantling racism and trauma-informed care is essential.
  • Strong organization and administrative skills. Applicants must have ability to work with minimal supervision, be highly detail-oriented, diligent, able to adapt easily to change, and able to work in a high-paced environment.
  • Ability to reach all students based on an understanding of diverse developmental levels.
  • Proven experience with effective classroom management strategies.
  • Ability to plan with others and articulate goals and objectives.
  • Ability to communicate and work collaboratively with site contacts.
  • 4 years of equivalent relevant work experience preferred, in the areas of Education and/or the Arts or Bachelor’s degree. 
  • Demonstrated commitment to an understanding of issues of social justice and girls’ empowerment.
  • Willingness to engage with participants above and beyond time spent in workshops.
  • Strong knowledge of, or experience with, the NYC public school system.
  • Experience with playwriting, devising, editing, and/or dramaturgical work preferred.

 

Deadline: Applications will be accepted on a rolling basis, but priority will be given to those received by July 15st.

 

Compensation: Part­time, commensurate with experience.

 

 

About Us:

Girl Be Heard’s mission is to develop, amplify, and celebrate the voices of young women through socially conscious theatre-making. We bring global issues affecting girls center stage by creating cutting-edge, cause-related theatre – inspired, written and performed by youth (12-21) — that is thought-provoking and actionable. Our shows give voice to issues that girls care about most (such as bullying, body image, and self harm). Our company also takes on global issues affecting girls worldwide such as sex trafficking, forced child marriage, and gender-based violence; and regularly performs our acclaimed shows at the United Nations, TED conferences, and The White House.

 

Girl Be Heard’s education curriculum encourages young people to think critically about social justice, challenge stereotypes, foster friendships, and build tools for bringing about positive change in their communities. Our programs are housed in 12 sites in NYC (10 Title schools and two community-based programs). We also launched the first after-school program abroad in Trinidad and Tobago in 2017.

 

Work Environment: 

Girl Be Heard is an equal opportunity employer and does not discriminate on the basis of race, gender identity or expression, color, national origin, ability, ethnicity, sex, ancestry, sexual orientation, age, religion or belief. Girl Be Heard seeks a broad spectrum of employees and is strongly committed to a diverse and equitable work environment. People of all backgrounds, abilities, gender expressions, ethnicities, races, sexual orientations, religions, and nationalities are strongly encouraged to apply. Girl Be Heard’s main office is located in the DUMBO area of Brooklyn. Our offices are air-conditioned and located in wheelchair accessible buildings.

Comments Off on Early Childhood Quality Improvement Manager

Early Childhood Quality Improvement Manager

Posted by | June 25, 2019 |

MISSION

All young children in New York should have access to the highest quality services across sectors, locations, and professions. The New York Early Childhood Professional Development Institute, housed at the City University of New York, is a fast-paced, dynamic public/private partnership that exists to drive the excellence of services designed for young children through research, policy, and practice. The Institute is the implementing agency for QUALITYstarsNY.

QUALITYstarsNY is New York State’s voluntary 5-Star early childhood quality rating and improvement system. Since its inception, QUALITYstarsNY has focused its evidence-based practices to ensure that young children in participating programs have access to excellence and families can trust the level of quality in the program they choose. Assessment, coaching, professional development, and a wide range of resources are made available to each site, enabling QUALITYstarsNY to support early childhood programs to earn higher star ratings.

GENERAL DESCRIPTION

The Quality Improvement Manager (QIM) will work closely with the Project Director and other project staff to implement the continuous quality improvement cycle of QUALITYstarsNY throughout New York State. The QIM will supervise a team of Quality Improvement Specialists (QIS) across the state who are responsible for engaging participants in the quality improvement process. The QIM is responsible for the allocation of quality improvement funds and scholarships to the QIS including reconciliation of budgets and ongoing monitoring of bookkeeping records. The goal of this position is to effectively evaluate and improve the supports provided to participants including monitoring Quality Improvement Plans, Star-Ratings and quality rating scores in key areas. The QIM is responsible for building the capacity of QIS through leadership, professional development, and a range of other supports to ensure success in their role.

DUTIES AND RESPONSIBILITIES

Leadership & Supervision

  • Lead the development, implementation, and evaluation of the continuous quality improvement cycle of QUALITYstarsNY in collaboration with the Project Director and project managers including processes and procedures to strengthen the comprehensive statewide infrastructure.
  • Supervise and coordinate the case management of the QIS, including the effective development of quality improvement plans.
  • Complete timely annual performance evaluations for all QIS and coordinate professional development opportunities to encourage growth and success.

Management & Monitoring

  • Develop, implement, and monitor quality control systems to ensure accountability for contract and grant deliverables, including documentation, tracking, and data analysis.
  • Manage the development and revisions of the QIS Staff Manual.
  • Collaborate with Project Director and project managers to monitor and improve the database system(s), including the development and revisions of technical manuals for staff and participants.
  • Manage the hiring and on-boarding process for QIS, including development and facilitation of the new hire orientation.
  • Collect and analyze data to inform and strengthen practices that align with state and local priorities.
  • Perform data analysis and write reports that describe progress toward project goals and outcomes.

Communication & Partnerships

  • Engage in building relationships with key stakeholders, representing and promoting the work of QUALITYstarsNY locally and across the state at various events, trainings, and meetings.
  • Attend and contribute to project planning meetings and the development of the annual project calendar.
  • Maintain efficient and organized records and files as part of the administrative team.

Other

  • Attend staff meetings and trainings as required.
  • Perform special projects and other duties as assigned.

CORE COMPETENCIES/QUALIFICATIONS

Minimum Qualifications

  • A Master’s Degree in early childhood education or related field of study
  • The equivalent of 7+ years in a leadership role with project or program management experience in early childhood education or a related profession
  • The equivalent of 5+ years of experience providing coaching and technical assistance/support to early care and education programs
  • Strong managerial and supervisory skills to motivate the team to accomplish goals in an effective and timely manner
  • Ability to develop, implement, and evaluate complex systems with integrity, efficiency, and accuracy
  • Outstanding critical thinking, questioning, and listening skills; superior attention to detail.
  • Excellent and effective oral and written communication skills, including ability to facilitate training and presentations
  • Intermediate to advanced skills in Microsoft Office (Outlook, Word, Excel, and PowerPoint) and general fluency with various technology tools and platforms
  • Ability and willingness to travel as needed, including overnight stays

Key Competencies

  • Innovative
  • Flexible
  • Strong interpersonal communication skills
  • Sense of humor
  • Reflective nature
  • Comfortable with competing and shifting priorities
  • Sound judgment and decision making

Physical Requirements

This position operates in a professional office environment. This role routinely uses standard office equipment such as conference/webinar software, personal computers, laptops, photocopiers, filing cabinets and presentation materials

While performing these duties, the employee is required to perform physical activities such as, but not limited to, lifting items (up to 40 pounds), bending, reaching, sitting for prolonged periods of time, and repetitive motion (keyboarding).

Ability to travel to various QUALITYstarsNY locations, and other agencies/partners locally and across the state as needed.

EEO Info

We are committed to enhancing our diverse academic community by actively encouraging people of all race, color, religion, gender, gender identities or expressions, sexual orientation, national origin, genetics, disabilities, age, or protected veteran status to apply. We take pride in our pluralistic community and continue to seek excellence through diversity and inclusion. CUNY is an EEO/AA Employer.

Comments Off on New York Bureau Chief

New York Bureau Chief

Posted by | June 21, 2019 |

We’re looking for the next leader of our New York team.

Chalkbeat, the nonprofit news organization covering educational change efforts in the communities where improvement matters most, is seeking a seasoned reporter and/or editor with management experience to serve as our New York bureau chief.

This is a fascinating time to lead education coverage in New York. The past year has seen an onslaught of news carrying profound implications for students and families in the nation’s largest school district — from a controversial proposal to change admission practices at the city’s most selective high schools to the dramatic early tenure of a new chancellor looking to shake up the system. Chalkbeat has been at the forefront of these and other stories, breaking news and providing smart analysis of the implications on policy and politics — from visiting classrooms to cornering lawmakers in Albany as part of our state coverage.

The bureau chief will lead that coverage, with a focus on the debate around how to create educational equity. You will oversee a team of three reporters and be responsible for story budgets, readership growth, and impact, working to shape and edit stories so they connect to the important story Chalkbeat is telling across the country. You will serve as Chalkbeat’s public face in New York, working with our experienced leadership and engagement team to build a local community strategy, maintain news partnerships, and represent the organization at public events. Finally, you’ll oversee the bureau’s budget and office with support from Chalkbeat’s central network.

This position will report to one of Chalkbeat’s Managing Editors for Local News.

Who are you?

You are committed to local journalism and respect the transformative power of a good story, both as a reporter and as an editor. You’re hungry to break news, eager to understand and inform vital public policy debates, and enthusiastic about creating new models for sustainable journalism. You find coaching reporters energizing, from helping them connect the dots across several incremental stories to instructing them in the fine art of source-building. You get the urgency of making strong coverage decisions quickly, know how to balance quick news hits with enterprise work, and have experience planning longer-term investigative projects. While you love being on the ground and in the community, you’re also inspired by the idea of collaborating with colleagues across the Chalkbeat network to learn and share best practices and get the support you need to lead your team to greatness. You can serve as a guide for our readers — teachers, education insiders, parents, students, and curious citizens — in explaining how schools in the city work. And you’re not afraid to take leaders to task when warranted.

What background and skills do you have?

  • 7+ years’ experience in journalism, preferably in digital, with a focus on public policy issues
  • Experience covering New York preferred
  • Breaking news metabolism and decisiveness under pressure
  • Proven strategies for building an effective team and experience managing direct reports
  • Strong interpersonal skills with a knack for working with curious reporters and skeptical editors
  • Stellar news judgment
  • Experience managing budgets and other administrative duties preferred
  • Passion for education is a must; knowledge of education is a strong plus, but not required

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

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

About Chalkbeat:

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

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Elementary School Special Education Teacher

Posted by | June 17, 2019 |

2019-2020 School Year

CACPCS is hiring for the 2019-2020 school year! Join our team of dedicated, results-driven professionals who are committed to impacting the lives of our children and community. We are looking for passionate, dynamic elementary special education and general education teachers to help prepare our scholars for lifelong achievement.

Mission: The Children’s Aid College Prep Charter School is a community school whose mission is to prepare elementary school students for success in high school, college, and life by providing them with a rigorous instructional experience; addressing their physical, emotional, and social needs; fostering a sense of pride and hope; and serving as a safe and engaging community hub.

Position: Every day, our caring teachers work to ensure students gain the knowledge, skills, and determination they need to succeed in school and life. Children’s Aid College Prep offers a rigorous curriculum, fully aligned with the Common Core Learning Standards, for students in small class-sizes and with structured behavioral and emotional supports. Teachers collaborate with the leadership team, colleagues, parents, and caregivers to ensure that all children meet and/or exceed grade-level standards and other developmentally appropriate goals while satisfying their intellectual curiosity. We embed the supports children need to address barriers to learning so that they are able to take full advantage of the excellent instruction our teachers provide. Teachers will be able to thrive in a professional learning community that offers guidance and multiple layers of support.

Children’s Aid College Prep seeks dynamic, talented teachers to incorporate compassion and exemplary instructional practices, work hard to meet the high-accountability demands and close achievement gaps, and commit themselves to a holistic developmental school community that aims to lay a solid foundation for the path to success in college, career, and life for our students.

