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Saturday Morning Head Teacher

Posted by | October 4, 2022 |

About the GO Project 

The GO Project’s vision is to close the opportunity gap for children from historically under-resourced communities that are struggling in their New York City public school. By providing access to coordinated, comprehensive, and effective programs, GO supports families in ensuring their child’s success in school, at home, and in life.  

 

This position is for our in-person, Saturday morning program from October 2022 to May 2023 with locations in Park Slope, Brooklyn and Lower Manhattan.

 

Position Description

The GO Project is seeking exceptional K-8  teachers with at least two years of demonstrated success as a head teacher for our GO School elementary and middle school weekend programs from October 2022 to May 2023. GO Head Teachers are master teachers with a proven ability to raise student achievement when students are struggling academically or socially.  

 

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Program Officer, Computational Thinking & Learning

Posted by | October 4, 2022 |

 

Program Officer, Computational Thinking & Learning 

Robin Hood Learning + Technology Fund

 

About Robin Hood

Founded in 1988, Robin Hood finds, fuels, and creates the most impactful and scalable solutions on economic mobility in New York City. The largest poverty fighting organization in New York City, Robin Hood partners with top nonprofits in New York City and invests in legal services, housing, meals, workforce development training, education programs, and other vital services that give New Yorkers in need the tools they need to build better lives. The programs it funds are often the first of their kind and serve as demonstration models to identify what works before being replicated in other cities. Because its Board of Directors covers 100% of all administrative, fundraising, and evaluation costs, every dollar donated goes directly to organizations helping New Yorkers in need.

While Robin Hood’s primary focus is on New York, its impact extends far beyond the borders of the city. Its pioneering, metrics-based approach has become the gold standard for charities around the nation as Robin Hood works to understand and evaluate the impact of its partners to ensure that its philanthropic dollars are utilized to maximum impact. Robin Hood also supports its community partners and their leaders with financial and strategic support and management assistance that allows those organizations to maximize their impact.

Building on our 30 years of experience, Robin Hood is expanding our impact with an explicit focus on lifting families sustainably and measurably out of poverty through supporting the most effective community partners; influencing public policy; raising our thought leadership profile; importing and exporting effective ideas and strategies nationally; and building new collaborations with strategic partners. As New York City emerges from the worst of the global pandemic, we are focused on getting families back on their feet; getting kids back on track; and getting New Yorkers back to work.

Robin Hood also understands that if we are to support families living in poverty and find permanent pathways out of poverty and towards financial independence, we must become an effective partner with government, especially at the City and State levels. We do this by leveraging the expertise of those who are closest to the challenges of poverty, including community members, community-based organizations, and others with specialized skills and knowledge. We also aim to collaborate with New York City government to fund program and policy innovations that hold the promise of expanding economic opportunity in New York City – providing nimble “risk capital” for high-potential strategies. In this way, we seek to leverage our philanthropic investments by finding ways to advance the highest-impact strategies at scale.

Given its long-standing reputation among influencers and support of over 200 New York City non-profit organizations, Robin Hood has the unique ability to be a catalyzing force for households experiencing poverty, bringing distinct constituencies together to develop and spread the most effective strategies to advance economic mobility in New York City and beyond.

 

About Robin Hood Learning + Technology Fund

The Robin Hood Learning + Technology Fund (“The Fund”) is an eight-year collaboration with the Overdeck Family Foundation and Siegel Family Endowment to unlock the potential of technology to transform learning and advance achievement for low-income students in New York City. We are just beginning our fifth year of operations with a goal of transforming New York City into a supportive ecosystem for technology-powered learning innovation.

 

Position Overview

The Program Officer, Computational Thinking & Learning will be responsible for advancing two priority areas:

  • A portfolio of investments focused on integrating computational thinking across the K–5 curriculum to develop higher-order thinking skills toward greater academic proficiency and to catalyze a shift in teaching and learning across New York City. This portfolio works closely with school leaders, educators (in-service and pre-service), families and organizations to create an effective ecosystem of support within NYC. The portfolio endeavors to integrate computing with literacy instruction that is aligned to high-quality curriculum and personalized learning.
  • The Fund’s internal learning and evaluation efforts, including processes, practices and analysis of data related to investments to guide the Fund’s strategy and determine overall impact on teaching and learning.

Program Officers oversee Robin Hood’s current grants, serve as a resource and thought partner for community partners, and identify potential new investment opportunities. Program Officers also articulate a clear and persuasive rationale for funding new and ongoing programs. This is accomplished by thoroughly understanding the landscape, the need and the evidence on what works, while also conducting comprehensive reviews of performance data and nonprofit organizational health.

Together with the Managing Director and the Senior Program Officer for Blended Literacy & Engagement, the Program Officer, Computational Thinking & Learning will be part of a three-person team based at the Robin Hood office in Union Square, New York City.

 

Responsibilities

Responsibilities include, but are not limited to:

  • Manage a portfolio of existing community partners.
    • Monitor community partner performance and health through analysis of outcomes data, site visits, and independent assessment of progress or setbacks identified in management and financial reports.
    • Identify, establish and refine methods for quantifying the impact of an organization’s services with reference to current research studies and findings.
    • Develop a clear articulation of the strengths and weaknesses of a potential renewal grant and write grant recommendations and at times, presentations, for consideration by the Robin Hood Learning + Tech Fund Advisory Board and ultimate approval by the Robin Hood School Age Committee, a committee of the Robin Hood board of directors.
    • Develop contracts and negotiate annual objectives and goals with community partners.
    • Build relationships of trust and mutual respect with nonprofit leaders to support them in delivering on their mission.
    • Support the Senior Program Officer in the management and implementation of the Fund’s communities of practice.
  • Explore, identify and support new approaches to lifting New Yorkers out of poverty.
    • Identify the most pressing needs for the communities served by the portfolio and explore interconnections with partners and needs addressed in other portfolios at Robin Hood, and with collaborating foundations, in particular Overdeck Family Foundation and Siegel Family Endowment.
    • Identify the most innovative or effective interventions and organizations in the field using an equity lens and taking into consideration community voice.
    • Position the Fund within the broader landscape, always seeking the greatest value-add and comparative advantage.
    • Rigorously evaluate potential investments based on Robin Hood’s disciplined methodology for judging potential performance and organizational strength.
    • Build a pipeline of new potential grants that advance the mission of the Fund, are complementary to the existing portfolio, and reflect our commitment to diversity, equity and inclusion.
    • Develop a clear articulation of the strengths and weaknesses of a potential new grant and capture them in write-ups and presentations delivered to Robin Hood, the Fund’s Advisory Board, and Board committees.
  • Manage and maintain the Fund’s learning and data collection processes, practices and analysis to inform the Fund’s strategy and determine overall impact on teaching and learning.
    • Ensure the Fund’s systems for learning and data collection are effective, efficient and up to date.
    • Engage in frequent sense making to inform the Fund’s strategy and investment decisions.
    • Work with external research partners to collect, analyze and leverage data to inform the work of the Fund and our community partners.
    • Craft quarterly and annual summaries of the Fund’s learnings to share internally and externally with the Fund’s Advisory Board and partners.
  • Identify and lead special initiatives that will directly support achieving the mission of the Fund.
  • Represent Robin Hood at external forums and conferences and act as liaison to other philanthropies and government agencies, building relationships and knowledge.
  • Collaborate with other Robin Hood departments and units, including life stage verticals, other bespoke initiatives, development and communications in support of Robin Hood organizational efforts.

 

Competencies

  • Strategic and creative problem solving. The ability to find thoughtful, high-impact solutions to problems.
  • Analytical and critical thinking. Exceptionally skilled at investigating and assessing qualitative or quantitative data, drawing useful and nuanced findings and being adept at asking questions to refine conclusions; a quick study.
  • Communications skills. Ability to speak and write clearly, effectively, succinctly and spontaneously, especially under time pressure and to multiple audiences. Ability to synthesize information and tell a story about what data means for portfolio grantees and for New Yorkers living in poverty.
  • Project management. Ability to understand the array of factors affecting a decision in a complex environment, and to translate those thoughts into action quickly.
  • Flexibility/Adaptability. Capacity to multi-task, switch directions and assume new or additional assignments quickly and graciously with shifting priorities and conditions.
  • Comfortable with ambiguity. Able to identify assumptions, make forecasts and make decisions, if required, with limited information
  • Curious, learning orientation. Committed to learning and growing both individually and as a team.
  • Entrepreneurial spirit. Drawn to a start-up mentality, excited to take calculated risks with the potential for outsized impact, and to continuously improve as we learn and new opportunities arise.
  • Empathy and good judgment. High degree of awareness of the immense challenges and setbacks in poverty-fighting and education work.
  • Emotional intelligence and humility. The ability to acknowledge achievements of others, to share credit and to welcome feedback.
  • Positive and can-do energy; a team player, willing to do what it takes to get the work done. Demonstrated passion for leveraging technology for learning; preference for individuals with involvement in, or experience with, computing education.

 

Qualifications

  • B.A. and at least four years of experience required, with a demonstrated passion for education; classroom teaching experience strongly preferred; graduate degree preferred, but equivalent experience considered.
  • Relevant content background. Knowledge of computing education, educational development and landscape, and economics or another social science research skillset strongly preferred.
  • Experience analyzing qualitative and quantitative data from multiple, diverse data sources and drawing insightful conclusions from a diverse literature.
  • Experience with generating and analyzing financial statements, with nonprofit exposure a plus.
  • Experience with learning, evaluation, data collection and analysis preferred.
  • Personal or professional experience with low-income communities and NYC preferred.
  • Experience convening and facilitating stakeholders for shared buy-in and learning.
  • Exceptional abilities in critical thinking, succinct writing and oral presentation.
  • Excellent organizational, planning and time-management skills.  Capacity to multi-task, take initiative, and assume new or additional work quickly and graciously.
  • Able to work collaboratively across the organization and acknowledge achievements of others.

 

Diversity, Equity, and Inclusion

Robin Hood is committed to promoting diversity, equity, inclusion, and representation in all aspects of its work. As New York City’s largest poverty-fighting organization, Robin Hood believes that building a diverse team is fundamental to its ability to effectively serve and strengthen organizations serving the most vulnerable communities in the city, and to influence the policies that affect them.

Robin Hood believes in the potential that diversity creates – deep and responsive relationships with its community partners; the ability to solve complex problems efficiently and effectively; and, most importantly, the ability of its diverse staff to work to its full capacity.

Robin Hood builds diversity, inclusion, and equity practices into all aspects of its work. Its practices, values, traditions, and beliefs are embedded in the inclusive culture that it creates. Operationally, its formal and informal structures support a work environment that advances the professional development of staff at all levels, allows for innovation, and grounds its work as poverty fighters.

In its workplace, diversity equals representation. Robin Hood seeks to attract and retain a staff that reflects the communities that it serves. Racial and ethnic diversity matter to it, as does diversity among other cultural identifiers (ability, educational background, generation, gender, gender expression religion, immigration status, military status, sexual orientation, socioeconomic status).

Diversity within Robin Hood’s staff is enhanced by its efforts at meaningful inclusion. It ensures that team members are empowered to make decisions, offer actionable feedback, and share credit for team success. Further, Robin Hood seeks to develop its talent professionally and has created an intentional focus on mentorship and sponsorship, particularly of junior staff. its goal is to encourage long term talent retention and engagement, while fostering a culture of innovation.

 

Robin Hood Guiding Principles

As an organization committed to economic mobility, our work is grounded in the following Guiding Principles:

  • Diversity, equity, and inclusion 
  • Proximity and humanity
  • Risk-taking and innovation           

Our professional community reflects myriad demographic characteristics, perspectives, and backgrounds, which includes various identities that reflect diversity in gender identity and expression, race, ethnicity, religion, sexual orientation, ability, and socioeconomic status.  Our colleagues have access to opportunity and advancement, as we promote fair and equitable treatment and have encouraged participation by underrepresented groups. As a team, we promote a sense of belonging, high levels of engagement, and shared respect.

  • Robin Hood puts people first. Always.
  • Robin Hood is unafraid to take action and create solutions.
  • Robin Hood is data driven and heart led.
  • Robin Hood works the coat check.

 

Salary and Benefits

Salary is competitive and commensurate with experience. Robin Hood has excellent benefits and encourages strong work-life balance.

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Recruitment and Selection Specialist

Posted by | September 30, 2022 |

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:

 

Staffing

Support the Director of HR and Talent in developing and implementing a comprehensive recruitment and selection program that attracts top talent and reflects VOICE’s values, mission and vision

Develop and execute annual plan for the collection, analysis, and distribution of candidate and staffing data; provide data-driven recommendations and consultation

Compile and deliver weekly, monthly, and yearly reports on recruitment and selection strategy

Initiate research and recommendations for changes to recruitment and selection processes

Recruitment

Develop and implement the full recruiting cycle, including but not limited to providing consultation to managers and staff around the hiring process, developing and implementing a marketing strategy, serving as point-person for candidates

Collaborate on job descriptions and candidate-facing benefits materials; develop and maintain external facing job postings on various job recruitment sites, education job sites, and VOICE’s online platform(s)

Perform outreach to and develop relationships with colleges, universities, professors and organizations yielding strong candidate prospects

Reach out to prospective candidates regarding job opportunities

Coordinate VOICE’s presence at career fairs, including but not limited to researching opportunities, training VOICE ambassadors, scheduling staff, attending career fairs

Selection

Conducting candidate interviews and reference checks, extending job offers, and serving as point-person for candidates and new hires

Develop and update selection materials, providing trainings, consultations, and coaching to hiring managers

Research and make recommendations regarding applicant tracking system

Oversee interview events for all positions, which may include but is not limited to coordinating logistics with interviewers, meeting spaces, and students

Support in implementing an org-wide On-Boarding program, ensuring every new employee is on-boarded and set-up for success, which may include but is not limited to coordinating on-boarding tasks, sessions, and communications

Model warm, collegial relationships with staff across all levels of the organization

Diversity and Inclusion

Support the org-wide strategic plan(s) around Diversity & Inclusion by identifying external trends and best practices to attract and retain a diverse employee population

Staff-Wide Professional Expectations

Embrace and be an ambassador of VOICE’s mission, vision and values

Collaborate, communicate, and maintain effective and professional relationships as members of an interdisciplinary team of educators, support staff, and administrators

Participate in required meetings and events, which may include student events, school concerts, parent-teacher conferences, on- and off-site conferences and trainings, others.

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.

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

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

Knowledge of Recruitment platforms

Familiarity with educational terms, curriculum, and teaching methodology

Familiarity with manipulating Data in Microsoft Excel

Qualifications:

Bachelor’s degree from an accredited college or university

2-3 years working in recruitment

Preferred: Master’s degree from an accredited college or university in content area

Preferred: Experience working within a nonprofit organization or school

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High School Social Studies Teacher

Posted by | September 27, 2022 |

Why Teach With Us?

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

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

Advantages of teaching at a New Visions school include:

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

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

Who You Are

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

What You’ll Do

Social Studies teachers at New Visions schools work with a diverse range of students to develop content knowledge and skills through exploration, reading, discussion, and writing. Social Studies teachers at New Visions schools will:

  • Prepare all students for success with New York State Regents Social Studies exams; place an equal emphasis on developing students’ historical thinking skills by inviting them to develop compelling questions, conduct research by analyzing primary and secondary sources, construct academic arguments, and engage in lively debate on historical and current issues
  • Help students see the relevance of history, economics, and global studies in their everyday lives, as well as equip their students with the tools necessary to be critical consumers, active citizens, and innovative problem solvers within modern day society

What We’re Looking For

  • Bachelor’s degree from an accredited college or university is required; Master’s degree is preferred
  • A valid New York State Social Studies Certification 
  • Proven track record for planning lessons with clear learning objectives and a means for assessing whether those objectives have been met
  • Strong organizational and communication skills
  • Demonstrated content knowledge and familiarity with Common Core State Standards
  • Demonstrated success in tailoring instruction to the needs of diverse learners
  • Ability to work collaboratively with others to achieve common goals
  • Experience working with educational technology

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

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Math Teacher

Posted by | September 27, 2022 |

Why Teach With Us?

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

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

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

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

Who You Are

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

What You’ll Do

Mathematics teachers at New Visions schools work with a diverse range of students to develop math content knowledge and skills, primarily through collaborative classroom work around rich, authentic math tasks. Mathematics teachers at New Visions schools will:

  • Help pupils develop critical-thinking abilities by gaining an understanding of mathematics concepts and practices
  • All teachers use both formal and informal assessment data about student thinking to inform instruction
  • Core mathematics teachers (Algebra I, Geometry, and Algebra II) are also responsible for using an inquiry-driven approach to support student success on mathematics Regents examinations
  • Teachers may attend professional development workshops and meet with colleagues to collaboratively analyze data and plan an instructional response

What We’re Looking For

  • Bachelor’s degree from an accredited college or university is required; Master’s degree is preferred
  • A valid New York State Mathematics Certification 
  • Proven track record for planning lessons with clear learning objectives and a means for assessing whether those objectives have been met
  • Strong organizational and communication skills
  • Demonstrated content knowledge and familiarity with Common Core State Standards
  • Demonstrated success in tailoring instruction to the needs of diverse learners
  • Ability to work collaboratively with others to achieve common goals
  • Experience working with educational technology

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

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Education Program Manager

Posted by | September 27, 2022 |

Job Title: Education Program Manager

Type: Full-time

Solar One is a 501c(3) organization that empowers communities in the New York City metro area to thrive in the face of the challenges brought on by climate change, and to embrace a world that is low carbon, resource efficient and socially inclusive.

Job Summary

The Education Program Manager will be responsible for leading a variety of projects and programming on our K-12 Education team. Solar One’s hybrid schedule is flexible, but this position will require teaching in-person throughout the NYC metro area. There is the potential for occasional travel around New York State. Computer-based work can be done at home or in our office space in Long Island City, Queens.

Main job responsibilities:

●      Leading Solar One’s flagship professional development training series for NYC DOE teachers that focuses on bringing renewable energy lessons into the classroom.

●      Teaching Solar One’s curriculum focused on climate action through energy, materials, water and food for grades 2-12.  Teaching is often at schools, traveling throughout NYC is required.

●      Coordinating programs with schools and other community partners. This includes program planning, materials coordination, and scheduling.

●      Assisting the Director of Education with administrative tasks such as reporting and program evaluation.

●      Delivering a 6-week intensive high school summer school program focused on green careers from July through mid-August.

●      Overseeing curriculum updates in collaboration with the education team on program and curriculum design.

●      Tracking and recording activities delivered to schools and teachers.

Qualifications and Skills

Successful candidates for this role should be able to demonstrate the following:

Technical Skills

●      Basic Microsoft office

●      Google Suite

●      Basic graphic design is a plus

Soft Skills

●      Verbal communication

●      Strong Writing Skills

●      Project Management

●      Time Management

●      Attention to detail

●      Outreach

●      Adaptability

Subject Area Expertise Required

●      5 + years of experience teaching K-12 students content aligned with STEM, climate action, and/or environmental sustainability.oom experience strongly preferred

●      3+ years experience delivering professional development training to teachers

●      Experience with curriculum writing

●      Knowledge of anti-racist and culturally responsive pedagogy strongly preferred

●      Demonstrated success in communicating with partner organizations and individuals to build and maintain strong partnerships

Proof of Covid-19 vaccination is required for this position.

Pay and Benefits

This position is Full Time

Paying at $74,000-$78,000 per year

We offer a variety of benefits depending on the position type.  Our full-time benefits include:

•          A work environment where your contribution is essential and celebrated

•          Training and career development

•          Health care and well-being programs including medical, dental, vision, EAP

•          3 weeks of paid time off that increases with tenure

•          Life and disability insurance

•          Paid Holidays

•          401(k) retirement savings

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After School Teen Enrichment Program Facilitator

Posted by | September 26, 2022 |

The Brotherhood Sister Sol Job Description:

ASTEP Facilitator – Part-Time

 

About The Brotherhood Sister Sol (BroSis):

The Brotherhood Sister Sol is a social justice youth development organization that since 1995 has been a place where Black and Latinx youth claim the power of their history, identity and community to build the future they want to see. By educating, organizing and training, we are challenging inequity and creating opportunity for all. BroSis provides holistic and long-term support services to youth who range in age from eight to twenty-two. BroSis offers wrap around evidence-based programming such as four-six year rites of passage programming, thorough five day a week after school care, school and home counseling, summer camps, job training, college preparation, employment opportunities, community organizing training, and month long international study programs to Africa and Latin America.

Based in Harlem, NY but with a national reach, we publish assorted curricula and collections of our members’ writings; train educators from throughout the nation on our approach; and organize and advocate for social change. BroSis has earned national recognition for our evidence-based model, receiving an array of awards and funding from a host of national foundations, including Novo Foundation, Doris Duke Foundation, Marlene Nathan Meyerson Foundation, Charles Hayden Foundation, The William R. Kenan Charitable Trust, New York Community Trust, Comic Relief/Red Nose Day, William Stamps Farish Foundation, and more. The organization has over 50 full-time staff, serves thousands throughout New York City, and has a $9.5 million dollar operating budget. In addition, we have just moved into our new building – a $23 million, 22,000 square foot state-of-the-art beacon for youth development. It is an exciting period of organizational growth and increased impact in our community and beyond.

 

POSITION SUMMARY

 

The ASTEP part-time facilitator will be responsible for supporting curriculum development, workshop facilitation for middle school teens in areas such as performing arts (theater, dance, etc.), writing, photography/media/graphic design, visual/creative arts or leadership. Supports members with arts enrichment, tutoring, recreation, and one-on-one mentorship and guidance. This position reports to the ASTEP Coordinator.