Key Responsibilities:

  • Be a key staff member in delivering of comprehensive set of academic and behavior supports for scholars in temporary need of a more intensive resourced learning for some period of the school day.
  • Understand and Implement IEP mandates for all scholars served.
  • Provide grade level common core aligned instruction for scholars
  • Work under the supervision of the Director of Special Education and Intervention and Middle School Principal while collaborating with life coaches, paraprofessionals and classroom teachers
  • Engage in Understanding by Design to create and refine unit plans based on curriculum scope and sequence.
  • Use the Common Core Standards to create rigorous, objective-driven lessons.
  • Differentiate for individual students based on their unique learning needs so all students are appropriately engaged and challenged.
  • Ensure students are engaged through activities that accommodate various learning styles and needs.
  • Provide varied opportunities for students to achieve mastery.
  • Measure student achievement of, and progress toward, the learning objectives and big goals with formative and summative assessment tools.
  • Provide ongoing and timely feedback to students on their progress towards meeting big goals by frequently checking for understanding.
  • Use data to reflect on effectiveness of lessons and student achievement progress in order to improve instruction and personal practice.
  • Communicate and reinforce high expectations and standards for behavior and academic performance, aligned with the CACPCS school culture and core values.
  • Implement classroom procedures, systems, and routines that maximize instructional time.
  • Communicate respectfully and thoughtfully with parents/guardians, remaining sensitive to different families’ cultures, values and needs.
  • Work collaboratively with parents/guardians, families, and other members of the community.
  • Collaborate with colleagues (grade level and school-wide meeting and professional development days) to continuously improve practice as well as to support the achievement of the overall goals and mission of the school.
  • Reflect critically upon teaching experience; identify areas for further professional development as part of a professional development plan.
  • Provide targeted small group instruction (both in and out of the classroom) to students throughout the day.
  • Participate as part of the Response to Intervention referral team
  • Collaborate with teachers and colleagues in helping to create IEP’s by writing teacher reports that include management needs, present levels of performance and new goals.
  • Participate in IEP meetings
  • Implement progress monitoring for diverse learners with IEPs
  • Design strategic learning plans that target and track progress on students’ IEP goals
  • Work collaboratively with grade level teams across content areas
  • Collaborate with teacher colleagues to provide differentiation in the classroom
  • Collaborate as part of the student intervention referral team
  • Support with assessment of students as a proctor and monitor of examinations, including the administration of testing accommodations
  • Provide a range of instructional, management, and assessment strategies to meet the diverse learning needs of students
  • Facilitate and educate grade-team members of testing accommodations
  • Assist with non-instructional supervision of students, such as arrival/dismissal, hallway monitoring, substitute teaching, lunch and playground duty, or supervision of extracurricular activities
  • Maintain accurate and organized records of student information
  • Conduct and/or assist with professional development focusing on special education
  • Communicate effectively with parents regarding goal setting, ongoing progress reporting of behavior and academics.

Qualifications:

  • Valid New York State certification required
  • Special education certification
  • Masters in special education preferred
  • Minimum of 3-4 years teaching in an urban setting preferred and specifically with students
  • Belief in accountability and that all children can achieve at high levels
  • Belief in and alignment with Children’s Aid College Prep’s mission, core values and approach
  • Commitment to the continuous assessment of students’ academic, social and behavioral progress in order to effectively plan and tailor instruction and other enrichments and interventions
  • Ability to support a positive and nurturing school culture and climate through effective classroom management skills as indicated by the ability to create a respectful, results-driven and focused learning environment
  • A team player who is dedicated and flexible to teach in an urban, public school or charter school setting preferred
  • Strong behavioral and differentiation strategies and supports recommended

Compensation: We offer a competitive salary, and all staff members are equipped with the tools and skills needed to impact the community every day.

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

Apply: Send your resume and cover letter to CACPCSjobs@gmail.com

Comments Off on Middle School Special Education Teacher

Middle School Special Education Teacher

Posted by | June 17, 2019 |

2019-2020 School Year

CACPCS is hiring for the 2019-2020 school year! Join our team of dedicated, results-driven professionals who are committed to impacting the lives of our children and community. We are looking for passionate, dynamic elementary special education and general education teachers to help prepare our scholars for lifelong achievement.

Mission: The Children’s Aid College Prep Charter School is a community school whose mission is to prepare elementary school students for success in high school, college, and life by providing them with a rigorous instructional experience; addressing their physical, emotional, and social needs; fostering a sense of pride and hope; and serving as a safe and engaging community hub.

Position: Every day, our caring teachers work to ensure students gain the knowledge, skills, and determination they need to succeed in school and life. Children’s Aid College Prep offers a rigorous curriculum, fully aligned with the Common Core Learning Standards, for students in small class-sizes and with structured behavioral and emotional supports. Teachers collaborate with the leadership team, colleagues, parents, and caregivers to ensure that all children meet and/or exceed grade-level standards and other developmentally appropriate goals while satisfying their intellectual curiosity. We embed the supports children need to address barriers to learning so that they are able to take full advantage of the excellent instruction our teachers provide. Teachers will be able to thrive in a professional learning community that offers guidance and multiple layers of support.

Children’s Aid College Prep seeks dynamic, talented teachers to incorporate compassion and exemplary instructional practices, work hard to meet the high-accountability demands and close achievement gaps, and commit themselves to a holistic developmental school community that aims to lay a solid foundation for the path to success in college, career, and life for our students.

Key Responsibilities:

  • Be a key staff member in delivering of comprehensive set of academic and behavior supports for scholars in temporary need of a more intensive resourced learning for some period of the school day.
  • Understand and Implement IEP mandates for all scholars served.
  • Provide grade level common core aligned instruction for scholars
  • Work under the supervision of the Director of Special Education and Intervention and Middle School Principal while collaborating with life coaches, paraprofessionals and classroom teachers
  • Engage in Understanding by Design to create and refine unit plans based on curriculum scope and sequence.
  • Use the Common Core Standards to create rigorous, objective-driven lessons.
  • Differentiate for individual students based on their unique learning needs so all students are appropriately engaged and challenged.
  • Ensure students are engaged through activities that accommodate various learning styles and needs.
  • Provide varied opportunities for students to achieve mastery.
  • Measure student achievement of, and progress toward, the learning objectives and big goals with formative and summative assessment tools.
  • Provide ongoing and timely feedback to students on their progress towards meeting big goals by frequently checking for understanding.
  • Use data to reflect on effectiveness of lessons and student achievement progress in order to improve instruction and personal practice.
  • Communicate and reinforce high expectations and standards for behavior and academic performance, aligned with the CACPCS school culture and core values.
  • Implement classroom procedures, systems, and routines that maximize instructional time.
  • Communicate respectfully and thoughtfully with parents/guardians, remaining sensitive to different families’ cultures, values and needs.
  • Work collaboratively with parents/guardians, families, and other members of the community.
  • Collaborate with colleagues (grade level and school-wide meeting and professional development days) to continuously improve practice as well as to support the achievement of the overall goals and mission of the school.
  • Reflect critically upon teaching experience; identify areas for further professional development as part of a professional development plan.
  • Provide targeted small group instruction (both in and out of the classroom) to students throughout the day.
  • Participate as part of the Response to Intervention referral team
  • Collaborate with teachers and colleagues in helping to create IEP’s by writing teacher reports that include management needs, present levels of performance and new goals.
  • Participate in IEP meetings
  • Implement progress monitoring for diverse learners with IEPs
  • Design strategic learning plans that target and track progress on students’ IEP goals
  • Work collaboratively with grade level teams across content areas
  • Collaborate with teacher colleagues to provide differentiation in the classroom
  • Collaborate as part of the student intervention referral team
  • Support with assessment of students as a proctor and monitor of examinations, including the administration of testing accommodations
  • Provide a range of instructional, management, and assessment strategies to meet the diverse learning needs of students
  • Facilitate and educate grade-team members of testing accommodations
  • Assist with non-instructional supervision of students, such as arrival/dismissal, hallway monitoring, substitute teaching, lunch and playground duty, or supervision of extracurricular activities
  • Maintain accurate and organized records of student information
  • Conduct and/or assist with professional development focusing on special education
  • Communicate effectively with parents regarding goal setting, ongoing progress reporting of behavior and academics.

Qualifications:

  • Valid New York State certification required
  • Special education certification
  • Masters in special education preferred
  • Minimum of 3-4 years teaching in an urban setting preferred and specifically with students
  • Belief in accountability and that all children can achieve at high levels
  • Belief in and alignment with Children’s Aid College Prep’s mission, core values and approach
  • Commitment to the continuous assessment of students’ academic, social and behavioral progress in order to effectively plan and tailor instruction and other enrichments and interventions
  • Ability to support a positive and nurturing school culture and climate through effective classroom management skills as indicated by the ability to create a respectful, results-driven and focused learning environment
  • A team player who is dedicated and flexible to teach in an urban, public school or charter school setting preferred
  • Strong behavioral and differentiation strategies and supports recommended

Compensation: We offer a competitive salary, and all staff members are equipped with the tools and skills needed to impact the community every day.

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

Apply: Send your resume and cover letter to CACPCSjobs@gmail.com

 

Comments Off on Education Specialist — NYS-TEACHS

Education Specialist — NYS-TEACHS

Posted by | June 10, 2019 |

Overview
Advocates for Children of New York, Inc. (AFC) is a not-for-profit organization focused on highquality education for New York students who face barriers to academic success. AFC works on behalf of children and youth who are at greatest risk of academic failure due to poverty, race, ethnicity, disability, homelessness, immigration status/limited English proficiency, or involvement in the child welfare or juvenile justice systems. We use a variety of strategies — including direct service, trainings, and policy advocacy — to advance systemic reform, empower families and communities, and advocate for the educational rights of individual students.

The New York State Technical and Education Assistance Center for Homeless Students (AFC’s NYS-TEACHS project) focuses on the educational rights of students experiencing homelessness, and is a project funded by the New York State Education Department. NYS-TEACHS provides information, resources, trainings, and support to school districts, parents, social service providers, and other professionals to ensure that children and youth experiencing homelessness can succeed in school.

AFC seeks a second full-time Education Specialist for the NYS-TEACHS Infoline. The two Education Specialists work collaboratively and report to the Assistant Director of NYS-TEACHS. The Education Specialists’ primary role is responding to questions that NYS-TEACHS receives over our Infoline. Education Specialists must be committed to the rights of students in temporary housing, and able to navigate challenging conversations with diplomacy. They are a central part of our seven-member team. In addition to primary Infoline responsibilities, Education Specialists help with NYS-TEACHS’ annual workshops and webinars, update the NYS-TEACHS’ website, draft guidance documents and outreach materials, and assist with occasional administrative tasks.

As a team we value growth and learning. We regularly reflect on how we can better serve marginalized communities, and we engage in thoughtful conversations regarding race and equity as they impact our external work as well as our internal experiences in the workplace.

Please see below for a more detailed description of the job responsibilities.

Responsibilities
75% — Infoline
• Respond to calls on the NYS-TEACHS Infoline from school district staff, social service providers, parents, and students. On Infoline cases, Education Specialists will:
• Speak with families and gather sensitive information regarding their housing status,
• Provide clear and accurate information about the educational rights of students experiencing homelessness (NYS-TEACHS will provide training about relevant state and federal laws)
• Mediate disagreements between school staff and students/families, over the phone and through email, and
• Escalate cases if students face persistent barriers to their access to school
• Draft follow-up correspondence to school district staff and to the State Education Department about barriers that come to our attention through the Infoline, and
• Maintain clear written records in SalesForce based on calls with school districts, families, community-based organizations, the State Education Department and others.

25% — Writing, Trainings, and Administrative Tasks
• Draft guidance memos, outreach and training tools for school staff and parents, as needed, about student rights under federal and state law
• Manage, present and/or assist with 4 to 6 webinars over the course of the year
• Assist with 5 statewide workshops (3 in NYC and 2 outside of NYC), which includes overnight travel within New York State 2 times each year
• Assist with an average of 2-3 additional trainings for school staff per year
• Make periodic updates to the NYS-TEACHS website and training materials
• Assist with reports that NYS-TEACHS prepares for NYSED
• Occasionally assist with mailing and distribution of NYS-TEACHS posters and brochures.

Qualifications
• Excellent verbal and written communication skills are required.
• Clear commitment to assisting underserved students a must.
• B.A. or B.S required.
• Fluency in Spanish is strongly preferred.
• The ideal candidate should be:
o Passionate about the rights of students and families in temporary housing
o Able to translate complex legal ideas into simple, clear language
o Independent, able to manage projects from start to finish
o Able to establish trust with a variety of audiences and build bridges between people with differing perspectives
o Experienced with Microsoft Word, Excel, PowerPoint
o Familiar with, or eager to learn Salesforce, GoToWebinar and other software
o Clear and prompt in maintaining written records
o Analytical, able to interpret complex facts quickly and accurately
o Organized, efficient and adaptable.

Expected Start Date
Ideal start date: Summer 2019

Salary and Benefits
The salary depends on experience. In addition to a competitive salary, AFC also offers extremely generous benefits.

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

Comments Off on Spanish Teacher

Spanish Teacher

Posted by | June 10, 2019 |

DRIHSCS Spanish Teachers are responsible for planning and implementing high-quality, rigorous Spanish language instruction to our scholars. Teachers at DRIHSCS create an educational atmosphere in which students have the opportunity to fulfill their potential for intellectual and emotional growth.