 

RESPONSIBILITIES

 

● Co -plan and implement weekly workshops related to BroSis curricular focus areas

● Co-Create a workshop environment conducive for learning and mastery.

● Co-lead project-based activities and prepare participants for presentations, showcases, and performances.

● Support Lead facilitator to produce program reports based on participant’s achievements as requested.

● Prepare the learning environment and necessary materials for activities

● Co-Plan and facilitate parent meetings and communications as needed.

● Work collaboratively with all program staff

● Provide members with holistic support

● Work a minimum of 20 hours per week

● Additional duties as assigned

● Prepared to make at least a 2-year commitment

 

EXPERIENCE & PERSONAL REQUIREMENTS & SKILL SETS

 

● Bachelor’s Degree preferred; at minimum three years’ experience working in a youth development program.

● Excellent communication skills

● Established experience in curriculum, program & youth development

● Demonstrated ability to perform multiple tasks effectively in a fast-paced, challenging, and constantly changing environment.

● Mature attitude, creativity, resourcefulness, and a positive role model for youth.

● Understanding and appreciation of racially/ethnically diverse populations

● Knowledge of our curricular “Focus Issues”: Pan African & Latinx History, Dismantling Sexism & Misogyny, Drugs & Substance Abuse, Conflict Resolution & Violence Prevention, Leadership Development, Academic Achievement, Mind, Body & Spirit, Sexual Education and Responsibility, Political Education, Financial Literacy, LGBTQ Justice, Environmental Justice.

As The Brotherhood Sister Sol is a youth development organization that works in close quarters with young people and children, and as the safety of our children and their families and our community is paramount – we have instituted a policy that all staff must be fully vaccinated by the start date of this position. If there is a medical or religious reason for an exemption from vaccination this can be presented and will be considered.

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Government Grants Associate

Posted by | September 26, 2022 |

The Brotherhood Sister Sol Job Description:

Government Grants Associate

 

About The Brotherhood Sister Sol (BroSis):

The Brotherhood Sister Sol is a social justice youth development organization that since 1995 has been a place where Black and Latinx youth claim the power of their history, identity, and community to build the future they want to see. By educating, organizing, and training, we are challenging inequity and creating opportunity for all. BroSis provides holistic and long-term support services to youth who range in age from eight to twenty-two. BroSis offers wrap-around evidence-based programming such as four-six year rites of passage programming, thorough five day a week after school care, school and home counseling, summer camps, job training, college preparation, employment opportunities, community organizing training, and month-long international study programs to Africa and Latin America.

Based in Harlem, NY but with a national reach, we publish assorted curricula and collections of our members’ writings; train educators from throughout the nation on our approach; and organize and advocate for social change. BroSis has earned national recognition for our evidence-based model, receiving an array of awards and funding from a host of national funders, including Doris Duke Foundation, Marlene Nathan Meyerson Foundation, Charles Hayden Foundation, NBA Foundation, Kraft Heinz, New York Community Trust, Comic Relief/Red Nose Day, William Stamps Farish Foundation, and more.

The organization has over 50 full-time staff, serves thousands throughout New York City, and has a $9.5 million dollar operating budget. In addition, we have just moved into our new building – a $23 million, 22,000 square foot state-of-the-art beacon for youth development. It is an exciting period of organizational growth and increased impact in our community and beyond.

 

POSITION SUMMARY

 

Reporting to the Director of Development, the Government Grants Associate will be responsible for writing letters of inquiry, proposals, and reports to government agencies, and supporting other fundraising activities as needed. The position will play an essential role in maintaining and growing a robust portfolio of government funders to support the organization. For these efforts, the Government Grants Associate will work closely with a team that currently includes the Director of Development, Deputy Director of Development & Events, Institutional Giving Coordinator, Development Associate for Events and Communications, and the Development Associate for Database and Operations. The exact title will be determined by the experience of the candidate.

 

RESPONSIBILITIES

 

● Prospect for government – NYC, NYS and Federal – funding opportunities

● Draft proposals, letters of inquiry, reports, acknowledgment letters, and other correspondence to new and existing government and institutional funders as appropriate

● Apply for government grants and manage reporting for all government support

● Identify and prepare research briefs on existing and prospective funders

● Monitor and update government fundraising calendar and all related tracking documents

● Monitor foundation and philanthropy news, including RFPs, foundation press releases, website updates and announcements, and trends in institutional giving

 

EXPERIENCE & PERSONAL REQUIREMENTS & SKILL SETS

 

● Bachelor’s Degree or equivalent experience required

● Five years or more of nonprofit fundraising experience – with a specific focus on government grants

● Experience with grant-writing, grant research tools, and using a fundraising database strongly preferred

● Knowledge of NYC and NYS government funding agencies and processes

● Outstanding creative and critical thinking, writing, editing, communication, and interpersonal skills

● Strong ability to translate others’ input into compelling narratives

● Highly detail-oriented with excellent project management, organizational, and time management skills

● Equally at ease working collaboratively and independently

● Enthusiasm for The Brotherhood Sister Sol’s mission

 

BENEFITS

 

At the Brotherhood Sister Sol, we offer competitive salaries with a comprehensive benefits package including, health, dental, vision and life insurance, 3% employer contribution to 403(b) retirement account. Staff also are entitled to four weeks’ vacation in addition to quarterly personal days, paid holidays and office closure during Winter Break.

As The Brotherhood Sister Sol is a youth development organization that works in close quarters with young people and children, and as the safety of our children and their families and our community is paramount, we have instituted a policy that all staff must be fully vaccinated. If there is a medical or religious reason for an exemption from vaccination this can be presented and will be considered. In addition, this position mandates four days a week in person – at a minimum.

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After School Program Elementary Senior Facilitator

Posted by | September 26, 2022 |

The Brotherhood Sister Sol Job Description

After School Program Elementary Senior Facilitator

 

About The Brotherhood Sister Sol (BroSis):

 

The Brotherhood Sister Sol is a social justice youth development organization that since 1995 has been a place where Black and Latinx youth claim the power of their history, identity and community to build the future they want to see. By educating, organizing and training, we are challenging inequity and creating opportunity for all. BroSis provides holistic and long-term support services to youth who range in age from eight to twenty-two. BroSis offers wrap around evidence-based programming such as four-six year rites of passage programming, thorough five day a week after school care, school and home counseling, summer camps, job training, college preparation, employment opportunities, community organizing training, and month long international study programs to Africa and Latin America.

Based in Harlem, NY but with a national reach, we publish assorted curricula and collections of our members’ writings; train educators from throughout the nation on our approach; and organize and advocate for social change. BroSis has earned national recognition for our evidence-based model, receiving an array of awards and funding from a host of national foundations, including Novo Foundation, Doris Duke Foundation, Marlene Nathan Meyerson Foundation, Charles Hayden Foundation, The William R. Kenan Charitable Trust, New York Community Trust, Comic Relief/Red Nose Day, William Stamps Farish Foundation, and more.

The organization has over 50 full-time staff, serves thousands throughout New York City, and has a $9.5 million dollar operating budget. In addition, we have just moved into our new building – a $23 million, 22,000 square foot state-of-the-art beacon for youth development. It is an exciting period of organizational growth and increased impact in our community and beyond.

 

POSITION SUMMARY

 

The ASPE Senior Facilitator will be responsible for curriculum development and workshop facilitation. Support our members with arts enrichment, tutoring, recreation, and one-on-one mentorship and guidance. The ideal candidate will be a dynamic leader of children’s programming and have experience creating and running culturally relevant and enriching experiences. This position reports to the Director of Programming.

 

RESPONSIBILITIES

 

● Plan, prepare, implement, and evaluate activities for elementary school age youth.

● Ensure the safety of participants by providing adequate supervision of all elementary youth.

● Lead the set-up, cleanup, and organization of rooms and activity centers for the program each day.

● Create and maintain a welcoming and supportive classroom environment. Rotate activities regularly.

● Model positive behavior, clear expectations and holding members accountable to the culture of the program and the larger community.

● Encourage positive self esteem; promote and reinforce BroSis themes of, Community, knowledge, Positivity and Future

● Be sensitive to issues members face, and work with the team to identify needs and solutions for situations as they arise.

● Prepare and serve nutritious snacks and meals; lead youth in clean up

● Develop strong positive relationships with youth and their families.

● Help create and distribute program materials to families, notices of program activities/events, and registration forms. Promote all events with youth and families.

● Support regular communication with parents and caregivers about needs and progress of program participants. Identify and address issues with parents and create support plans.

● Lead cooperative work with community partners and volunteers to facilitate activities and special events.

● Coordinate afterschool and summer program enrollment. Support families in completing required registration materials.

● Monitor daily attendance, follow tracking procedures, and maintain weekly records

● Co-Facilitate annual Summer Day Camp

● Prepared to make at least a 3-year commitment

 

EXPERIENCE & PERSONAL REQUIREMENTS & SKILL SETS

 

● Bachelor’s Degree preferred; at minimum three years’ experience working in an elementary aged youth development program.

● Excellent communication skills

● Demonstrated ability to perform multiple tasks effectively in a fast-paced, challenging, and constantly changing environment.

● Knowledge of and experience with behavior guidance and restorative justice language and techniques.

● Mature attitude, creativity, resourcefulness, and a positive role model for youth.

● Understanding and appreciation of racially/ethnically diverse populations.

● Excellent communication skills.

 

BENEFITS

 

At the Brotherhood Sister Sol, we offer competitive salaries with a comprehensive benefits package including, health, dental, vision and life insurance, 3% employer contribution to 403(b) retirement account. As well as four weeks’ vacation in addition to personal days, paid holidays and office closure during Winter Break.

As The Brotherhood Sister Sol is a youth development organization that works in close quarters with young people and children, and as the safety of our children and their families and our community is paramount – we have instituted a policy that all staff must be fully vaccinated by the start date of this position. If there is a medical or religious reason for an exemption from vaccination this can be presented and will be considered.

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After School Program Elementary Facilitator

Posted by | September 26, 2022 |

The Brotherhood Sister Sol Job Description:

ASPE Facilitator

 

About The Brotherhood Sister Sol (Bro Sis):

The Brotherhood Sister Sol is a social justice youth development organization that since 1995 has been a place where Black and Latinx youth claim the power of their history, identity, and community to build the future they want to see. By educating, organizing, and training, we are challenging inequity and creating opportunity for all.

BroSis provides holistic and long-term support services to youth who range in age from eight to twenty-two. BroSis offers wrap-around evidence-based programming such as four-six year rites of passage programming, thorough five day a week after school care, school and home counseling, summer camps, job training, college preparation, employment opportunities, community organizing training, and month-long international study programs to Africa and Latin America. Based in Harlem, NY but with a national reach, we publish assorted curricula and collections of our members’ writings; train educators from throughout the nation on our approach; and organize and advocate for social change.

BroSis has earned national recognition for our evidence-based model, receiving an array of awards and funding from a host of national funders, including Doris Duke Foundation, Marlene Nathan Meyerson Foundation, Charles Hayden Foundation, NBA Foundation, Kraft Heinz, New York Community Trust, Comic Relief/Red Nose Day, William Stamps Farish Foundation, and more.

The organization has over 50 full-time staff, serves thousands throughout New York City, and has a $9.5 million dollar operating budget. In addition, we have just moved into our new building – a $23 million, 22,000 square foot state-of-the-art beacon for youth development. It is an exciting period of organizational growth and increased impact in our community and beyond.

 

POSITION SUMMARY

 

The ASPE Facilitator will be responsible for curriculum development and workshop facilitation. Support our members with arts enrichment, tutoring, recreation, and one-on-one mentorship and guidance. The ideal candidate will be a dynamic leader of children’s programming and have experience creating and running culturally relevant and enriching experiences. This position reports to the Director of Programming.

 

RESPONSIBILITIES

 

● Plan, prepare, implement, and evaluate activities for elementary school age youth.

● Ensure the safety of participants by providing adequate supervision of all elementary youth.

● Lead the set-up, cleanup, and organization of rooms and activity centers for the program each day.

● Create and maintain a welcoming and supportive classroom environment. Rotate activities regularly.

● Model positive behavior, clear expectations and holding members accountable to the culture of the program and the larger community.

● Encourage positive self esteem; promote and reinforce BroSis themes of Community, knowledge, Positivity and Future.

● Be sensitive to issues members face, and work with the team to identify needs and solutions for situations as they arise.

● Prepare and serve nutritious snacks and meals; lead youth in clean up

● Develop strong positive relationships with youth and their families.

● Help create and distribute program materials to families, notices of program activities/events, and registration forms. Promote all events with youth and families.

● Support regular communication with parents and caregivers about needs and progress of program participants. Identify and address issues with parents and create support plans.

● Lead cooperative work with community partners and volunteers to facilitate activities and special events.

● Coordinate afterschool and summer program enrollment. Support families in completing required registration materials.

● Monitor daily attendance, follow tracking procedures, and maintain weekly records

● Co-Facilitate annual Summer Day Camp

● Prepared to make at least a 3-year commitment

 

EXPERIENCE & PERSONAL REQUIREMENTS & SKILL SETS

 

● Bachelor’s Degree preferred; at minimum three years’ experience working in an elementary aged youth development program.

● Excellent communication skills

● Demonstrated ability to perform multiple tasks effectively in a fast-paced, challenging, and constantly changing environment.

● Knowledge of and experience with behavior guidance and restorative justice language and techniques.

● Mature attitude, creativity, resourcefulness, and a positive role model for youth.

● Understanding and appreciation of racially/ethnically diverse populations.

● Excellent communication skills.

 

BENEFITS

 

At the Brotherhood Sister Sol, we offer competitive salaries with a comprehensive benefits package including, health, dental, vision and life insurance, 3% employer contribution to 403(b) retirement account. Staff also are entitled to four weeks’ vacation in addition to quarterly personal days, paid holidays and office closure during Winter Break.

As The Brotherhood Sister Sol is a youth development organization that works in close quarters with young people and children, and as the safety of our children and their families and our community is paramount, we have instituted a policy that all staff must be fully vaccinated. If there is a medical or religious reason for an exemption from vaccination this can be presented and will be considered. This is a position that is a minimum of four days a week in person.

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Program Coordinator (Full Time, Hybrid)

Posted by | September 23, 2022 |

About Read Ahead

Read Ahead is dedicated to helping New York City youth strengthen the literacy and social-emotional skills they need to thrive in school and beyond. 

Since 1991, Read Ahead has connected public elementary school students with caring mentors from leading corporate and community partners. During weekly sessions, mentors and mentees read together, discuss books and their lives, and engage in fun and educational games and activities. Read Ahead sessions are designed to help children grow their confidence, love of reading, literacy skills, and other skills essential for success. 

In 2020, Read Ahead developed a completely virtual program to provide essential support during a challenging year of remote and hybrid learning. Combining our 30 years of experience with new technology platforms and an educator-designed curriculum, Read Ahead continues to match children with supportive mentors for fun, live program sessions that build connection, confidence, literacy skills, and more. 

With the development of our new virtual program, and anti-racism and anti-oppression commitments (https://readahead.org/anti-oppression-commitments-oct2020/), Read Ahead has an opportunity to deepen our impact for students. We are committed to ongoing improvement as an organization, and are eager to take bold new steps to create better outcomes for the students, families, and schools we serve.

Read Ahead expects each staff member to be an active and engaged collaborator in Read Ahead’s organization-wide efforts to advance DEIB (Diversity, Equity, Inclusion & Belonging)  goals including, but not limited to, participating in team meetings and ensuring that all project plans and outcomes are aligned with DEIB goals.

Read Ahead’s Anti-Racism and Anti-Oppression Commitments are outlined here

 

Read Ahead provides equal employment opportunities (EEO) to all employees and applicants without regard to race, color, ethnicity, religion, sex, sexual orientation, gender identity, national origin, age, disability, genetic information, veteran status or any other protected characteristic as established by applicable law. We seek to build a diverse staff representative of the communities we serve. All qualified applicants are strongly encouraged to apply.

 

Hybrid Work Policy

As an organization that partners with New York City public schools, afterschool service providers, families, corporate partners, and other stakeholders, Read Ahead recognizes that in-person work is required to achieve our mission moving forward. We have adopted a hybrid work policy to allow us to continue our work with students and schools as safely as possible.

The Program Coordinator will typically work up to 4 days/week in-person to perform essential job responsibilities, with a schedule determined by program needs and approved by their manager. Essential in-person responsibilities for this role include, but are not limited to:

  • Meetings with Read Ahead staff and external stakeholders (e.g. bi-weekly staff meetings, bi-weekly program team meetings, quarterly school leadership and after school partner meetings, etc.)
  • School recruitment and engagement events (e.g. Annual family nights at partner schools, PTA meetings or caregiver orientation workshops)
  • Lead in-person weekly program sessions working in partnership with key school and/or after school staff to ensure technology is set up for virtual program
  • Fundraising and donor cultivation events and event preparation (e.g. Read Ahead’s annual gala)
  • Program, operations, and event support during key times of the year

In addition to the essential in-person job responsibilities described above, this role also includes other essential functions which may be performed remotely. A list of responsibilities is included below, and are subject to change based on organizational need.

 

Position Overview

As a part of an effective and dedicated program team, the Program Coordinator is responsible for the management of Read Ahead at their assigned school(s)/program(s). They act as an ambassador of Read Ahead and engage regularly with mentees, parents and caregivers, volunteer mentors, and school staff. The Program Coordinator  is responsible for ensuring that the program runs smoothly, that mentors and mentees are supported throughout their mentoring experience, and that program goals are met. The Program Coordinator  is responsible for critical administrative and logistical tasks, including scheduling, tracking attendance, and database entry. 

As part of a dynamic and evolving program team, the Program Coordinator will support with building out an improved literacy program that engages even more deeply with students, caregivers, schools, and mentors. As we focus on deepening the impact of our literacy engagement with students, Read Ahead may expand its current program offerings beyond our current volunteer model. Program Coordinators will participate in initiatives that further deepen the impact of Read Ahead’s unique approach to using literacy as a means of social change.

This position reports to the Director, Program & Impact on the Read Ahead program team. 

The ideal candidate is a flexible, proactive problem-solver with excellent relationship-building (especially with families), organizational, and communication skills. The role is a great fit for an individual who has an understanding of the New York City public school system and the communities we serve. This is a great opportunity for someone who is passionate about children, mentoring, reading, and/or volunteerism. Experience with using technology and a comfort and interest in learning new technology is a plus. Completion of a satisfactory criminal background check and DOE fingerprinting is required. 

The Program Coordinator schedule will be based on the program sessions of each school partner and the schedule will remain consistent for the duration of the school year. At P.S. 67, the regular PC schedule will be a Monday – Friday schedule when the program is in session during the school year. 

School Partner: P.S. 67 The Charles A. Dorsey Community School

 

Responsibilities

Program Facilitation 

  • Facilitate, coordinate, and monitor 10-15 weekly in-person Read Ahead sessions on Zoom with up to 25 participants 
  • Communicate effectively and regularly with key stakeholders, including parents/caregivers, volunteer mentors, and teachers/school staff
  • Manage program technology and provide in-person assistance to participants (i.e., Zoom and online reading platforms)
  • Manage and support ~160 – 200 volunteer mentors, including ongoing communication 
  • Support ~100 mentees in grades 1-5 in their mentoring experience
  • Provide ongoing support to mentors and mentees, including formal check-ins 
  • Facilitate additional BookNook small group sessions for a target group of mentees during the school year

 

Program Quality Management 

  • Conduct tasks that ensure a high-quality program, including attendance data tracking and entering program status updates on Read Ahead’s Live Impact database
  • Review and approve mentor applications and support mentors through onboarding process
  • Support the creation of session materials for programs, as well as supporting curriculum development, improvements, and redesigns by the Program Team
  • Engage with school staff and families to share information about 2022-23 program and encourage student enrollment, including communicating with school leadership and liaisons, answering caregiver questions, supporting with completion of permission forms
  • Conduct site visits to support stakeholders including teachers, after school providers, students and families

 

Family Engagement

  • Support and execute new family engagement initiatives to build relationships with families
  • Lead in-person family orientations at school site to ensure family engagement is prioritized during the mentee onboarding process
  • Conduct a bi-monthly check-in call with caregivers to provide support and update on progress of Read Ahead program including mentee attendance, reading progress, and general mentor-mentee relationship updates
  • Support all other initiatives that foster greater engagement of parents and caregivers, as determined by the Senior Director, Program & Impact

 

Administrative Tasks and Other Stakeholder Engagement

  • Enter and track daily program data in Read Ahead’s database in a timely manner with attention to detail/accuracy
  • Coordinate the scheduling of and reminders for mentors and mentees for your program sessions
  • Support with distribution of annual stakeholder surveys including school surveys, mentor surveys and caregiver surveys
  • Support organization-wide communications by periodically contributing to Read Ahead’s general newsletter, social media, blog, or other stakeholder engagement initiatives

 

Organizational Culture

  • Actively participate in team meetings, learning initiatives, and professional development
  • Ensure the inclusion of DEIB initiatives into mentor onboarding, training, and ongoing management 
  • Support all key DEIB initiatives and new team culture practices

 