 

Responsibilities

  • Provide clear and consistently high-quality Spanish instruction for scholars
  • Create instructional lesson plans and activities that contribute to a climate where students are actively engaged in a meaningful learning experience
  • Implement instructional strategies and resources to meet the needs of all students, including those with varying backgrounds, learning styles, and special needs
  • Assess changing curricular needs and implement plans for improvement
  • Guide students in preparing to be successful on the NYS Languages Other Than English – Spanish Regents Exam, as directed
  • Maintain effective and efficient data gathering procedures
  • Attend all professional development meetings and workshops, as well as a summertime professional development before the opening of the school year
  • Meet professional obligations through efficient work habits such as meeting deadlines, honoring schedules and collaborating effectively with colleagues

Education & Experience

  • Fluency in English and Spanish
  • Bachelor’s Degree required, Master’s Degree preferred
  • New York State teaching certification
  • Minimum of two years teaching experience preferred

Remuneration

  • Highly competitive salary commensurate with experience and education
  • Comprehensive benefits package
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Certified Special Education Teacher

Posted by | June 4, 2019 |

The Titus School is a brand new, 12 month educational program for children with special needs ages 5.0 and up. We are a multidisciplinary setting that provides Speech Therapy, Occupational Therapy, Physical Therapy and Counseling to offer a comprehensive learning environment for children with a variety of diagnoses. We are looking for a NYS Certified Special Education Teacher to join our team in July 2019.

DUTIES INCLUDE:

  • Implementing Common Core curriculum for students with learning and emotional disabilities
  • Assessing each student’s current levels, abilities and needs and developing and implementing IEP goals and objectives
  • Measuring and documenting student progress on a regular basis
  • Providing active leadership of the students’ educational team
  • Supporting and supervising behavior support staff who work directly with students
  • Maintaining professional contact (during meetings, phone calls and emails) with related service providers, parents and members of outside treatment teams
  • Performing formal educational assessments as requested
  • Utilizing assessment data to differentiate instruction
  • Implementing behavioral methodologies and Behavior Support Plans
  • Ability to utilize data to design student instruction

QUALIFICATIONS:

Must hold a Masters degree in Special Education or related field

Must hold valid New York State certification in Special Education K-12 or Students with Disabilities

CHARACTERISTICS DESIRED:

Knowledge of research based instructional practices and differentiation. Experience with Nonviolent Crisis Prevention (CPI). Experience working collaboratively with therapists and clinicians. Excellent written and verbal communication skills.

Comments Off on Elementary School Operations Associate

Elementary School Operations Associate

Posted by | June 3, 2019 |

About Community Roots:

Community Roots Charter School is a rigorous learning community where learning is embedded in a meaningful real-world context, 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 Operations Associate who will work to be both innovative and inspiring in the pursuit of meeting the needs of all students in grades K-8.  This position will report to the Director of Operations.

 

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 ensuring 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

Qualifications:

  • Bachelor’s Degree, required
  • Prior related experience in school operations, preferred
  • Flexibility to work outside of job description parameters, when needed
  • Excellent verbal and written communication skills (in English). Fluency in Spanish or Mandarin a plus
  • Proficiency in Google Suite, MAC, QuickBooks, and Microsoft Office (Word, Excel).
  • Experience working with teams and individuals with diverse racial, cultural, and ethnic backgrounds and values.
  • Belief in CRCS mission and philosophy
  • Strong belief in and ability to collaborate
  • Demonstrated ability to prioritize and problem solve independently

 

Main responsibilities will include:

  • Ensuring that central office culture and communication adheres to CRCS professional expectations
  • Supporting all families, students, and teachers as needed and requested
  • Perform general main office duties such as answering phones, photocopying, faxing, emailing and scanning
  • Overseeing materials management to ensure that all CRCS locations have the supplies, technology, and resources needed for smooth functioning.
  • Maintains a system to order, purchase, receive, inventory and return (if necessary) goods to ensure the school staff and students consistently have everything they need to operate and achieve our mission
  • Troubleshoots missing or incomplete orders and maintains communications with staff throughout the purchase cycle
  • Supporting team in troubleshooting everyday technology and systems support issues
  • Assists with technology (e.g., liaising with IT vendor, navigating mandatory systems, check-out and return of materials, etc.)
  • Engaging in office reception activities such as: fostering a welcoming environment, answering phone calls, responding to electronic communication, completing copy requests, maintaining files, and greeting students, staff, and visitors
  • Updating dismissal changes and assisting with classroom coverages as requested by the DOO or Co-Directors
  • Assisting with main office aesthetics, event execution, and vendor communication
  • Manages the on-site collection of incident reports and other delegated activities related to compliance and legal matters.
  • Collection of attendance and meal tracking sheets and other administrative duties as required
  • Ensures the safety of students (e.g., building-wide preparation for emergencies by creating action plans and communicating policies with staff, liaises to review surveillance footage when needed, etc.)
  • Provides the leadership team with administrative and ad hoc support as required (e.g., organizing staff appreciation initiatives, coordinating surveys, coordinating professional development, etc.)
  • Coordinates space and facilities requests and needs, including booking permits and distribution of keys
  • Coordinates space upgrades and capital improvements for classroom, office, and common areas
  • Ensures an up to date record of requests made and met regarding the facility’s needs, including immediate action items, short term, and long term needs
  • Communicates needs and follows up on requests with the custodial staff until completion
  • Gives updates as necessary to Co-Director on Facilities status and coordinates with Facilities Parent Committee to streamline communication with custodial staff

Salary and Benefits:

Community Roots offers a competitive benefits package. Salary commensurate with experience.

Comments Off on Elementary School Teacher

Elementary School Teacher

Posted by | May 31, 2019 |

Start Date: July 1, 2019

Location: Brooklyn, NY

Teaching at Achievement First:

Achievement First invites passionate educators to apply for the position of Elementary school Teacher for the 2019-20 school year. Teaching elementary school at Achievement First is an ideal position for an educator with deep passion for instruction who is eager to gain rigorous development to help perfect his/her craft. In addition to participating in weekly professional development and team planning meetings, teachers receive consistent high-impact coaching and feedback from a school administrator or teacher-leader. Furthermore, Achievement First has launched Teacher Career Pathway, a systematic, coordinated approach to recognizing and developing great teachers as they progress through five career stages. These stages were developed to celebrate excellent teachers and are accompanied by increased compensation, recognition and professional development opportunities. Achievement First is committed to recruiting, developing and retaining excellent Elementary school teachers.

Responsibilities of Achievement First Elementary school teachers will include but are not limited to:

Outstanding academic achievement and student character development  

  • Create a positive, achievement-oriented and structured learning environment that excites and invests students.
  • Motivate students to realize high academic and behavioral standards.
  • Build classroom community by investing families in children’s academic success and development of REACH values (REACH stands for Respect, Enthusiasm, Achievement, Citizenship and Hard work).
  • Utilize data from Achievement First’s interim assessments to drive instruction and intervention.
  • Design and implement unit and lesson plans in collaboration with grade or subject team.
  • Hold all students accountable during transitions, meals, trips and school events.
  • Exemplify AF’s core values in all interactions with students, families and colleagues.

Professional learning, development and growth

  • Collaborate with coach, grade-level chair and school team to improve instructional, culture-building and leadership skills.
  • Attend all professional development, team planning and data analysis meetings.
  • Participate enthusiastically in structured and informal learning and development opportunities.

Skills and Characteristics

  • Strong instructional and classroom management skills.
  • High level of personal organization and planning.
  • Team player: maturity, humility, strong work ethic, follow-through, sense of humor, willingness to respond positively to feedback and a “roll-up-my-sleeves” attitude.
  • Strong belief in the Achievement First mission and educational model.
  • Mastery of and enthusiasm for subject matter.

Educational Background and Work Experience

  • Two years of teaching experience preferred with a proven record of high student achievement.
  • Bachelor’s degree with a GPA of at least 3.0 from a competitive college or university; Master’s degree preferred.
  • New York, Connecticut or Rhode Island certified or in process of obtaining a certification.
    • If you are not yet certified, you may learn more about the process at http://eservices.nysed.gov/teach/certhelp/CertRequirementHelp.do (for NY),
    • http://www.sde.ct.gov/sde/cwp/view.asp?a=2613&q=321230 (for CT), or
    • http://www.ride.ri.gov/TeachersAdministrators/EducatorCertification/CertificationRequirements.aspx (for RI)

Compensation

Salary for this position is very competitive and commensurate with experience. Additionally, Achievement First offers a comprehensive benefits package. Teachers receive funds for supplies and materials as well as a laptop computer.

Comments Off on Special Populations and Data Coach

Special Populations and Data Coach

Posted by | May 31, 2019 |

The Urban Assembly

The Urban Assembly (UA) is a non-profit organization providing leadership and programmatic support to unique, small public secondary schools in high-need neighborhoods in NYC. UA schools are open to all students and our goal is to prepare 100% of UA graduates for success in the 21st century economy. The UA values the uniqueness that each student brings into our schools, and our work honors the various social and cultural contexts from which they come. We acknowledge the historical barriers created by education systems to perpetuate the social inequities that keep students of color from accessing postsecondary and career opportunities – and commit to dismantling these barriers.

Background on the UA Academics Team:

The Academics team supports 22 Urban Assembly schools in meeting benchmark academic goals around credit accumulation, college readiness, and graduation. We do so through programmatic support in math, literacy and data management. Through our efforts supporting our wonderful schools, our class of 2018 has a graduation rate of 81.7%, 6 points higher than the citywide average. We are a learning organization, and the Academics team collaborates to hone our coaching skills and delivery of professional learning and collects and uses data to inform the development and refinement of our existing programs.

Role Description:

Our ideal candidate is driven, passionate and a force for positive change in the world. This role calls for a person deeply committed to UA’s mission and vision, with skill sets in coaching, data-driven decision making and a deep understanding of special populations (students with disabilities and/or English language learners) for grades 6-12. In this role, you will provide coaching support to a caseload of schools in our network, working in both our data coaching program and supporting interventions.  On average, 70% of the week will be spent in the field coaching, and 30% will be in UA’s central office in Manhattan’s financial district. This role reports directly to the Director of Academic Programming.

Responsibilities:

  • Establish and maintain relationships across a portfolio of 8-12 schools
  • Maintain excellent records on coaching visits and follow up with schools in a timely fashion
  • Collect and analyze special populations’ data to determine the impact of coaching and professional learning
  • Manage projects and responsibilities with independence
  • Collaborate with the UA team to ensure alignment with organizational goals
  • Support schools to implement network-wide benchmark assessments and analyze the results to inform classroom practice
  • Develop and lead professional development sessions

Qualifications:

  • 3-5 years of teaching and/or coaching experience at the secondary level required, familiarity with a large urban school system preferred
  • Content and pedagogy expertise in special populations (at middle and/or high school level)
  • Strong fluency with using data to support decision making
  • Commitment to the organization’s mission and vision
  • Track record of improving outcomes for special populations, preferably at the middle school and/or high school level
  • Familiarity with IEP compliance and ELL compliance a plus
  • Fluency in collaborative systems and team orientation
  • Flexibility and adaptability as a general strength; we are an organization that adjusts as often as our schools and students need us to
  • Time management and organizational skills
  • Able to have your office be where your laptop is, UA coaches travel all around the city and have to work nimbly

Former NYCDOE staff and/or Urban Assembly alum are encouraged to apply!

Salary is commensurate with experience and includes an excellent benefits package, including: employer-funded healthcare, a monthly metrocard, phone stipend, financial support for professional development, and generous vacation time. 

Our target start date is July 8, 2019.

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Director of Human Resources

Posted by | May 30, 2019 |

Director of Human Resources: Reports Directly to the Head of School
The Director of Human Resources is a person with strong human resources and analytical skills who works well in a fast paced environment and requires a willingness to work autonomously and collaboratively at times with multiple business partners. The Director of Human Resources work together with the HR Manager in streamlining, coordinating, and performing various HR functions and ensures that goals and objectives are met through the Employee Handbook. The Director of Human Resources provides guidance and enhances performance in a manner that incorporates Dr. Richard Izquierdo Health & Science Charter School’s vision, and works collaboratively with the school leadership team to develop a school-wide culture of respect and achievement in common goals.

 

Essential Functions

  • Administers a comprehensive Human Resources program to maintain a well-qualified and diverse employee workforce with adequate staffing
  • Leads the recruitment and hiring of a workforce at all levels of the organization including substitutes, develops recruitment materials, visits college campuses, arrange for and attends career fairs, trains administrators in recruitment techniques, and plans other recruitment functions
  • Designs and direct the hiring process for all certificated and classified school employees, in cooperation with the leadership team to assure consistency in the school and ensuring compliance with state and federal law and contractual provisions (i.e. Highly Qualified, endorsement, certification requirements)
  • Develops and lead the on-boarding and new orientation program
  • Develops/revises school policies and procedures for Human Resources for the Head of School consideration, to assure consistency in the school, and compliance with laws, regulations and collective bargaining agreements
  • Develops and implement goal areas as defined by the School Strategic Plan
  • Provides leadership and training in developing staff evaluation procedures
  • Coordinates performance assessment of all employees, advises leadership and oversees the process for tracking notification and receipt of evaluation/probation paperwork.
  • Monitors Human Resources activities of administrators and managers to assure compliance with the city and state policies and procedures, collective bargaining agreements and laws and regulations
  • Provides training to the school administration to ensure that personnel policies and procedures are understood and implemented fairly and appropriately
  • Collaborates with the Head of School and other leadership to ensure best practices in Human Resources leadership operations and management
  • Supervises the preparation and complete in an accurate and timely manner state and federal reports for the purpose of compliance
  • Advises the Head of School to assure sound and accurate information for decisions
  • Participates in staff meetings and follow-up action based on labor-management discussion/meetings works proactively to resolve issues before they become formal grievances and utilizes problem-solving and meditation techniques to bring about resolution where appropriate
  • Attends professional growth sessions to keep his/her professional Human Resources knowledge current with changing laws and regulations
  • Work with the Head of School and Leadership on employee relations issues including investigations of alleged misconduct and other personnel issues and either complete investigations and oversees outside contracted services as appropriate
  • Assists in the preparation of a new employee packet of information for personnel.
  • Displays the highest ethical and professional behavior in working with students, parents, school personnel, and outside agencies associated with the school
  • Protects the confidentiality of records and information about staff, and use discretion when sharing any such information within legal confines.