Qualifications

  • Passion for Read Ahead’s mission 
  • Demonstrated understanding of the connection between literacy, child development, and social justice
  • A demonstrated commitment to an anti-racism and equity lens in their work and communications (internal and external)
  • Experience working with kids and their parents/caregivers, and a positive, growth-mindset approach to supporting children
  • Experience with, or a strong interest in, volunteer management 
  • Strong organizational skills, including the ability to manage time and deadlines effectively 
  • Excellent verbal and written communication skills
  • Experience with technology, and an openness to learning and using new tools (e.g., email, video conferencing, cloud-based file management, and project management tools)
  • High level of attention to detail 
  • Team player and contributor 
  • Ability to work and adapt in a fast-paced environment 
  • Interest in hybrid  work with the ability to lead and monitor weekly mentoring sessions 

 

Summary of Compensation and Benefits

Salary & Benefits 

$60,000/year. Competitive benefits package includes:

  • 90% health and 100% dental care coverage
  • $3,000 annual employer-funded HRA
  • Eligibility to contribute to 403(b) with up to a 3% match by Read Ahead for all employees who are employed on the last day of the calendar year (e.g. 12/31/2022)
  • Eligibility to participate in pre-tax My Commuter Plan program
  • Pre-tax FSA and Vision Plans offered
  • Vacation day accrual based upon employment anniversary date; during the first year employees accrue 15 days per year and after the first year accrue 20 days per year
  • 10 sick days and 3 personal days per year
  • The Read Ahead office is closed between Christmas Eve and New Year’s Day each year, and for all federal holidays
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Special Education Teacher

Posted by | September 16, 2022 |

Special Education Teacher

Job Description

About Inwood Academy for Leadership

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

All staff must be willing to commit to our mission: Inwood Academy for Leadership Charter School will empower students in Inwood and Washington Heights to become agents for change through community-focused leadership, character development and college preparedness. Our staff regard our student leaders as burgeoning assets to their community and help them develop the tools they need to be successful in college and beyond. IAL is committed to providing a well-rounded educational experience for all students we serve. We are looking for candidates who are hardworking, flexible, and innovative as well as able to embody the IAL traits of leadership in their daily work (honesty, integrity, responsibility, caring and restraint).

Reports to: Assistant Principal

Qualifications: 

  • Expert in the subject area: Special Education
  • Receptiveness to ongoing coaching and evaluation
  • At least two years of teaching in an urban environment
  • Passionate about teaching and subject matter
  • Energetic, motivated, innovative, prepared
  • Valid NYS Teaching Certificate preferred in Special Education
  • Evidence of excellence when working with middle/high school students
  • Superior communication skills
  • An ability to work collaboratively
  • Spanish proficiency preferred

Duties & Responsibilities:

  • Work in a collaborative team teaching environment or individual classroom setting
  • Provide direct and indirect instruction to all Special Education students, both in a resource room and inclusion setting
  • Integrate technology into core classroom instruction
  • Use assessment to modify lessons
  • Utilize online student system to track student progress through competencies and keep up to date assignments for students
  • Contribute to program design and implementation
  • Participate in all staff programs and academic planning, implementation, and evaluation
  • Enforce and uphold school policies and culture
  • Communicate effectively and maintain consistent relationships with students, colleagues, and families
  • Support classroom teaching and work within content-areas
  • Work with School Leader to plan intervention services for students
  • Generate reports and graphs about formal student assessments and progress
  • Write summary reports on the students as needed
  • Serve as a resource to promote parental support of student goals.
  • Collaborate with teachers in long and short-term planning that addresses the students’ individual goals
  • Create long and short-term goals for students
  • Participate in weekly meetings to create and modify prevention and intervention services to at-risk students
  • Provide feedback to parents
  • Create materials for differentiated instruction
  • Participate in weekly meetings to create and modify prevention and intervention services to at-risk students
  • Research and share information about best practices in Special Education
  • Provide feedback to parents
  • Other duties as assigned by Administration

Compensation:

IAL offers a competitive compensation package including medical, dental and vision insurance, a 403B retirement plan with 5% match. In addition to extensive professional development, our teachers are equipped with all necessary instructional supplies and technology.

 

2022-2023 Salary Scale

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High School Science Teacher

Posted by | September 16, 2022 |

About Inwood Academy for Leadership

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

All staff must be willing to commit to our mission: Inwood Academy for Leadership Charter School will empower students in Inwood and Washington Heights to become agents for change through community-focused leadership, character development and college preparedness. Our staff regard our student leaders as burgeoning assets to their community and help them develop the tools they need to be successful in college and beyond. IAL is committed to proving a well-rounded educational experience for all students we serve. We are looking for candidates who are hardworking, flexible, and innovative as well as able to embody the IAL traits of leadership in their daily work (honesty, integrity, responsibility, caring and restraint).

Reports to: Assistant Principal

Qualifications: 

  • Expert in subject area; Science
  • At least one year of teaching in an urban environment
  • Bachelor’s degree required, Master’s Degree preferred
  • Valid NYS Teaching Certificate Preferred
  • Receptiveness to ongoing coaching and evaluation
  • Energetic, motivated, innovative, prepared
  • Ambitious, entrepreneurial mindset committed to helping develop the components and culture of the school environment
  • Wide-ranging intellectual and educational interests
  • Excellent communication skills
  • Team player, the ability to work collaboratively
  • Spanish proficiency preferred but not required

Duties & Responsibilities:

  • Work in a collaborative team teaching environment or individual classroom setting
  • Engage students in active learning
  • Integrate technology into core classroom instruction
  • Use assessment data to modify and improve student learning
  • Utilize online student system to track student progress through competencies and keep up to date assignments for students
  • Contribute to program design and implementation
  • Participate in all staff programs and academic planning, implementation, and evaluation
  • Work collaboratively with other staff and teachers daily
  • Enforce and uphold school policies and culture
  • Communicate effectively and maintain consistent relationships with students, colleagues, and families
  • Any additional responsibilities assigned by Administration

 

Compensation:

 IAL offers a competitive compensation package including medical, dental and vision insurance, a 403B retirement plan with 5% match. In addition to extensive professional development, our teachers are equipped with all necessary instructional supplies and technology.

2022-2023 Salary Scale

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High School ELA Teacher

Posted by | September 16, 2022 |

About Inwood Academy for Leadership

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

All staff must be willing to commit to our mission: Inwood Academy for Leadership Charter School will empower students in Inwood and Washington Heights to become agents for change through community-focused leadership, character development and college preparedness. Our staff regard our student leaders as burgeoning assets to their community and help them develop the tools they need to be successful in college and beyond. IAL is committed to proving a well-rounded educational experience for all students we serve. We are looking for candidates who are hardworking, flexible, and innovative as well as able to embody the IAL traits of leadership in their daily work (honesty, integrity, responsibility, caring and restraint).

Reports to: Assistant Principal

Qualifications: 

  • Expert in subject area; ELA
  • At least one year of teaching in an urban environment
  • Bachelor’s degree required, Master’s Degree preferred
  • Valid NYS Teaching Certificate Preferred
  • Receptiveness to ongoing coaching and evaluation
  • Energetic, motivated, innovative, prepared
  • Ambitious, entrepreneurial mindset committed to helping develop the components and culture of the school environment
  • Wide-ranging intellectual and educational interests
  • Excellent communication skills
  • Team player, the ability to work collaboratively
  • Spanish proficiency preferred but not required

Duties & Responsibilities:

  • Work in a collaborative team teaching environment or individual classroom setting
  • Engage students in active learning
  • Integrate technology into core classroom instruction
  • Use assessment data to modify and improve student learning
  • Utilize online student system to track student progress through competencies and keep up to date assignments for students
  • Contribute to program design and implementation
  • Participate in all staff programs and academic planning, implementation, and evaluation
  • Work collaboratively with other staff and teachers daily
  • Enforce and uphold school policies and culture
  • Communicate effectively and maintain consistent relationships with students, colleagues, and families
  • Any additional responsibilities assigned by Administration

Compensation:

IAL offers a competitive compensation package including medical, dental and vision insurance, a 403B retirement plan with 5% match. In addition to extensive professional development, our teachers are equipped with all necessary instructional supplies and technology.

 2022-2023 Salary Scale

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Art Teacher

Posted by | September 15, 2022 |

AoC’s Vision: Every child in our diverse community reaches academic, social and personal excellence.

AoC’s Mission: Academy of the City fosters community, supports families, welcomes children of all backgrounds, celebrates diversity and promotes social justice. With our challenging, hands-on liberal arts experience we strive to develop joyful, creative, independent and successful lifelong learners.

 

Academy of the City Charter School 

DATE: September, 2022

POSITION: Art Teacher, Middle School 

QUALIFICATIONS 

  1. Bachelor’s degree in Education or similar required (Master’s degree preferred) 
  2. New York State Certification required 
  3. Three years of teaching experience preferred 
  4. Ability to work collaboratively and an interest in an interdisciplinary approach to education
  5. Proof of covid-19 vaccination is required

 

FUNCTIONS AND RESPONSIBILITIES: 

The Art Teacher’s duties include but are not limited to the following:

General Responsibilities: 

  • Teach full Art classes of children on site at the school.
  • Meets regularly with the Assistant Principal/Principal
  • Participates in weekly staff  meetings after school. 
  • Provides classroom coverages and support 1-2 times daily and as needed. 
  • Works with staff members to develop lesson plans and provide supporting materials.
  • Attends to the social/emotional, physical and intellectual development of children.
  • Willingness and adaptability to work with English Language learners and children with special education needs. 
  • Supports (with adaptive technology) needs for individual students as needed in the general  education classroom and through the general education curriculum in K-4. 

Work with Environment, Materials, and Curriculum: 

  • Design, organize, and maintain an interactive and material-rich library classroom with the support  of the Instructional Coach.
  • Ensure all art supplies, equipment, and classroom material are maintained and circulated.
  • Develop and implement an Art curriculum based on the New York State standards, with a  multicultural understanding reflected. 
  • Create and prepare materials to support the general education curriculum while also aligning to  grade level needs and standards.  
  • Knowledge of Google Apps for Education required. 

 

SALARY: Commensurate with experience 

STARTING DATE: Immediately

ENDING DATE: June 30, 2023

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

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School Counselor (Middle School)

Posted by | September 15, 2022 |

AoC’s Vision: Every child in our diverse community reaches academic, social and personal excellence.

AoC’s Mission: Academy of the City fosters community, supports families, welcomes children of all backgrounds, celebrates diversity and promotes social justice. With our challenging, hands-on liberal arts experience we strive to develop joyful, creative, independent and successful lifelong learners.

DATE: September 2022

POSITION: School Counselor (Middle School)

QUALIFICATIONS:

  • A Master’s degree or higher degree in School Counseling or Social Work.
  • Clinical and supervisory experience preferred.
  • New York State Certification in School Counseling.
  • Commitment to the mission, goals, educational philosophy, and activities of Academy of the City Charter School, as described in the school’s charter.
  • Demonstrated and successful record of prior employment as a counselor or social worker in an educational environment for a minimum of three years.
  • Demonstrated ability to work productively with staff and with diverse populations of students, parents, and families—including students, parents, and families with limited
  • English proficiency.
  • Demonstrated understanding of issues facing children and youth in urban areas, especially those from immigrant families and poverty-level families.
  • Commitment to continuous improvement and learning through professional development.
  • Knowledge of the NYC High School application process, and the ability to lead students through it in their preparation and application to public (including charter) private and independent schools and their scholarship programs.
  • Must be able to provide proof of Covie-19 vaccination.

About the Position:

The School Counselor will focus on the 7th and 8th grade students and their preparation for high school. The Counselor will aim to ensure that all seventh and eighth graders participate in enrichment activities that will aid in high school readiness, the acquisition of soft skills, organization, and further develop their critical thinking skills that will prepare them for a successful high school transition (ie. financial literacy, citizenship). Additionally, this role works closely with other members of the middle school team and reports to the Middle School Principal.

The ideal candidate will have at least two years of prior experience working in a middle school setting and has knowledge of New York City’s high school application process to support students’ interpersonal and executive functioning abilities.

Key Responsibilities:

  • Facilitate and support a schoolwide a culture of high school rigor and success among 7th and 8th graders through the development and facilitation of workshops, lessons, and activities throughout the school year
  • Create resources and facilitate day and evening workshops for families and students regarding high school readiness and its process
  • Support and track the academic and social progress of each student in powerschool and school developed tracking tools and facilitate activities that will aid in each students’ high school preparedness
  • Participate in cross-department planning to help shape and implement initiatives
  • Plan, facilitate, manage and oversee senior events, such as monthly college/high school tours, prom, the senior trip, the yearbook, and graduation; collaborate with the middle school administrative team to secure venues
  • Work closely with 7-8th grade faculty to identify students’ strengths and areas of growth, and address students’ academic needs in relation to the high school application process
  • Collaborate with the advisory coordinator in the development of advisory lessons and lead an advisory group
  • Support additional aspects of AoCMS program operations as determined by the administrative team
  • Develop and maintain relationships with middle school students and their families
  • Counsel students whose behavior, school progress, or situations indicate a need for assistance, and arranging for needed services
  • Consult with parents, teachers, and other school personnel to determine causes of problems, such as truancy and misbehavior, develop and implement solutions and monitor for success
  • Develop and review plans in consultation with students, their families, and school staff and follow-up to assessing the quantity and quality of services provided and effectiveness of the intervention strategy
  • Collect supplementary information needed to assist students, such as medical records or school reports
  • Supportschool staff in addressing issues such as suspected child abuse and neglect and acting as school liaison with the New York City Administration for Children’s Services (ACS)
  • Maintaining case history, records and preparing reports, assist with legal issues such as hearings and providing testimony as requested
  • Refer students to community resources for services
  • Address emergency situations impacting students—e.g. lead group counseling sessions that provide support in such areas as grief, stress, or chemical dependency
  • Arrange for medical, psychiatric, and other tests that may disclose causes of difficulties and indicate remedial measures
  • Serve as a liaison between students, homes, schools, family services, child guidance clinics, courts, protective services, doctors, and other contacts to help children who face problems such as disabilities, abuse, or poverty
  • Interview students individually, in families, or in groups and assess their situations, capabilities, and issues to determine what services are required to meet their needs.
  • Other responsibilities as assigned by the school leadership as needed.

The ideal candidate is:

  • Dedicated to the AoC mission and an anti-racist curriculum/education
  • Aligned to AoCMS core values
  • Detailed-oriented with strong organizational and time management skills
  • A “go-getter” that has a sense of urgency in closing the achievement, opportunity, and digital gap
  • A team player that has a desire to work in a team-oriented environment and collaborate with colleagues
  • Able to analyze student data, be an advocate for student academic needs, and have collaborative discussions with teachers
  • A believer in restorative justice practices and is able to implement an interdisciplinary and holistic approach to meeting students’ needs

SALARY: Commensurate with experience

STARTING DATE: September, 2022

ENDING DATE: June 30, 2023

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

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SETSS Provider (Middle School)

Posted by | September 15, 2022 |

AoC’s Vision: Every child in our diverse community reaches academic, social and personal excellence.

AoC’s Mission: Academy of the City fosters community, supports families, welcomes children of all backgrounds, celebrates diversity and promotes social justice. With our challenging, hands-on liberal arts experience we strive to develop joyful, creative, independent and successful lifelong learners.

 

DATE: September 2022

POSITION: SETSS Provider (2022-2023 school year)

QUALIFICATIONS

  1. Bachelor’s degree required
  2. Master’s degree preferred
  3. New York State Certification in Special Education or Students w/ Disabilities required
  4. Three years teaching experience preferred
  5. Ability to work collaboratively and an interest in an interdisciplinary approach to education
  6. Must be vaccinated against Covid-19

 

FUNCTIONS AND RESPONSIBILITIES

  • The Special Education Teacher will provide consultation with and support to teachers in addressing the needs of their students with IEPs in the general education classrooms as well as providing resource room instruction for children whose IEP requires instructional time outside of an inclusion setting. 
  • Responsibilities include:
    • Providing small group instruction to students whose IEPs require instructional time outside of the general education classroom 
    • Taking daily attendance on SESIS for your groups
    • Assisting teachers in adapting curriculum for special needs students, and providing modified curriculum and resources as needed by classroom teacher 
    • Assisting teachers with developing daily reports, behavioral schedules and social skills curriculum for special needs students in general education classrooms 
  • Modeling teaching strategies and techniques for teachers regarding special needs students in general education classrooms 
  • Providing consultation and support for parents of special needs students in general education classrooms and help to facilitate positive collaboration between parents and teachers 
  • Conferring frequently with the district of residence special education support staff and administrators to provide needed services regarding inclusive education practices
  • Attending IEPs and staff/parent meetings of students with special needs in general education classrooms, as requested 

 

Expected Qualifications and Training: 

  • Understanding of and commitment to the mission, goals, educational philosophy, and activities of the Academy of the City Charter School, as described in the School’s charter
  • Knowledge of special education laws and requirements 
  • Knowledge of the principles, practices and trends impacting programs; organization, planning and program evaluation strategies; techniques and procedures regarding curriculum and instruction design and delivery systems for both special education and core curriculum; human relationships, conflict resolution strategies and procedures; and team building methods and techniques
  • Demonstrated capacity to plan, organize, and coordinate full inclusion program; supervise the development of strategies for curriculum modifications; develop and present training for teachers in best practices regarding full inclusion; evaluate and analyze complex problems, issues, and concerns; recommend appropriate alternative solutions; and communicate effectively in oral and written form to a variety of audiences 

 

SALARY: Commensurate with experience 

STARTING DATE: September 2022

ENDING DATE: June 30, 2023

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

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Director of Literacy and Math Programs

Posted by | September 13, 2022 |

Job Title: Director of Literacy and Math Programs

Department: Joseph Stern Center for Social Responsibility

Supervised by Director of Joseph Stern Center for Social Responsibility

Job Type: Full Time

Classification: Exempt

 

Description:

The Joseph Stern Center for Social Responsibility (CSR) educates, inspires and empowers people to work toward a better and fairer world through learning, volunteering and activism. The Literacy + Math Program is a vital aspect of CSR’s work. For nearly three decades, the JCC has recruited and placed thousands of highly trained volunteer tutors who provide free, one-on-one, academic support to vulnerable students in the New York City area during the school day, after school, in the evening and weekend hours, and during the summer break. Our tutors bring our programs directly to students in public schools, public housing facilities, and transitional residences for families experiencing homelessness or are fleeing domestic violence. Most of our students are growing up in low-income and historically marginalized communities, and perform significantly below grade-level in literacy and/or math. Many attend underperforming schools.

 

The Director of the Literacy + Math Program partners with the CSR Center Director, public schools and other nonprofit organizations to develop and produce unique, high quality programming and manage program operations. Successful applicants will be skilled task managers who are passionate about engaging and activating community members to become advocates for educational equity.

 

Specific Responsibilities Include:

 

Program Development:

  • Manage Literacy + Math Programs, including strategy for expansion of programming through outreach to additional schools, families, and volunteers.
  • Supervise staff of full time administrative employee and part-time teaching and administrative staff, as well as volunteer monitors who oversee remote programs.
  • Train and place more than 300 volunteer tutors each year at partnering public schools, shelters and community-based sites to offer programs that provide academic support to students primarily in grades 1 – 5 who perform significantly below grade level standards in literacy and/or math.
  • Teach and supervise several school day, afterschool, evening and summer programs, and oversee instruction provided by other teachers facilitating JCC volunteer tutoring programs.
  • Communicate regularly with students’ parents, tutors, teachers and administrators at partner sites regarding behavioral and learning issues in order to advise and train volunteers to provide effective intervention methods for their assigned students. Respond to tutor inquiries and concerns to provide support and express appreciation of the challenges they face when tutoring students who need explicit and repeated instruction, as well as frequent redirection to remain on task.
  • Provide initial and ongoing academic assessments to determine specific weaknesses of participating students and create and revise course of instruction to target identified needs.
  • Arrange volunteer appreciation events and student/tutor parties several times throughout the year.

Program Production:

  • Plan and implement a portfolio of programs.
  • Seek out local public schools, community organizations, and shelters to form new partnerships in order to increase volunteer options within Community School District 3.
  • Serve as a key staff person at Literacy + Math events.
  • Work closely with the JCC marketing department to promote volunteer tutoring opportunities to JCC members, high school and college students, and community at large. Attend community service fairs to promote JCC literacy/math volunteer opportunities.
  • Work closely with the JCC development department to ensure sustainable funding for the program. This includes drafting and editing proposals for grants to enable the JCC to sustain and expand its programming in established and new partner sites and meeting regularly with funders and prospective funders to build relationships.
  • Work closely with JCC Older Adult and Teen staff to recruit constituents to serve as tutors.
  • Work closely with private and public NYC high school community service advisors to recruit students to serve as volunteer tutors.

Center Operations:

  • Create and revise yearly program budget, submit monthly expense reports; submit biweekly time cards for part-time facilitators of literacy and math programs.
  • Provide customer support.

Qualifications:

  • Masters in education, preferably with certification in special education with emphasis on reading and math difficulties.
  • 3+ years of teaching experience.
  • Familiarity with multiple research-based early intervention methods, including at least one recognized program based on Orton-Gillingham approach to literacy training and effective multisensory approach to math intervention.
  • Supervisory experience.
  • Track record of recruiting and managing volunteers.
  • Excellent written and verbal communication skills, including the ability to communicate with diplomacy and clarity.
  • Team player with willingness to immerse oneself in all aspects of JCC life/environment.
  • Excellent computer skills.
  • Sense of humor, compassion and patience are essential.
  • Ability to work nights and weekends as needed.