Requirements: Education & Experience

  • Bachelor’s Degree  Master`s preferred
  • Prior experience working in a Charter School environment is a preferred or non- profit
  • SHRM-CP preferred

Requirements: Knowledge & Skills

  • Demonstrate Proficiency in Microsoft Office (particularly Excel), ADP, and other Financial Management Systems
  • Ability to Organize, Analyze, Interpret, Evaluate and present data
  • Strong Interpersonal and Communication skills
  • Acute Attention to Detail coupled with the ability to Think and Act Strategically
  • Excellent Organization, Time management, and Follow-up skills
  • Ability to turn best practices into high quality, goal-driven results
  • Highly effective writing, oral and interpersonal skills to communicate with a varied audience
  • Data management tools, organizational tools, computer skills (Word, Excel, Access, PowerPoint, and Outlook)

Remuneration

  • Highly competitive salary commensurate with experience and education
  • Shuttle to the 2/5 Train
  • Empire BCBS Medical/Dental/Vision
  • $25,000 Term life insurance covered by an employer
  • Commuter and Transit Benefits
  • Dependent Care Flexible Spending Account
  • 403 B Retirement with Company match
  • Comprehensive Time off which includes 10 PTO days in addition to paid vacation breaks competitive with DOE vacations
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Middle School Instructional

Posted by | May 23, 2019 |

Our Academies: Bronx, NY & New York, NY

Girls Prep Bronx Middle School

Girls Prep Lower East Side Middle School

 

Overview: About Public Prep

The Public Prep Network (PPN) is a nonprofit organization that develops single-sex elementary and middle public schools that pursue excellence through continuous learning and data-driven instruction. Our model is designed to empower each student to build strong character, demonstrate critical thinking, possess a core body of knowledge and be on a predictive path to earn a degree from a four-year university.

Our network is currently comprised of three tuition-free single-sex public charter schools across five campuses and one tuition-free single-sex Pre-K. Our campuses are: Girls Prep Lower East Side Elementary, Girls Prep Lower East Side Middle School, Girls Prep Bronx Elementary School, Girls Prep Bronx Middle School, and Boys Prep Elementary School. The Pre-K program, PrePrep: the Joan Ganz Cooney Early Learning Center, is housed inside of Girls Prep Bronx Elementary School.

Public Preparatory Network/Public Preparatory Academies is an Equal Opportunity/Affirmative Action employer.

 

Why work at the Public Preparatory Network

At Public Prep we believe that joy, warmth, and high levels of student engagement are the foundation of a school culture where students achieve academically and develop character strengths.  In the words of one community member, “Every student, every family and every Girls Prep staff member plays an important part of our amazing school, a school filled with energy, personality, hardworking people and a great deal of commitment.”

We believe in order to do that, schools not only need to deliver meaningful academics through an engaging and rigorous way, but we understand the importance of incorporating arts, the sciences, community and strong core values into our program. Our goal each day is not to only

stimulate the mind, but also to reach the whole child in providing a safe consistent environment to learn and grown in.  Our staff believe children learn best when they gain self-confidence and purpose when a caring community of educators not only care about their academic achievements but are truly invested in them socially and emotionally.

 

Available 2019-2020 Positions:

Middle School Math Teacher

Middle School Science Teacher

Middle School ELA Teacher

Middle School History Teacher

Middle School Special Education Teacher

School based support roles

School Leadership roles

 

If you would like to apply to any of our 2019-2020 positions please send your resume and cover letter to careers@publicprep.org. In the subject line please indicate which role(s) you are applying.

 

For more opportunities and to apply visit our careers page 

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Math Teacher

Posted by | May 23, 2019 |

Middle/High school Math teachers are responsible for planning and implementing high quality, rigorous mathematics instruction that create a high degree of clarity for students. The teacher will create an educational atmosphere where students have the opportunity to fulfill their potential for intellectual and emotional growth. Our teachers help DRIHSCS reach our mission and goals by implementing instruction that results in students achieving academic success and personal development. Essential practices of a DRIHSCS teacher include: universal co-teaching, differentiated teaching strategies, student-centered instructional strategies, and data-driven instruction.

Essential Responsibilities

  • Provide clear consistently high-quality mathematics instruction for all students
  • Create instructional lesson plans and activities that contribute to a climate where students are actively engaged in a meaningful learning experience
  • Implement instructional strategies and resources that are aligned with the rigor of the Common Core to meet the needs of all students, including those with varying backgrounds, learning styles and special needs.
  • Assess changing curricular needs and implement plans for improvement
  • Guide students in preparing to be successful on NYS Mathematics Regents Exams or MS state exams
  • Maintain effective and efficient data gathering procedures
  • Attend all professional development meetings and workshops, as well as summertime professional development before the opening of the school year
  • Meet professional obligations through efficient work habits such as meeting deadlines, honoring schedules, and collaborating effectively with co-teachers and colleagues

Education & Experience

    • Bachelor’s Degree or higher, Master’s Degree preferred
    • Degree in a related field required
    • New York State teaching certification in Math
    • Minimum of two years teaching experience preferred. Experience teaching the following courses: Algebra I, Geometry, Algebra II, PreCalculus, Calculus, or Statistics (Prefered)
    • A passion for mathematics and building 21st Century Skills that will inspire the next generation of mathematicians

Remuneration

Comprehensive benefits package includes:

  • Highly competitive salary commensurate with experience and education
  • Shuttle to the 2/5 Train
  • Empire BCBS Medical/Dental/Vision
  • $25,000 Term life insurance covered by an employer
  • Commuter and Transit Benefits
  • Dependent Care
  • 403 B Retirement
  • Comprehensive Time off which includes 10 PTO days in addition to paid vacation breaks competitive with DOE vacations
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High School English Teacher

Posted by | May 23, 2019 |

High school English Teachers are responsible for planning and implementing high quality, rigorous ELA instruction that create a high degree of clarity for students. The teacher will create an educational atmosphere where students have the opportunity to fulfill their potential for intellectual and emotional growth. Our teachers help DRIHSCS reach our mission and goals by implementing instruction that results in students achieving academic success and personal development. Essential practices of a DRIHSCS teacher include: universal co-teaching, differentiated teaching strategies, student-centered instructional strategies, and data-driven instruction.

Essential Responsibilities 

  • Provide clear and consistently high-quality English instruction for all students
  • Create instructional lesson plans and activities that contribute to a climate where students are actively engaged in a meaningful learning experience
  • Implement instructional strategies and resources that are aligned with the rigor of the Common Core to meet the needs of all students, including those with varying backgrounds, learning styles, and special needs.
  • Assess changing curricular needs and implement plans for improvement
  • Guide students in preparing to be successful on NYS Common Core English Regents Exam
  • Maintain effective and efficient data gathering procedures
  • Attend all professional development meetings and workshops, as well as summertime professional development before the opening of the school year
  • Meet professional obligations through efficient work habits such as: meeting deadlines, honoring schedules, and collaborating effectively with co-teachers and colleagues

Education & Experience

  • Bachelor`s Degree or higher, Master’s Degree preferred
  • Degree in a related field required
  • New York State teaching certification in English
  • Minimum of two years teaching experience preferred. Experience teaching the following courses: English I, II, III, IV, and/or AP English
  • A passion for teaching English Language Arts and building 21st Century Skills that will inspire the next generation of readers and writers
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Middle School/ High School Math Teacher

Posted by | May 23, 2019 |

Middle/High school Math Teachers are responsible for planning and implementing high quality, rigorous mathematics instruction that create a high degree of clarity for students. The teacher will create an educational atmosphere where students have the opportunity to fulfill their potential for intellectual and emotional growth. Our teachers help DRIHSCS reach our mission and goals by implementing instruction that results in students achieving academic success and personal development. Essential practices of a DRIHSCS teacher include: universal co-teaching, differentiated teaching strategies, student-centered instructional strategies, and data-driven instruction.

Essential Responsibilities

  • Provide explicit and consistently high-quality mathematics instruction for all students
  • Create instructional lesson plans and activities that contribute to a climate where students are actively engaged in a meaningful learning experience
  • Implement instructional strategies and resources that are aligned with the rigor of the Common Core to meet the needs of all students, including those with varying backgrounds, learning styles and special needs.
  • Assess changing curricular needs and implement plans for improvement
  • Guide students in preparing to be successful on NYS Mathematics Regents Exams or MS state exams
  • Maintain effective and efficient data gathering procedures
  • Attend all professional development meetings and workshops, as well as summertime professional development before the opening of the school year
  • Meet professional obligations through efficient work habits such as meeting deadlines, honoring schedules, and collaborating effectively with co-teachers and colleagues

Remuneration

  • Highly competitive salary commensurate with experience and education
  • Comprehensive benefits package includes:
  • Shuttle to the 2/5 Train
  • Empire BCBS Medical/Dental/Vision
  • $25,000 Term life insurance covered by an employer
  • Commuter and Transit Benefits
  • Dependent Care
  • 403 B Retirement
  • Comprehensive Time off which includes 10 PTO days in addition to paid vacation breaks competitive with DOE vacations
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Director of Development

Posted by | May 23, 2019 |

Director of Development Reports Directly to the Head of School and oversees all fundraising initiatives for the school, including institutional giving, individual donors, and planned giving.

Essential Functions

  • Oversee the entire fundraising program and collaborate with the Head of School on the management and planning of fundraising events and donor activities
  • Prepare  and execute an actionable fundraising plan
  • Identify institutional and individual funding sources and develop strategies for soliciting them
  • Submit grant proposals and letters of intent to corporate and foundation funders
  • Ensure the timely submission of grant reports
  • Build and maintain a relationship with institutional funders
  • Develop an individual donor program that incorporates a comprehensive cultivation, acquisition and stewardship strategy
  • Prepare direct mail and online appeals to individual donors
  • Work with the Head of School, leadership team, assigned staff and volunteers to coordinate an annual gala as well as other donor events
  • Manage and maintain fundraising systems
  • Provide monthly fundraising updates to the Head of School and the Board as needed, which includes updates on giving and tracks progress toward goals outlined in the fundraising plan
  • Prepare communications collateral for the school to be used for public relations and fundraising
  • Write and oversee the production of an annual report
  • Adhere to a strong commitment to teamwork, developing and maintaining collaborative team relationships in  a fast-paced environment
  • Serve as an active member of the leadership team
  • Participate in regular leadership team meetings.
  • At the request of the HOS/Principal act as a school representative at outside events.
  • Work closely with the Principal to help achieve the fundraising goals of the school
  • Model the DRIHSCS professional and core values at all times; be a visible and highly engaged leader in the school community.

Professionalism

  • Attend professional development meetings and workshops
  • Participate in a summertime professional development before the opening of school
  • Fulfill all outlined and related functions professionally, timely and thoroughly
  • Complete any other tasks or duties as assigned by the school leadership
  • Communicate effectively with colleagues

Requirements: Education & Experience

  • Master’s Degree in relevant field
  • 5-8 years of fundraising experience

Requirements: Knowledge & Skills

  • Excellent interpersonal, writing, editing, oral communication, and presentation skills required
  • Demonstrate proficiency in Microsoft Office (particularly Excel), QuickBooks, and other Financial Management Systems
  • Advanced knowledge of fundraising systems
  • Ability to organize, analyze, interpret, evaluate and present financial data
  • Strong interpersonal and communication skills
  • Acute attention to detail coupled with the ability to think and act strategically
  • Excellent organization, time management, and follow-up skills

Remuneration

Comprehensive benefits package includes:

  • Highly competitive salary commensurate with experience and education
  • Shuttle to the 2/5 Train
  • Empire BCBS Medical/Dental/Vision
  • $25,000 Term life insurance covered by the employer
  • Commuter and Transit Benefits
  • Dependent Care
  • 403 B Retirement
  • Comprehensive Time off which includes 10 PTO days in addition to paid vacation breaks competitive with DOE vacations
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Social Studies Teacher

Posted by | May 23, 2019 |

The Social Studies Teacher is responsible for planning and implementing high quality, rigorous social studies instruction that creates a high degree of clarity for students. The teacher will create an educational atmosphere where students have the opportunity to fulfill their potential for intellectual and emotional growth. Our teachers help DRIHSCS reach our mission and goals by implementing instruction that results in students achieving academic success and personal development. Essential practices of a DRIHSCS teacher include universal co-teaching, differentiated teaching strategies, student-centered instructional strategies, and data-driven instruction.