 

Salary Range: $65,000 – $70,000

 

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

Diversity is a core value of The Marlene Meyerson JCC Manhattan. We believe the power of diversity enriches all of us by exposing us to a range of ways to understand and engage with the world, identify challenges, and to discover, design and deliver solutions

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Program Manager_External/Professional Development Programs

Posted by | September 12, 2022 |

EVC Program Manager_External/Professional Development Programs

The Educational Video Center (www.evc.org) is seeking an exceptional full time fixed-term Program Manager_External/Professional Development Programs for the 2022-23 school year. EVC is an award-winning non-profit youth media and social justice organization dedicated to teaching documentary video as a means to develop the artistic, critical literacy, and career skills of young people, while nurturing their idealism and commitment to social change.

The Manager of External/Professional Development Programs (PDP Manager) is a core staff position at EVC, responsible for integrating our educational model in schools and afterschool programs.  The PDP Manager will report to the Deputy Director, Programs and will supervise freelance media coaches and instructors.  The PDP Manager will work at EVC’s offices in the West Village and partner school sites across NYC.  

RESPONSIBILITIES:

Develop, manage, and evaluate a strong team of media coaches and instructors

  • Recruit, onboard and support media coaches and instructors; 
  • Model EVC values and best practices for PDP team;
  • Observe coaches in classes, provide feedback on their work and support them in setting their own professional development goals;
  • Provide coaches and instructors curricular resources and support to strengthen their work with teachers and in after-school settings;
  • Collect program updates from coaches regularly and provide feedback and support based on the needs of each site;

Lead and manage in-school EVC coaching activities: 

  • Ensure EVC fulfillment of contract obligations including coaching/instruction sessions, workshops, etc.;
  • Communicate with school leaders and teachers regularly regarding program progress;
  • Visit each site regularly to observe classes and meet with EVC coach/instructor and teachers to discuss practices and problem solve as needed; 
  • Collect teaching materials from coaches for each session completed; 
  • Track sessions and materials for each contract and submit documentation for invoices;
  • Submit bi-weekly coach/ instructor timesheets to EVC administration for payroll processing;
  • Supervise completion and submission of final video projects;
  • Ensure proper care, maintenance and inventory of EVC production and post-production equipment used by PDP 
  • Write reports for work in schools for school leaders and funders;
  • Collect program feedback from students, teachers and media coaches. 
  • Assist in the management of Accounts Receivables for each project 

Recruit new schools to PDP:

  • Disseminate EVC’s PDP promotional materials at local conferences and networking events;
  • Co-facilitate informational workshops for school principals and teachers;
  • Develop contracts for schools in collaboration with EVC Deputy Director, Executive Director, school principals and teachers;
  • Provide coordination and oversight of grant and project contracts with the New York City Department of Education and other city agencies and funders as determined by contracts;
  • Ensure that program revenue meets budget projections

Facilitate EVC Professional Development workshops:

  • Assist in planning, co-facilitating and conducting outreach for EVC’s Summer Teacher Institute and Youth & Community Voices Workshops;
  • Assist with the submission of proposals and required materials to NYC Department of Education’s Afterschool Professional Development Program for professional development courses;
  • Assist in planning and facilitating customized professional development workshops as required by contracts and grants.

Coordinate EVC’s Annual Youth Powered Video Film Festival and other project specific festivals:

  • Schedule the festival in consultation with principals and site leaders;
  • Secure theater in which to hold the festival;
  • Collect film submissions for festival and create a reel of all films;
  • Conduct tech-check at theater to ensure all media plays properly and communicate with the theater manager re: all other event logistics; 
  • Help create outreach materials to generate enthusiasm for the event and create festival program;
  • Coordinate materials, food, beverages, and all activities the day of the event.

Additional responsibilities:

  • Provide program update reports for organizational leadership, and information as needed to assist the Development & Communications Department by providing information needed for the writing of grant proposals and final reports in support of PDP.
  • Attend and contribute to EVC study groups and weekly staff meetings
  • Advocate and promote EVC and its mission 
  • Other responsibilities as assigned. 

QUALIFICATIONS:

Required:

  • At least five years experience working directly with youth to lead instruction in a school setting;
  • Demonstrated understanding of the principles of positive youth development and the strength based approach;
  • Creative problem solver who possess the patience and perseverance to accomplish exciting work in challenging and complicated settings;
  • Experience and enthusiasm for developing and managing per-diem staff;
  • Strong, clear communicator on all fronts: writing, speaking and listening;
  • Commitment to and track record of building and maintaining relationships;
  • Knowledge of the filmmaking process and professional experience with pre-production, production or post-production;
  • Demonstrated project management and curriculum development skills
  • A can-do attitude and willingness and eagerness to lead in an entrepreneurial environment; 

Preferred:

  • Familiarity with the use of and value of protocols
  • Experience in education, nonprofit management or related field
  • Teaching certification 
  • Bilingual, English and Spanish

CULTURE AND VALUES:

  • Demonstrates commitment to EVC’s educational philosophy rooted in Frierian and Popular education
  • Establishes and leads a culture that results in a love of learning, student agency, and full range of student learning and growth
  • Operates in an assets-based framework for working with youth, adults and families from diverse cultural backgrounds 
  • Has an anti-racism and social justice lens, and an ability to talk fearlessly about race, class, gender, sexuality, migration, ability, and structural injustices
  • Creates and sustains a race equity culture, including skill building and leading self and others through awareness, growth, and development towards a more just and equitable world
  • Deeply committed to supporting youth, staff, and other stakeholders to adopt humanizing, healing-centered restorative practices
  • Demonstrates self-awareness, humility,van accurate idea of one’s own strengths and weaknesses, and an ability to treat all stakeholders with respect
  • Flexibility, resourcefulness and a sense of humor

COMPENSATION:

This full time fixed-term position begins September, 2022 and ends August, 2023 with an option for renewal. This position is a 5-day per week position eligible for EVC’s health, vacation, and other benefits, compensated at an annual salary of $65,000. The PDP Manager reports to, and is supported and evaluated by the Deputy Director, Programs. 

 

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Community Roots Charter School, Family Leave K-5 Teaching Positions 2022-2023

Posted by | September 11, 2022 |

About the Position:

We are looking for K-5 classroom teachers with certification in elementary school and special education for various Family Leave positions this 2022-2023 school year. Community Roots offers Integrated Co-Taught (ICT) classes for all K-5 classrooms and all 6-8 grade core content areas. The Family Leave Positions will begin in January 2023 and February 2023. 

 

About Us:

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

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

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

 

Benefits and Compensation:

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

 

Qualifications:

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

 

Community Roots seeks individuals who:

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

 

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

 

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Chief of Staff

Posted by | September 9, 2022 |

Originally founded in 1991 as Harlem RBI, DREAM has grown to annually serve more than 2,500 youth across East Harlem and the South Bronx through a network of six PreK-12, extended-day, extended-year DREAM Charter Schools and community sports-based youth development programs. Through our commitment to rigorous academics, social-emotional learning, deep family and community engagement, and health and wellness, we create lifelong learners who are equipped to fulfill their vision of success in and out of the classroom. We dream big, as well, with an aggressive five-year plan to expand to serve 3,500 students across seven schools—growing our organization’s impact and leveling the playing field for all children. To learn more, visit wearedream.org.

Reporting to the co-CEOs, the Chief of Staff will be responsible for facilitating the execution of complex, organization-wide initiatives and projects in close partnership with leaders across the organization. They will oversee the management of the executive office, ensuring that the co-CEOs’ time is consistently focused on the highest priority areas and planned strategically. This is an exciting opportunity for a highly organized and strategic leader to drive the development of a growing organization through multi-faceted projects in service of its unique mission and model.

 

Role and Responsibilities:

  • Ensure timely communication and consistent flow of information to and from the co-CEOs office;
  • Monitor key metrics, indicators, and milestones and support the executives’ analysis of overall progress and organizational health;
  • Create systems to ensure the co-CEOs have a diverse set of input and data to make informed decisions;
  • Guide the operational cadence for the senior leadership team, including mapping out leadership team meetings led by co-CEOs and creating and driving the execution of the annual calendar for the leadership team to achieve deliverables;
  • Plan effective internal and external leadership team meetings that drive outcomes aligned with strategic priorities and provide clarity of progress toward goals, and ensure airtight systems for follow-up and follow-through;
  • Facilitate the annual organization-wide planning process and support the leadership team in scoping, planning and execution of strategic initiatives; ensure regular check-ins and report-outs of progress towards goals;
  • Design and lead the project management of organization-wide retreats, conferences, and other special events in collaboration with cross-functional teams;
  • Oversee large, often cross-functional, organization-wide projects or initiatives, including bringing together important stakeholders and helping to drive decisions;
  • Directly manage administrative professionals who are part of the executives’ offices to ensure the co-CEOs’ involvement in projects or decision-making processes takes place at key times, where their input and authority are most needed;
  • Ensure the strategic management of the co-CEOs’ time so it’s aligned with the highest priorities;
  • Support the onboarding and assimilation of direct reports to the co-CEOs by supporting the drafting of 90-day plans and assimilation activities internally and externally;
  • Build meaningful and trusting relationships with staff, scholars and families to facilitate positive scholar outcomes and contribute to a high-performing organizational culture;
  • Support executive communications efforts led by the Communications & Brand team by ensuring they have the necessary information and context at hand;
  • Perform additional duties as assigned.

 

Qualifications:

  • Bachelor’s degree required;
  • Advanced training, experience or degree in business administration or similar fields, preferred;
  • Extensive leadership experience with a track record of successful management and collaboration;
  • Deep knowledge of best practices in organizational development and project management;
  • Excellent communication and collaboration skills;
  • Action-oriented, versatile, and efficient;
  • Proven ability to support and interact with senior management;
    Excellent verbal, written and interpersonal communication skills, with a solutions
  • oriented attitude;
  • A strong work ethic, supported by commitment and airtight follow-up and follow-through;
  • Ability to manage multiple projects while working in a fast-paced environment;
  • Organized, proactive and detail-oriented with superior time management and troubleshooting skills;
  • Impeccable integrity, including the ability to maintain a high level of confidentiality and discretion;
  • A strong belief in the mission and values of DREAM, including the belief that all students can succeed, and a deep desire to make a difference in the lives of our students, families, and community.

 

DREAM’s VACCINATION POLICY

DREAM requires vaccination against COVID-19 for all employees, including a booster dose. Part-time staff hired for the summer season only, are exempt from the booster dose, however they must have received a 2-dose series or a single-dose COVID-19 vaccine. Reasonable Accommodations based on a qualifying disability or sincerely held religious belief are being considered in accordance with applicable law.

OUR COMMITMENT TO DIVERSITY, EQUITY, AND INCLUSION

At DREAM, diversity, equity, and inclusion are a matter of mission.

From our schools to our playing fields, DREAM is committed to building a team where each individual can bring their full identity and experience to work because representation matters—it enriches our team culture, enhances our ability to innovate, and strengthens our impact in and out of the classroom. DREAM engages staff that represent and appreciate the diversity of our majority Black and Hispanic student body, while working to ensure that our practices are equitable, welcoming, and productive. We are dedicated to creating a world where youth, especially youth of color, have permission to dream—along with the tools and opportunities to make their dreams reality.