Responsibilities

  • Provide clear and consistently high-quality social studies instruction for all students
  • Create instructional lesson plans and classroom activities that contribute to a climate where students are actively engaged in a meaningful learning experience
  • Implement instructional strategies and resources that are aligned with the rigor of the Common Core to meet the needs of all students, including those with varying backgrounds, learning styles and special needs
  • Assess changing curricular needs and implement plans for improvement
  • Support student and school needs in preparing to be successful on the NYS State Exams
  • Maintain effective and efficient data gathering procedures
  • Provide a positive environment in which students are actively engaged in the learning process
  • Attend all professional development meetings and workshops, as well as a summertime professional development before the opening of the school year
  • Meet professional obligations through efficient work habits such as meeting deadlines, honoring schedules and collaborating effectively with co-teachers and colleagues

Education & Experience

  • Minimum of two years teaching experience preferred, with a proven record of student success
  • Bachelor’s Degree or higher, Master’s Degree preferred
  • Degree in a related field required
  • New York State teaching certification in Social Studies
  • A passion for social studies and building 21st Century Skills that will inspire the next generation of historians

Remuneration

  • Highly competitive salary commensurate with experience and education
  • Shuttle to the 2/5 Train
  • Empire BCBS, Medical/Dental/Vision
  • $25,000 Term life insurance covered by the employer
  • Commuter and Transit Benefits
  • Dependent Care
  • 403 B Retirement
  • Comprehensive Time off which includes 10 PTO days in addition to paid vacation breaks competitive with DOE vacations
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Elementary Instructional

Posted by | May 21, 2019 |

An Invitation to Apply to Public Preparatory Network

Our Academies: Bronx, NY & New York, NY

Boys Prep Bronx Elementary School

Girls Prep Bronx Elementary School

Girls Prep Lower East Side Elementary School

 

 

Overview: About Public Prep

The Public Prep Network (PPN) is a nonprofit organization that develops single-sex elementary and middle public schools that pursue excellence through continuous learning and data-driven instruction. Our model is designed to empower each student to build strong character, demonstrate critical thinking, possess a core body of knowledge and be on a predictive path to earn a degree from a four-year university.

Our network is currently comprised of three tuition-free single-sex public charter schools across five campuses and one tuition-free single-sex Pre-K. Our campuses are: Girls Prep Lower East Side Elementary, Girls Prep Lower East Side Middle School, Girls Prep Bronx Elementary School, Girls Prep Bronx Middle School, and Boys Prep Elementary School. The Pre-K program, PrePrep: the Joan Ganz Cooney Early Learning Center, is housed inside of Girls Prep Bronx Elementary School.

Public Preparatory Network/Public Preparatory Academies is an Equal Opportunity/Affirmative Action employer.

 

Why work at the Public Preparatory Network

At Public Prep we believe that joy, warmth, and high levels of student engagement are the foundation of a school culture where students achieve academically and develop character strengths.  In the words of one community member, “Every student, every family and every Girls Prep staff member plays an important part of our amazing school, a school filled with energy, personality, hardworking people and a great deal of commitment.”

We believe in order to do that, schools not only need to deliver meaningful academics through an engaging and rigorous way, but we understand the importance of incorporating arts, the sciences, community and strong core values into our program. Our goal each day is not to only

stimulate the mind, but also to reach the whole child in providing a safe consistent environment to learn and grown in.  Our staff believe children learn best when they gain self-confidence and purpose when a caring community of educators not only care about their academic achievements but are truly invested in them socially and emotionally.

 

Available 2019-2020 Positions:

Pre-K Lead Teacher

Elementary Lead Teacher

Elementary Special Education Teacher

School based support roles

School Leadership roles

 

If you would like to apply to any of our 2019-2020 positions please send your resume and cover letter to careers@publicprep.org. In the subject line please indicate which role(s) you are applying.

 

For more opportunities and to apply visit our careers page 

 

 

Comments Off on Teaching Positions at NYC Outward Bound Schools’ Network of Schools

Teaching Positions at NYC Outward Bound Schools’ Network of Schools

Posted by | May 20, 2019 |

Teaching Positions at NYC Outward Bound Schools’ Network of Schools

School Year 2019-2020

NYC Outward Bound Schools (www.nycoutwardbound.org) is a nonprofit organization that transforms schools and changes lives by bringing out the best in students, teachers and school leaders throughout New York City. We operate a citywide network of public schools, in partnership with the City’s Department of Education, which primarily target students from underserved neighborhoods. Our schools feature rigorous learning experiences, both in and out of the classroom, and are built upon a culture of high achievement and mutual support. And we provide our students with a robust To & Through College program. To further extend our impact, we also offer Adventure & Team Building programs to young people not enrolled in our schools and professional development to NYC public schools interested in adopting specific practices from our schools. Over the past 30 years, we have served over 100,000 students.

Positions by School:

  • Brooklyn Collaborative is seeking teachers in the following areas:
    • MS/HS Special Education
    • MS Social Studies

Candidates can send resumes to scill@bcs448.org

Website: www.bcs448.org

  • Channel View School for Research is seeking teachers in the following area:
    • High School Integrated Math

Website: www.cvsr.info

  • Launch is seeking teachers in all areas:

Website: https://www.launchschool.org/join-our-team/job-opportunities

  • Leaders High School is seeking teachers in the following areas:
    • Science
    • Math
    • Restorative Justice Coordinator/Dean
    • Parent Coordinator

Candidates can send resumes to tmullen@leaders6-12.org.

Website: Leaders High School

  • MS 839 is seeking teachers in the following areas:
    • Science
    • Math (Special Education License Preferred)
    • Humanities (Special Education License Preferred)

Candidates can send resumes to hiring@ms839.org

  • The Kurt Hahn School is seeking teachers in the following areas:
    • English as a New Language
    • Chemistry

Candidates can send resumes to jobs@kurthahnschool.org

Website: http://www.kurthahnschool.org

  • The Metropolitan Expeditionary Learning school is seeking teachers in all areas:

Candidates can send resumes to metropolitanels@gmail.com

Website: www.metropolitanels.com 

  • West End Secondary School is seeking teachers in all content areas:

Candidates can send resumes to Jobs@westendsecondary.com

Website: Westendsecondary.com

  • WHEELS is seeking teachers in the following areas:
    • Primary and Upper Elementary Positions (must be fully fluent in Spanish and English)
    • High School Math
    • Special Education 7-12

Candidates can send resumes to jobs@wheelsnyc.org

Website: www.wheelsnyc.net/careers

Eligibility Requirements:

Candidates must have New York State and New York City certification, or be eligible for certification, in the appropriate content area with effective or highly effective ratings.

NYC Outward Bound Schools is an equal opportunity employer. We prohibit discrimination against, and harassment of, any employee or applicant for employment because of race, color, religion, sex, gender, pregnancy, genetic information, ethnic or national origin, sexual orientation, marital status, familial status, military or veteran status, qualified individuals with a disability on the basis of the disability, or any other category which may be protected under applicable state or federal law.

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HUM II Multilingual/Transitional Bilingual Education Teacher Sought

Posted by | May 17, 2019 |

About Us

HUM II is establishing a new model for Multilingual Learners that will include instruction in Spanish and English. We are looking for a dynamic team of teachers with the abilities to provide plans, execute, and implement instruction in both English and Spanish. This team will also be tasked with developing welcoming classrooms, access points for all learners, and coupling instruction with strong reading and writing demands to develop language and literacy through both Spanish and English. There is an expectation that the instructors will leverage and build upon our students’ cultural assets and support rigorous academic achievement that is integrated with core content. The goal is to have our English Language learners be proficient in Spanish and English at a college level in both languages at the end of three years.

About New Visions:

New Visions for Public Schools was founded in 1989 and is dedicated to ensuring that all New York City public school students, regardless of race or economic class, have access to a high-quality education that prepares them for the rigors of college and the workforce. New Visions has been a driving force behind some of the most significant reforms to public education in New York city, including pioneering the model of small high schools in New York City and creating nearly 150 new small schools; producing free open-source curriculum used by thousands of teachers in New York State and across the country; and launching a nationally-recognized Urban Teacher Residency program to train new teachers.

New Visions currently supports nearly 350 schools citywide with school management tools, instructional resources and coaching, and more. This includes 10 charter high schools in Brooklyn, the Bronx, and Queens; and 70 district high schools in all five boroughs that are part of our Affinity network. In 2017-18, graduation rates in our Charter and Affinity networks reached an all-time high of 84.5 percent (an increase of nearly 10 percentage points in the past five years) and college readiness rates reached 55.8 percent, surpassing 50 percent for the first time (an increase of nearly 25 percentage points in the past five years).

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

New Visions equips teachers with the data tools they need to succeed.

Position Summary

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.

New Visions is looking for teachers certified in Grades 7 through 12 in the following subject areas:

  • Biology
  • Chemistry
  • Earth Science
  • Mathematics (Algebra)
  • Social Studies
  • English Language Learning/English as a New Language Teachers with Academic Fluency in English and Spanish.

Every New Visions teacher can expect to receive enhanced instructional support, a range of professional development opportunities and the opportunity to be part of a passionate team of colleagues. If you have the following qualities, credentials, and experience, please consider joining our team.

Successful New Visions teaching candidates will:

  • Approach learning via growth mindset
  • Be reflective, seek feedback, learn from those around them, and effectively apply feedback
  • Make informed decisions, based on evidence and data, about their lesson planning
  • Demonstrate strong content knowledge and be familiar with the Common Core State Standards
  • Have a proven track record for planning lessons with clear learning objectives and a means for assessing whether those objectives have been met
  • Have a proven track record of engaging students in their learning
  • Have strong organizational and communication skills
  • Have demonstrated success in tailoring instruction to the needs of diverse learners
  • Be committed to serving all students and respect children from all backgrounds
  • Demonstrate ability to work collaboratively with others to achieve common goals

Additionally, candidates must have at least a Bachelor’s degree, hold valid New York State certification*, and must be cleared for employment by fingerprint-supported background checks.  

For this position, ability to speak, read, write, and listen at an academic level in Spanish is a requirement. Bilingual extension or ENL certification is highly desired. Certification in the content area is highly desired.

We are committed to diversity in our hiring and employment practices, and encourage all qualified candidates to apply.

*There are limited opportunities for qualified teachers who do not possess a NY State certification to work in one of our Charter High Schools.

New Visions for Public Schools is an equal opportunity employer.

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Regional Development Director

Posted by | May 17, 2019 |

Chalkbeat, the growing nonprofit news organization telling the story of education in America, seeks a regional development director to help us achieve our ambitious fundraising and expansion goals. Working closely with Chalkbeat’s revenue team, the regional development director will oversee the foundation and fundraising relationships in New York, Newark, Philadelphia, and other Chalkbeat’s markets.

The right candidate will be smart, organized, and entrepreneurial, with a track record of fundraising success. A passion for journalism and an understanding of its importance to democracy is preferred.

You don’t have to have lots of experience, as long as you are talented, energetic and great with people. Our ideal candidate is someone who is skilled at communications, grant writing and editing, funder and donor relations, project management, and relationship-building and maintenance.

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

This position will report to the chief revenue officer.

The key responsibilities for this role include:

  • Owning relationships and communications with funders and major donors in New York, Newark, Philadelphia and up to three other markets.
  • Building and cultivating major donors in new and existing markets.
  • Serving as the final editor (and sometimes writer) on grant documents.
  • Tracking fundraising goals and gap-closing strategy.
  • Helping to strategize on fundraising and donor events and programs.
  • Working independently as well as collaboratively as part of a close-knit and successful team.

What background and skills do you have?

  • Grant writing and editing skills.
  • Entrepreneurial and strategic thinking skills, with the ability to exercise creativity and initiative in achieving gift goals.
  • Proven ability to raise and close major gifts.
  • Excellent communication skills.
  • Demonstrated ability to articulate the vision and mission of the organization.
  • Proven project management and task management ability in a deadline-driven environment.
  • Ability to work in an environment where multitasking is the norm, the pace is fast, and priorities will evolve.
  • Clear and compelling writing.
  • Proficiency with office software, primarily the Google Suite.
  • Passion for educational equity and the future of journalism is a must. Previous development experience at a nonprofit news organization or an education nonprofit is a strong plus, but not required.
  • Five years professional fundraising/development strategic and practical experience is required with demonstrated record of success.
  • Bachelor’s degree with significant work experience or a Master’s degree in a related field.

Ideally, you’d be based in Philadelphia or in New York City or Newark, where Chalkbeat bureaus already exist. Up to 40% travel is required.

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

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

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Managing Editor for Style and Standards

Posted by | May 16, 2019 |

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

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

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

Who are you?

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

What background and skills do you have?

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

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

What will you be responsible for?

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

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

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


About Chalkbeat:

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

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Special Education Mentor Teacher

Posted by | May 14, 2019 |

New Visions for Public Schools is looking for an exceptional Special Education Teacher with experience in New York City High Schools to work as an in-house lead teacher and instructional coach within the New Visions AIM Charter High Schools. Opportunities in both the Bronx and Brooklyn.

The SPED Mentor Teacher Fellow will work for two to three years with school leaders and faculty to foster more effective co-teaching practices within the school, creating the conditions for student’s academic and social emotional development to thrive.

About the Fellowship

This is a two year fellowship opportunity with the option to be renewed for a third year for experienced special education teachers working with high needs populations in a New York City middle or high school. The SPED Mentor Teacher Fellow will receive a $15,000 financial award on top of their base pay as a salary differential (base pay is based on NVCHS Career Ladder).

Qualifications:

  • Licensed Special Educator, tenured, 5+ years of experience teaching in a high needs New York City Public School
  • Experienced and adept with co-teaching models
  • Experience coaching teachers using Danielson Framework as a basis
  • Track record of success in transfer schools / with over-age and under-credited population highly preferred
  • Track record of success in impacting instruction as a coach
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Director of School Development

Posted by | May 14, 2019 |

New Visions seeks an experienced leader to develop and manage the systems infrastructure of our Charter School Initiatives that will support continued growth. In collaboration with units within the CMO, the Director will provide leadership to build and maintain this dynamic network of 10 schools and will be responsible for developing and supporting the overall systems , student recruitment, accountability and project management across all Charter units and serve as the point person coordinating across Charter and other departments at New Visions.  The Director will also be responsible for working with Charter Principals to design, develop, and implement administrative systems at each of the schools, maximizing efficiencies and effectiveness that lead to higher student outcomes.

 

Interacts with: Charter and school leadership, New Visions departments, state charter authorizers, NYCDOE, funders, Charter Boards of Trustees

Required Education and Experience:

  • Master’s degree from an accredited institution
  • Ten years of experience developing and supervising functional areas under operations in a K-12 educational setting with deep experience in developing student programming strategies
  • Five years of classroom experience developing, delivering, and working directly with students
  • Considerable knowledge of public administration with demonstrated skills in leadership, communication, and organizational management is required
  • School Building Leader or School Administration and Supervision Certification required

Required Knowledge and Skills:

  • Ability to provide leadership and to supervise the planning, development and establishment of new, modified and/or improved strategies, policies and procedures.
  • Experience managing senior managers in the following functions: school leadership, human resources, information technology, finance, facilities and general operations.
  • Ability to conduct long-range planning and forecasting.
  • Highly effective communication skills (written and verbal) with diverse internal and external stakeholders.
  • Thorough knowledge of ethical guidelines applicable to the position as outlined by professional standards and/or federal, state and local laws, rules and regulations.
  • Considerable knowledge of the current literature, trends, and developments in relevant management areas.
  • Considerable knowledge of the principles of supervision, organization and administration.
  • Consummate team player with ability to establish and maintain effective working relationships.
  • Strong negotiation and influence skills.
  • Ability to multi-task and effective crisis management experience.
  • Strong work ethic with a “roll up the sleeves” attitude.
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Technology Teacher & Ed Tech Integrator-Grades 7-12

Posted by | May 8, 2019 |

Position available September 2019, Lawrence Woodmere Academy, a Pre-school through 12th grade non-sectarian independent school located on the South Shore of Long Island, seeks a Technology Teacher and Ed Tech Integrator for grades 7-12, able to provide a wide range of computer science courses which may include, but not be limited to topics in Programming with Python, Java, Web Programming (i.e. HTML, Javascript, PHP, MySQL), Mobile App Development, and AP Computer Science. Candidate will have the opportunity for Project Lead the Way professional development and training.  Experience with Project Lead the Way and technology certifications are desirable.  Candidate must have a bachelor’s degree in computer science or the equivalent, experience working with adolescents, and the ability to remain up-to-date on current educational strategies, and trends in computer education.  Candidate should be comfortable troubleshooting students’ development environments, have a successful track record teaching digital literacy and digital citizenship, and have interest in and experience with curriculum design.  Please send resumes to:  rfriedman@lawrencewoodmere.org.  No phone calls please.

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Math and Data Coach

Posted by | May 7, 2019 |

Role: Math & Data Coach

The Urban Assembly (UA) is a non-profit organization providing leadership and programmatic support to unique, small public secondary schools in high-need neighborhoods in NYC. UA schools are open to all students and our goal is to prepare 100% of UA graduates for success in the 21st century economy.

Background on the UA Academics Team:

The Academics team supports 22 Urban Assembly schools in meeting benchmark academic goals around credit accumulation, college readiness, and graduation. We do so through programmatic support in math, literacy and data management. Through our efforts supporting our wonderful schools, our class of 2018 has a graduation rate of 81.7%, 6 points higher than the citywide average. We are a learning organization, and the Academics team collaborates to hone our coaching skills and delivery of professional learning and collects and uses data to inform the development and refinement of our existing programs.

Role Description:

We are looking for a math and data rockstar! Our ideal candidate is driven, passionate and a force for positive change in the world. This role calls for a person deeply committed to UA’s mission and vision, with skill sets in coaching, data-driven decision making, and middle and high school mathematic pedagogy and content expertise. The Math and Data Coach will provide coaching support to a caseload of schools in both our Algebra Success program and our data coaching program.  On average, 70% of the week will be spent in the field coaching, and 30% will be in UA’s central office in Manhattan’s financial district. The Math & Data Coach reports directly to the Director of Academic Programming.

Responsibilities:

  • Establish and maintain relationships across a portfolio of 8-12 schools to coach in math and data-driven decision making
  • Maintain excellent records on coaching visits and follow up with schools in a timely fashion
  • Collect and analyze data to determine the impact of coaching and professional learning
  • Manage projects and responsibilities with independence
  • Collaborate with the UA team to ensure alignment with organizational goals
  • Support schools to implement network-wide benchmark assessments and analyze the results to inform classroom practice
  • Develop and lead professional development sessions

Qualifications:

  • 3-5 years of teaching and/or coaching experience at the secondary level required, familiarity with a large urban school system preferred
  • Content and pedagogy expertise in middle and high school mathematics
  • Strong fluency with using data to support decision making
  • Commitment to the organization’s mission and vision
  • Track record of improving outcomes for students, preferably at the middle school and/or high school level
  • Fluency in collaborative systems and team orientation
  • Flexibility and adaptability as a general strength; we are an organization that adjusts as often as our schools and students need us to
  • Time management and organizational skills
  • Able to have your office be where your laptop is, UA coaches travel all around the city and have to work nimbly

Former NYCDOE staff and/or Urban Assembly alum are encouraged to apply!

Salary is commensurate with experience and includes an excellent benefits package, including: employer-funded healthcare, a monthly metrocard, phone stipend, financial support for professional development, and generous vacation time. 

Our target start date is July 1, 2019.

What to expect after applying: Applications will be reviewed on a rolling basis. Candidates selected to move forward in the process will be invited to a phone screening, followed by an in-person interview and then a coaching demo.

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Project Manager, Education Partnerships

Posted by | May 6, 2019 |

CareerWise New York (CWNY), powered by HERE to HERE (H2H), is an innovative new initiative, modeled after the Swiss Apprenticeship model, that is shaping New York’s workforce through innovative, business-led youth apprenticeships. We are helping New York businesses fill high-demand positions through apprenticeships that create value to both students and the companies that employ them.

CWNY was established by HERE to HERE to address both the skilled worker shortage and the unrealistic expectation that K-12 schools alone can adequately prepare students for today’s in-demand jobs without the involvement of industry and practice in the real world.  In partnership with the New York City Department of Education, partner public high schools and the City University of New York (CUNY), CWNY will organize employers who will work side-by-side to help train high school juniors and seniors in high-growth, high-demand 21st Century skills in jobs.  The CWNY 2019 pilot program will connect up 80-100 public high school students with three-year apprenticeships.

The Role

Reporting to Vice President, K12 Partnerships, the Project Manager, Education Partnerships will develop and sustain productive relationships with our current and future K-12 education partners. We work with our education partners to develop systems and strategies that result in increased access and success for students, strong value for businesses, and strong foundations to scale success in the CWNY apprenticeship model.

What will you do?

  • In collaboration with the H2H CWNY Team, develop strong relationships with current and future K-12 districts, charter schools, and community colleges:
  • Work with K-12 partners to manage student recruitment, plan logistics, engage parents and maintain effective and aligned communications across systems.
  • Manage the development of student data systems, monitor progress towards goals and provide responsive support for unanticipated challenges.
  • Collaborate with the CWNY team to develop support resources requested by partners.
  • Ensure that continuous lines of communication keep colleagues and stakeholders informed of current plans and new initiatives.
  • Ensure regular reporting and communicate critical issues across departments when needed.

Who are you?

You are an inspiring leader and facilitator of change driven by our bold vision. You have deep experience in education, but you also understand and can represent the perspectives of our stakeholders. You are entrepreneurial by nature. You enjoy learning and problem-solving alongside our K-12 and higher education partners, and can help them manage change and build on success. You are a strong collaborator on the education team and can serve as a valued contributor on an agile cross organizational team.

You believe that working with us will give you an opportunity to innovate and drive changes you have been hungry for in our education system and community. You feel best about your work when you are challenged, working hard and making a meaningful contribution. You enjoy the complexity of partnership management and systems change. Ultimately, you have the tenacity and creativity to deliver results.

Other useful skills and experience in this role:

  • You have succeeded in other fast-paced, rapidly changing environment where you may propose an idea on Monday and execute it on Thursday (we mean it – it’s why this is first on the list);
  • You can think in both systemic and strategic ways, and provide our partners with creative and productive insights about how to make our partnerships work;
  • You have a passion for youth development and a curiosity about a wide range of 21st century career trajectories;
  • You have credibility with K-12 education faculty and leadership, and the ability to gracefully navigate their distinct cultures;
  • You have strong project management skills – you can prioritize activities and work in an independent, self-directed manner against tight deadlines as well as manage a team’s progress and keep them accountable to results;
  • You are a confident and competent facilitator and participant in conversations with a variety of different audiences;
  • You effectively and persuasively speak and write and can create and deliver compelling presentations and you can facilitate reflective conversations to promote learning;
  • You have proficiency with or an ability to quickly learn and master Microsoft Office Suite, Google Suite, Salesforce, Burning Glass, and project management software;
  • Most importantly, you thrive in a high energy, dynamic team like ours. And we mean TEAM. We collaborate, engage in healthy debate, and jump in where ever our skills are needed.

What we are looking for:

As part of this unique team, you will be most successful if you possess most of the following:

  1. Postsecondary degree in education (or 4+ years professional experience in youth development, K-12 and/or higher education);
  2. Five years of K-12 and/or higher education experience;
  3. Demonstrated expertise in leading change efforts;
  4. Relational strength – able to quickly build rapport with a variety of people;
  5. Polished client management skills – you have composure and confidence in meetings with high-level staff of schools, districts, higher education institutions, businesses and state agencies;
  6. Excellent written and verbal communication skills;
  7. Unwavering commitment to service and social justice; willing to engage with and support colleagues and partners in addressing systemic barriers to youth success and racial inequity; personal commitment to young people growing up in low-income communities.

What is it like to work on the HERE to HERE CareerWise team?

You will be part of an innovative, action-oriented team that is agile, responsive, and collaborative.  You will be fully immersed in the challenges of implementing and managing change. Each person in our organization plays a key role, and each team ensures that critical work moves forward in alignment with shared goals.  When needed, we all roll up our sleeves to greet a new opportunity or tackle an unexpected challenge.  The job description provides an overview of the core work but rest assured, there will be many new things along the way.  We are agile, we can tolerate risk and ambiguity, we embrace new challenges, and we prioritize the importance of time devoted to reflection and learning.

About HERE to HERE:

HERE to HERE enhances paths to rewarding careers for young people by uniting employers, educators and community-based organizations in the Bronx and across New York City. Our vision is a thriving, inclusive economy, in the Bronx and elsewhere, driven by meaningful partnerships between young people and employers.  We work closely with high schools, postsecondary programs (particularly CUNY Central and its Bronx campus), community-based organizations, public officials, and employers. Through partnerships, we are amplifying proven best practices to drive systems change that will help all young people access family-sustaining careers and choice-filled lives.

By 2020, 65% of American jobs will require some sort of postsecondary credential and for jobs that offer a family sustaining wage, the percentage will be even higher. In many low-income neighborhoods such as the South Bronx, a young person’s chance of getting a degree and credential—so critical for accessing a family-sustaining job—is, at best, 20%. In response to this issue, HERE to HERE is building a network of partner institutions who are committed to enhancing career pathways for in-school youth and young adults. We work to ensure that young people are on guided pathways to a promising career. Students will build their personal networks and essential and transferable skills through career exploration, internships, and summer employment. They will make informed postsecondary decisions and continue their career development by identifying and securing industry-recognized certification and degrees.

Comments Off on VP of Strategic Commnunications

VP of Strategic Commnunications

Posted by | May 6, 2019 |

About the Role

New Classrooms is looking for a highly strategic communication leader to continue to build New Classrooms as one of the nation’s top thought leaders in both innovative learning models and secondary mathematics. This is an entrepreneurial role that requires a unique mix of bold creativity, a highly-skilled ability to communicate, and deep knowledge of the education sector in order to drive new thinking across the K-12 landscape around the power of innovation and new learning models.

The VP of Strategic Communications will partner with New Classrooms’ co-founders and leadership team to spearhead the organization’s efforts to influence  federal, state, district, and school-based educational leaders around the power of innovative learning models. To achieve this, he or she will bring their significant communication savvy, optimism, energy, and creativity to imagine, create and execute on all external communication and brand awareness strategies and work streams for New Classrooms.

About You

  • You are a compelling and credible advocate of academic innovation and excited about the opportunity to drive the awareness and adoption of personalized learning and Teach To One: Math.
  • You understand the political context that underlies K-12 education policy and reform and how best to navigate within it.
  • You deeply understand beliefs and motives across the education stakeholder spectrum: from teachers and parents to district leaders and policy wonks.
  • You have a track record of creating opportunities for deep and strategic engagement in the education space that drives change at scale.
  • You are an idea generator who is able to create compelling ways to illustrate, communicate and talk about unique concepts.
  • You are a patient collaborator who deeply listens to a range of perspectives before identifying the best action to take (or the best words to use).
  • You have high standards for your team but can dive in to actively shepherd work as well as roll up your sleeves when your individual contribution is required.
  • You are able to nimbly navigate and prioritize across multiple shifting workstreams.
  • You are unfailingly optimistic about what is possible for kids, the reimagining of the classroom, and ultimately the transformation of the U.S. education system.

What you would do

Communications

  • Build and implement a sophisticated communications strategy to ensure consistent, high-impact messaging–including the ongoing development of a high level compelling narrative about what New Classrooms does and what Teach To One: Math is.
  • Partner with leaders internally and externally to create and execute on opportunities to position New Classrooms as a thought leader in personalized learning and accountability approaches friendly to meeting students where they are and getting them to where they need to be.
  • Identify and execute on region-specific communication strategies for driving awareness and adoption regionally. 

Brand & PR

  • Strategically raise the visibility of personalized learning and the organization itself through both national and local media outlets and key education stakeholders.
  • Identify ways to leverage co-founders and key leadership team members externally.
  • Lead the creation of thought pieces and articles for publication that highlight both New Classrooms as well as the broader movement toward personalized learning.
  • Conceptualize and execute public events that strengthen New Classrooms’ brand, deepen public understanding of our mission and work, and create opportunities for growth (including regionally).
  • Collaborate with Deputy Director of Communications to ensure that all content is on-brand, consistent in style, quality and tone of voice, and optimized for search and user experience for all channels of content including online, social media, email, mobile, video, print and in-person.

Program Marketing

  • Drive planning and support execution of marketing plans and the development of marketing materials and events that support our growth and expansion (sales) team as they build a pipeline of potential school partners.
  • Provide thought partnership and support to our external relations (fundraising) team to create high impact presentations, events and targeted campaigns.
  • Explore and oversee testing new channels to acquire top of funnel leads for both growth and expansion and external relations teams.

Leadership

  • Serve as a member of the leadership team participating and providing direction for key organizational initiatives.
  • Partner with leaders across the organization to develop integrated and targeted outreach plans to new and current district partners.
  • Represent the organization externally as required.

What we are looking for

  • Demonstrated passion for work in K-12 education.
  • Deep understanding of the challenges and opportunities in the education reform, education technology and/or personalized learning spaces.
  • 10+ years of relevant experience with 3+ years of significant leadership experience in K-12 education space leading a marketing, communications and/or policy-oriented capacity for an organization with strong name recognition and significant brand awareness.
  • Substantial track record creating and executing an innovative communications strategy that helped to position the organization as a thought leader and/or the leader of a movement.
  • Exceptional verbal and written communications skills and judgement.
  • A willingness to embrace change and to adapt strategies on the fly and a high tolerance for ambiguity.
  • Experience hiring and developing a lean but high-powered communications team.

Application Information

Equal Opportunity

All qualified applicants will receive consideration for employment without regard to age, race, creed, color, national origin, ancestry, marital status, affectional or sexual orientation, gender identity or expression, disability, nationality or sex.

Work Authorization

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

Comments Off on Vice President, Work Based Learning Labs

Vice President, Work Based Learning Labs

Posted by | May 5, 2019 |

About HERE to HERE:
HERE to HERE enhances paths to rewarding careers for young people by uniting employers, educators, and community-based organizations in the Bronx and across New York City. Our vision is a thriving, inclusive economy, in the Bronx and elsewhere, driven by meaningful partnerships between young people and employers. We work closely with high schools, postsecondary programs (and particularly CUNY and its Bronx campus), community-based organizations, public officials, and employers. Through partnerships, we are amplifying proven best practices to drive systems change that will help all young people access family-sustaining careers and choice-filled lives. HERE to HERE believes that its ultimate success will be determined by the extent to which high schools, postsecondary institutions, and employers adopt and implement a set of new practices and policies that radically improve the preparation of young people for careers, amplify their ability to obtain promising entry-level positions, and enhance the experiences of participating partner employers.

What is it like to work on the HERE to HERE team?

You will be part of an innovative, action-oriented team that is agile, responsive and collaborative. You will be fully immersed in the challenges of implementing and managing change. Each person in our organization plays a key role, and each team ensures that critical work moves forward in alignment with shared goals. When needed, we all roll up our sleeves to greet a new opportunity or tackle an unexpected challenge. The job posting provides an overview of the core work but be assured, there will be many new things along the way.  We are agile, we can tolerate risk and ambiguity, we embrace new challenges and we prioritize the importance of time devoted to reflection and learning.

 The Role

The Vice President of Work-Based Learning Labs will lead HERE to HERE’s demonstration work across a network of high schools, postsecondary programs, summer placements and internships, and other work-based learning (WBL) experiences in the Bronx and New York City. You will manage 5-7 staff who make up the Work-Based Learning Labs Team (WBLL). As a member of the senior leadership team, the Vice President will also provide strategic guidance for all aspects of HERE to HERE’s work and organizational health. Along with all members of the HERE to HERE team, the Vice President of Work-Based Learning Labs will work with employers and educational institutions to examine root causes of injustice and build equity into our education and workforce systems. This position reports to the CEO.

The WBLL Team works with high schools, postsecondary partners, CBOs, public agencies, and worksites to implement and improve work-based learning opportunities that prepare in-school youth and young adults for family sustaining wages, with the opportunity to scale. Demonstrations might include technical assistance to implement WBL platforms, coaching and student-centered supports in high schools, pitching and supporting pilot programs to implement WBL at the postsecondary level, brokering school-year and summer opportunities for youth, and collaborating with CBO partners to offer student-centered programming at the HERE to HERE Hub.

What will you do?

The Vice President, Work-Based Learning Labs will manage the WBLL Team in its efforts to integrate work-based learning in schools throughout New York City, starting in the Bronx with HERE to HERE network schools. You will set and lead the WBLL strategy and vision, and work with internal and external stakeholders to advance work-based learning at scale. This work will include, but is not limited to:

  • Setting strategic vision of WBL demonstrations across high schools, postsecondary programs, and summer placements and internships with a keen focus on what will drive systems change.
  • Managing the WBLL Team, whose work spans a network of high schools, postsecondary programs, summer placements and internships, and other work-based learning experiences in the Bronx and New York City.
  • Develop strong relationships as a trusted advisor to key educational, community based, and government partners.
  • Work in concert with the other senior leaders to achieve HERE to HERE’s organizational goals.
  • Support the professional development of WBLL Team members and contribute to organization-wide learning and growth.
  • Manage special projects as they arise, in partnership with internal and external stakeholders.
  • Oversee, manage, execute, and analyze all WBLL Team grants.
  • Work closely with the VP of Policy to inform HERE to HERE’s work-based learning policy agenda.
  • Inform data management, data tracking goals, and analysis work, alongside HERE to HERE’s research team.
  • Collect and report progress of WBLL demonstration work to relevant stakeholders.

Who are you?

You are an inspiring systems-level leader and facilitator of change who is driven by our bold vision. You have deep experience in education and can understand and represent the perspectives of all our stakeholders, including employers, young adults, teachers, principals, and community members.  You are entrepreneurial by nature. You enjoy learning, problem-solving, and problem-finding alongside our employer partners, and can help them manage change, build on success, and develop innovative solutions. You are a strong collaborator and can serve as a valued contributor on an agile cross organizational team.

You believe that working with us will give you an opportunity to innovate and drive changes you have been hungry for in our education and work-readiness system and community. You feel best about your work when you are challenged, working hard, and making a meaningful contribution.  You enjoy the complexity of partnership management and systems change. Ultimately, you have the tenacity and creativity to deliver results as part of HERE to HERE’s performance-oriented culture. 

What are we looking for?

As part of this unique team, you will be most successful if you possess most of the following:

  • In-depth knowledge and understanding of the NYC education system (NYC DOE and CUNY).
  • Unwavering commitment to service, racial equity, and social justice; and a personal commitment to young people growing up in low-income communities.
  • Leadership experience in public education and or workforce institutions (ideally, working with secondary or postsecondary populations) and demonstrated success advocating for change within these systems.
  • Strong project management skills – you can prioritize activities and work in an independent, self-directed manner against tight deadlines as well as manage a team’s progress and accountability to obtaining results.
  • Experience managing a team with a variety of experiences and expertise.
  • Willingness to engage with and support colleagues, employers, and other partners in addressing systemic barriers to youth success, and ability to facilitate reflective conversations to promote feedback and learning.
  • Demonstrated ability to build and manage relationships internally and externally and strong interpersonal skills – able to quickly build rapport and trust with a variety of people.
  • Polished client management skills – you have composure and confidence in meetings with high-level staff of schools, districts, higher education institutions, businesses and government agencies.
  • Excellent written and verbal communication skills.

Other useful skills and experience in this role:

  • 10+ years of work experience in education, including at the systems level (some direct eductation service experience also a plus).
  • Demonstrated experience working in fast-paced, changing environments where you may propose an idea on Monday and execute it on Thursday (we mean it – it’s why this is high on the list).
  • Passion for youth career development and curiosity about a wide range of 21st century career trajectories.
  • Ability to think in both systemic and strategic ways, and provide our partners creative and productive insights about how to make our partnerships work.
  • Demonstrated credibility with higher education, high school, business, and workforce leadership, and the ability to gracefully navigate their distinct cultures.
  • Confident and competent facilitator and participant in conversations with a variety of different audiences and stakeholder groups.
  • Effective and persuasive speaker and writer- you can create and deliver compelling presentations and you can facilitate reflective conversations to promote learning.
  • Proficiency with, or an ability to quickly learn and master, Microsoft Office Suite, Google Suite, Salesforce, and other project management software.

Most importantly, you thrive in a high energy, dynamic team like ours. And we mean TEAM. We collaborate, engage in healthy debate, and jump in where ever our skills are needed.

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Seeking Teachers for a NYC Title One Progressive Public School

Posted by | May 2, 2019 |

We are currently looking for teachers to join The Riverside School for Makers and Artists (PS/IS 191) (http://www.ps191nyc.com/) for the 2019-2020 school year. We are a Pre-K to 8th grade Title One public school in District 3 focused on progressive education, racial equity, student-centered classrooms and culturally responsive practices. At RSMA we believe in supporting both the academic and social-emotional growth of our students, so it is important that teachers have strong instructional practices, a racial equity lens, and the ability to build relationships with a diverse group of students and their families. We are a collaborative school with a focus on teacher teams and ongoing professional development. If you hold a teaching license in New York State and are interested in learning more about us, please send your cover letter and resume to hiring@ps191nyc.com.

We are currently interviewing for the following positions”

middle school math

middle school ELA

elementary general education

elementary gifted and talented

special education

guidance counselor

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Director of Finance

Posted by | May 1, 2019 |

Director of Finance

Start Date: June 1st, 2019

Location: Harlem, NY

Neighborhood Charter Schools is a small support network that currently manages one existing high-performing public charter school across three locations in Central and West Harlem. We are expanding from one school to two in August 2019 – the additional school in the South Bronx. Our flagship school, Neighborhood Charter School: Harlem, is currently one of the highest performing independent charter schools in the City of New York. NCSH will serve grades K-8 and Neighborhood Charter Schools will be opening the doors of the Bronx campus with grades K-1 in the 2019-2020 academic year. We are looking for an experienced individual who is excited by the challenge of being part of the school and has the dedication and motivation to ensure financial excellence. The Director of Finance will be a direct report to the Chief of Staff.

Mission of the School

Our mission is to provide the children of Harlem and the Bronx with new educational opportunities through a rigorous, comprehensive K-8 program that cultivates the intellectual, social and emotional development of each child. Our students, who include high functioning children with autism spectrum disorders, will become independent learners and critical thinkers, will acquire the academic skills that they need to succeed in college preparatory high schools, and will exhibit the social and emotional skills that will allow them to reach their full potential.

The Director of Finance ensures sound financial management. Responsibilities include:

  • Manage payroll system, payroll files and Time/Attendance Tracking system
  • Ensure proper recording of all transactions in Intacct
  • Coordinate tax filings and 990 filing with auditor
  • Assist with managing all financial audits and determining the need for an OMB Circular A-133 audit on a yearly basis.
  • Issue tax notices (1099s) to vendors and contractors
  • Manage all compliance responsibilities, including Titles I-V
  • Correspond with Donors and Prospects, including “Thank You” Letters
  • Coordinate grant writing and reporting
  • Manage fundraising software (SalesForce)
  • Cultivate relationships with foundations and outside organizations
  • Ensure proper documentation and implementation of government-funded grant programs (e.g. E-Rate, School Food Authority Program, etc.).
  • Prepare reports for the NYS Education Department, the NYC Department of Education, and a range of governmental oversight agencies (annual reports, renewal application, program reports)
  • Finance Committee Liaison
    • Lead finance committee meetings
    • Create and lead board presentations
  • Budgeting
    • Lead annual budget planning process
    • Create multi year budgets
    • Budget monitoring
    • Forecasting
  • Financial reporting
    • Produce monthly, quarterly, semi-annual and annual reporting as required by the network team, board, and authorizer
    • Forecasting
    • Lead professional development and accountability with school based leadership
  • Ensure fidelity to financial policies and procedures
  • Capital finance strategy and planning
    • Comply with required financial covenants and restrictions
    • Secure and manage financing for new and existing facilities

Qualifications

  • B.S. in Business or Accounting or at least three years of experience in a financial role
  • Advanced skills in Microsoft Excel required
  • Demonstrated abilities to implement financial policies and procedures
  • Ability to work closely with diverse audiences including Board of Trustees, Funders, Instructional Leaders, Operations staff, vendors and other stakeholders
  • Experience with Intacct Accounting software and/or Expensify  preferred
  • Experience working in a charter school preferred

Compensation

Salary ranges between $80,000 – $90,000 depending on qualifications. Includes full benefits package and bonus.

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High School Special Education Teacher

Posted by | April 29, 2019 |

About Us

New Visions for Public Schools was founded in 1989 and is dedicated to ensuring that all New York City public school students, regardless of race or economic class, have access to a high-quality education that prepares them for the rigors of college and the workforce. New Visions has been a driving force behind some of the most significant reforms to public education in New York city, including pioneering the model of small high schools in New York City and creating nearly 150 new small schools; producing free open-source curriculum used by thousands of teachers in New York State and across the country; and launching a nationally-recognized Urban Teacher Residency program to train new teachers.

New Visions currently supports nearly 350 schools citywide with school management tools, instructional resources and coaching, and more. This includes 10 charter high schools in Brooklyn, the Bronx, and Queens; and 70 district high schools in all five boroughs that are part of our Affinity network. In 2017-18, graduation rates in our Charter and Affinity networks reached an all-time high of 84.5 percent (an increase of nearly 10 percentage points in the past five years) and college readiness rates reached 55.8 percent, surpassing 50 percent for the first time (an increase of nearly 25 percentage points in the past five years).

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

New Visions equips teachers with the data tools they need to succeed.

Position Summary

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. Special Education 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 to for post-high school transition to ensure quality of life after high school

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 and the opportunity to be part of a passionate team of colleagues. If you have the following qualities, credentials, and experience, please consider joining our team.

Successful New Visions teaching candidates will:

  • Approach learning via growth mindset
  • Be reflective, seek feedback, learn from those around them, and effectively apply feedback
  • Make informed decisions, based on evidence and data, about their lesson planning
  • Demonstrate strong content knowledge and be familiar with the Common Core State Standards
  • Have a proven track record for planning lessons with clear learning objectives and a means for assessing whether those objectives have been met
  • Have a proven track record of engaging students in their learning
  • Have strong organizational and communication skills
  • Have demonstrated success in tailoring instruction to the needs of diverse learners
  • Be committed to serving all students and respect children from all backgrounds
  • Demonstrate ability to work collaboratively with others to achieve common goals

Additionally, candidates must have at least a Bachelor’s degree, hold valid New York State certification*, and must be cleared for employment by fingerprint-supported background checks.  We are committed to diversity in our hiring and employment practices, and encourage all qualified candidates to apply.

*There are limited opportunities for qualified teachers who do not possess a NY State certification to work in one of our Charter High Schools.

New Visions for Public Schools is an equal opportunity employer.

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Preschool and Kindergarten Readiness Specialist

Posted by | April 27, 2019 |

South Bronx Rising Together (SBRT) is a cradle to career pipeline partnership to improve local schools, engage parents, bring resources to the community, and ensure children are on a pathway to college and career success. To be successful, the initiative will mobilize any and all actors in the South Bronx with a stake in student success to help achieve large-scale social change through shared goals and accountability. This will include residents, schools, community based organizations, health providers, colleges, housing developers, employers, and others. SBRT is an initiative co-funded and staffed by Phipps Neighborhoods and Children’s Aid.

Phipps Neighborhoods helps children, youth, and families in low-income communities rise above poverty. We work in South Bronx neighborhoods where we can address the greatest barriers to lasting success through education and career programs, and access to community resources.

We’re dedicated to our neighborhoods for the long term, supporting individuals and families as they establish self-sufficiency. Our services create opportunities for people to thrive in every aspect of their lives.

 Context: SBRT’s All Are Ready for Kindergarten goal and Early Years Network

South Bronx Rising Together’s portfolio of Early Childhood work includes early literacy, playgroups, parental support, professional development for early childhood educators, and local family resources for childhood development and health. Our community-informed vision for Kindergarten Readiness emphasizes improving the quality of preschool education offerings, increasing access to early-childhood learning programs, and convening local stakeholders to inform policy. Through the framework of collective impact, we seek to increase access, participation, and community voice in early childhood education at the local and systemic level.

Objective: To increase preschool enrollment and kindergarten readiness in Bronx Community District 3

Role: Preschool and Kindergarten Readiness Specialist

SBRT aims to support our network of stakeholders and partners committed to improving early childhood education. The Preschool and Kindergarten Readiness Specialist will lead and execute SBRT’s preschool enrollment and school readiness strategies for Bronx Community District 3. Children’s Aid and Phipps Neighborhoods are the conveners of this partnership and the Specialist will report to the SBRT Director and PN’s Chief of Staff. This will be a contracted position through September 2019 (with the possibility of continuation), based at Phipps Neighborhoods.

Deliverables: the Preschool and Kindergarten Readiness Specialist will:

  • Attend preschool and kindergarten open houses in Bronx Community District 3 (Bronx CD3) and provide written event summaries to the SBRT Director.
  • Create weekly communication materials to inform SBRT partners and CD3 stakeholders about preschool and kindergarten opportunities in Bronx CD3 – including open houses, deadlines, admissions policy, eligibility requirements, and available seats at specific sites.
  • Conduct outreach to preschools in Bronx CD3 to communicate SBRT’s enrollment objectives and coordinate meetings with SBRT Director and/or leadership
  • Contact 3-K, UPK and Kindergarten programs, and their host CBOs, in Bronx CD3 to learn about available seats
  • Create a bi-weekly reports on preschool access and enrollment practices used by early childhood center-based providers (serving children ages 0 – 5) and other partners in Bronx Community District 3 (Bronx CD3)
  • Serve as a liaison between SBRT and relevant organizations, businesses, and other stakeholders engaged or interested in 3-K, UPK, and Kindergarten enrollment
  • Hold weekly meetings with the SBRT Director to plan strategy and activities for increasing pre-school enrollment in Bronx Community District 3; including potential partnerships and collaborations
 

Qualifications/Experience:

  • Bachelor’s degree and 5+ years of relevant experience
  • Strong knowledge, from research and work experience, on center/site-based early childhood education
  • Ability to work collaboratively with a diverse staff and families
  • Excellent meeting facilitation and project management skills, including clear and concise verbal and written communications
  • Adept interpersonal skills, focusing on building relationships and resolving conflict
  • Familiarity with Results-Based Accountability frameworks
  • Technologically proficient, especially in presenting data, project management software (like Asana, Slack, and Google Suite products) and project deliverables
  • Flexibility to respond to emerging needs
  • Fluency in a second language commonly spoken in the community (preferred)
Comments Off on Middle School Social Studies Teacher

Middle School Social Studies Teacher

Posted by | April 25, 2019 |

The School

Our goal is to provide Amani Scholars with the academic and critical thinking skills necessary to succeed in competitive high school programs, college and the career of their choice. Amani Public Charter School is located in Mount Vernon, NY which is 25 minutes from Midtown Manhattan. The school is walking distance from the Metro North train station and a short distance from the MTA 241st station.  Amani Public Charter School is an equal opportunity employer and actively encourages applications from people of all backgrounds.  Compensation is competitive and commensurate with experience. Amani offers a full benefits program and opportunities for professional growth.

Social Studies Teacher

We are seeking an educator with experience teaching grades 6-8 social studies in a exciting and relatable way for students to comprehend. You prioritize student engagement, critical thinking, and relationship building in the classroom. You have demonstrated that you are a reflective practitioner, willing to go above and beyond to meet the needs of your students, and educating the whole child.

The Social Studies/Humanities teacher will develop and teach engaging lessons that follow the rigorous, Common Core-aligned curriculum. Our goal is to promote the development of academic and critical thinking skills necessary to succeed in competitive high school programs, college and the career of their choice.

Responsibilities:

  • Collaborate with peers on curriculum development and lesson planning.
  • Utilize a wide range of assessment tools and strategies to regularly measure student progress.
  • Share student work, and troubleshoot difficult issues relating to student success, difficulties and progress
  • Have a complete understanding of curricular goals and objectives.
  • Observe, assess, record and research instructional strategies that foster mastery of learning for students at all levels of academic achievement, including students with disabilities.
  • Utilize a wide range of instructional strategies to meet students’ different learning styles and needs.
  • Develop student individual and group learning goals based on data analysis, and other performance assessment indicators.
  • Create and maintain conditions within the classroom that lead to accomplishment of the school mission.
  • Maintain an atmosphere of high expectations for students.
  • Exhibit exemplary classroom management.
  • Keep accurate records of student attendance and progress.
  • Communicate frequently with parents to share information, insights and student successes.
  • Participate in professional development sessions.
  • Engage in self-reflection and reflection on academic practices in order to succeed in achieving academic goals.
  • Participate with Director of Curriculum and Instruction in developing and meeting the goals of an individualized professional development plan.

Qualifications:

  • Bachelor’s degree required; Master’s Degree Preferred
  • New York State Teaching Certification Required
  • Demonstrated successful experience working in an urban school setting.
  • Demonstrated ability to communicate and work effectively with staff and parents
  • Demonstrated competence in oral and written to communication
  • Demonstrated ability to work effectively as a team member
  • Flexibility and sense of humor

 

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Middle School Substitute Teacher

Posted by | April 25, 2019 |

The School

Amani Public Charter School is located in Mount Vernon, NY which is 25 minutes from Midtown Manhattan. The school is walking distance from the Metro North train station and a short distance from the MTA 241st station. Amani Public Charter School is an equal opportunity employer and actively encourages applications from people of all backgrounds. Compensation is competitive and commensurate with exp