Come dream with us.

DREAM MAXIMS

All Kids Can. This Kid Can.
DREAM is Family.
Fun is a Serious Value.
Teamwork Makes the DREAM Work.
Fail. Persist. Exceed.
DREAM Big.

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Senior Manager, Program & Impact, Learning & Development (Full Time, Hybrid)

Posted by | September 6, 2022 |

About Read Ahead

 

Read Ahead is dedicated to helping New York City youth strengthen the literacy and social-emotional skills they need to thrive in school and beyond. 

 

Since 1991, Read Ahead has connected public elementary school students with caring mentors from leading corporate and community partners. During weekly sessions, mentors and mentees read together, discuss books and their lives, and engage in fun and educational games and activities. Read Ahead sessions are designed to help children grow their confidence, love of reading, literacy skills, and other skills essential for success. 

 

In 2020, Read Ahead developed a completely virtual program to provide essential support during a challenging year of remote and hybrid learning. Combining our 30 years of experience with new technology platforms and an educator-designed curriculum, Read Ahead continues to match children with supportive mentors for fun, live program sessions that build connection, confidence, literacy skills, and more. 

 

With the development of our new virtual program, and anti-racism and anti-oppression commitments (https://readahead.org/anti-oppression-commitments-oct2020/), Read Ahead has an opportunity to deepen our impact for students. We are committed to ongoing improvement as an organization, and are eager to take bold new steps to create better outcomes for the students, families, and schools we serve.

 

Read Ahead expects each staff member to be an active and engaged collaborator in Read Ahead’s organization-wide efforts to advance DEIB goals including, but not limited to, participating in team meetings and ensuring that all project plans and outcomes are aligned with DEIB goals.

 

Read Ahead provides equal employment opportunities (EEO) to all employees and applicants without regard to race, color, ethnicity, religion, sex, sexual orientation, gender identity, national origin, age, disability, genetic information, veteran status or any other protected characteristic as established by applicable law. We seek to build a diverse staff representative of the communities we serve. All qualified applicants are strongly encouraged to apply.

 

Hybrid Work Policy

 

As an organization that partners with New York City public schools, afterschool service providers, families, corporate partners, and other stakeholders, Read Ahead recognizes that in-person work is required to achieve our mission moving forward. We have adopted a hybrid work policy to allow us to continue our work with students and schools as safely as possible.

 

The Senior Manager, Program & Impact will typically work approximately 2-3 days/week in-person to perform essential job responsibilities, with a schedule determined by program needs and approved by the Senior Director, Program & Impact. Essential in-person responsibilities for this role include, but are not limited to:

  • Meetings with Read Ahead staff and external stakeholders (e.g. bi-weekly staff meetings, bi-weekly program team meetings, quarterly school leadership and after school partner meetings, etc.)
  • Support for Program Coordinators leading sessions on-site on a needs-basis 
  • School recruitment and engagement events (e.g. Annual family nights at partner schools, PTA meetings or caregiver orientation workshops)
  • Fundraising and donor cultivation events and event preparation (e.g. Read Ahead’s annual gala)
  • School site visits to conduct program observations during the school year and additional stakeholder support as identified by the Senior Director, Program & Impact
  • Program, operations, and event support during key times of the year 

 

In addition to the essential in-person job responsibilities described above, this role also includes other essential functions which may be performed remotely. A list of responsibilities is included below, and are subject to change based on organizational need.

 

Position Overview 

 

The Senior Manager, Program & Impact directly reports to the Senior Director, Program & Impact. The Senior Manager will supervise three full time Program Coordinators overseeing a portfolio of four school partners. Key responsibilities include ensuring program fidelity, supervising direct reports, managing school relationships, and leading program evaluation.

 

Program Management 

  • Leads program management at three key Read Ahead school partners
  • Meets weekly with each Program Coordinator in school portfolio to share progress on program implementation and supports team with interventions if needed
  • Hold PC cohort team accountable for tracking attendance on a weekly basis 
  • Reports family engagement progress and milestones directly to Senior Director of Program & Impact ensuring that PCs are regularly checking in with family members each month via email, text or calls
  • Ensures program at partner schools is implemented with fidelity and supports PCs with troubleshooting any issues between mentor-mentee matches and school site
  • Works in partnership with the Senior Director, Program & Impact to regularly evaluate culturally responsive approaches to program sessions within school portfolio

 

Supervision

  • Coordinates the professional development of Program Coordinators based on interest, availability, and Read Ahead goals
  • Supports PCs in troubleshooting frontline issues between mentor-mentee matches, school communication, and program logistics
  • Ensures that PCs regularly provide program highlights on a quarterly basis during the school year for external communication purposes
  • Leads annual performance reviews of PCs in portfolio
  • Conducts quarterly mentor communication audits with each PC 
  • Serves as expert of Read Ahead’s policies and procedures to ensure that all Program Coordinators consistently communicate organization-wide expectations 
  • On a quarterly basis, work a Tuesday – Saturday schedule to ensure Program Coordinators are supported with their direct managers during Saturday sessions

 

School Relationships

  • Leads monthly meetings with school partners with key liaison at school (i.e. Principal, Community School Director, Assistant Principal, Parent Coordinator etc.)
  • Acts as Read Ahead’s primary representative with portfolio of schools including all communications to school partners
  • Hold schools accountable to the partnership agreement, or Memorandum of Understanding (MOU) signed before the start of the school year (i.e. requesting student demographics, monthly meetings, and any other expectations per school)
  • Ensures that the Read Ahead program at each school site has everything needed to be set up for success, including confirming program schedules and logistics with school team 
  • Plans teacher appreciation initiatives with portfolio of schools and leverage PCs as needed

 

Program Quality and Evaluation

  • Schedules in-person site visits at partner schools to conduct observations and provide feedback to Program Coordinators 
  • Monitors and analyzes attendance at each school and supports PCs with brainstorming interventions accordingly 
    • Analyzes attendance data based on subgroups. Examples of attendance indicators include the following: race, ethnicity, gender, disability (IEP), Multilingual Learners (MLL), grade, geographic location etc. 
  • Monitors successful implementation of Read Ahead platforms in program sessions including Epic and BookNook

 

Learning & Development 

  • Collaborates with the Senior Director, Program & Impact to design online mentor training courses to support program delivery 
  • Drives communication with external e-learning company and troubleshoots platform issues as needed
  • Designs monthly mentoring resources for all Program Coordinators to share with mentor-mentee matches 
  • Works with Senior Director, Program & Impact to assess learning opportunities for program staff members on an ongoing basis 
  • Facilitates learning & development workshops to program team on a quarterly basis
  • Supports cross-team initiatives including planning annual professional development days 

 

General Responsibilities

  • Be an active and engaged collaborator in Read Ahead’s organization-wide efforts to advance our DEIB goals. This will include, but is not limited to, participating in team meetings and / or working groups, and ensuring that all project plans and outcomes are aligned with DEIB goals.
  • Executes all responsibilities with an anti-racist lens that centers student voices, culturally responsive family engagement strategies, and program quality and evaluation
  • Drives organization-wide family engagement strategy including, but not limited to, outreach strategy during school year, Read Ahead open houses for prospective families, and marketing initiatives to promote Read Ahead programming
  • Works closely with Senior Director of Program & Impact to align DEIB goals to program implementation at each school partner
  • Spearhead a BookNook program pilot working group with Senior Program Coordinators during school year in efforts to assess program launch and impact 

 

Qualifications 

 

Read Ahead General Qualifications 

  • Passion for Read Ahead’s mission.
  • Experience with and committed allyship to communities and students of color.
  • Ability to think strategically, understand the big picture, collaborate effectively with internal and external stakeholders, and implement vision.
  • Ease with engaging in open, productive disagreements with colleagues, with a firm commitment to a decision once made.
  • Practices a growth mindset, along with a deep commitment to genuine learning and self-improvement for themself and others.
  • Highly self-aware and reflective with the ability to give and receive feedback.
  • Familiarity, comfort, and ability to thrive within a small, dynamic team.

 

Position-specific Qualifications

  • Team player, proactive approach to program work and interest in leading innovative strategic projects
  • Skilled manager, with the ability to understand diverse perspectives and tailor support accordingly
  • 5-6 years in nonprofit and/or education sector serving New York City public schools, families and communities or youth literacy/mentoring programs strongly preferred
  • Passion to lead, coach and support staff to grow professionally 
  • Enthusiasm for staying up-to-date with education and mission-related news 

 

Salary & Benefits 

 

$70,000 – $75.000. Competitive benefits package includes:

  • 90% health and 100% dental care coverage
  • $3,000 annual employer-funded HRA
  • Eligibility to contribute to 403(b) with up to a 3% match by Read Ahead for all employees who are employed on the last day of the calendar year (e.g. 12/31/2021)
  • Eligibility to participate in pre-tax My Commuter Check program
  • Pre-tax FSA and Vision Plans offered
  • Vacation day accrual based upon employment anniversary date; during the first year employees accrue 15 days per year and after the first year accrue 20 days per year
  • 10 sick days and 3 personal days per year
  • The Read Ahead office is closed between Christmas Eve and New Year’s Day each year, and for all federal holidays

 

How to Apply

Please submit a resume and cover letter to Evelyn Canela (Senior Director, Program & Impact) at www.readahead.org/join-our-team. In your cover letter, include why you are interested in working for Read Ahead, why the Senior Manager, Program & Impact role is a good fit for you, and why you are interested in the Learning & Development specialty component of the position.

 

Applications will be reviewed on a rolling basis until the position is filled. No phone calls please.

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Senior Manager, Program & Impact, Data & Evaluation (Full Time, Hybrid)

Posted by | September 6, 2022 |

About Read Ahead

 

Read Ahead is dedicated to helping New York City youth strengthen the literacy and social-emotional skills they need to thrive in school and beyond. 

 

Since 1991, Read Ahead has connected public elementary school students with caring mentors from leading corporate and community partners. During weekly sessions, mentors and mentees read together, discuss books and their lives, and engage in fun and educational games and activities. Read Ahead sessions are designed to help children grow their confidence, love of reading, literacy skills, and other skills essential for success. 

 

In 2020, Read Ahead developed a completely virtual program to provide essential support during a challenging year of remote and hybrid learning. Combining our 30 years of experience with new technology platforms and an educator-designed curriculum, Read Ahead continues to match children with supportive mentors for fun, live program sessions that build connection, confidence, literacy skills, and more. 

 

With the development of our new virtual program, and anti-racism and anti-oppression commitments (https://readahead.org/anti-oppression-commitments-oct2020/), Read Ahead has an opportunity to deepen our impact for students. We are committed to ongoing improvement as an organization, and are eager to take bold new steps to create better outcomes for the students, families, and schools we serve.

 

Read Ahead expects each staff member to be an active and engaged collaborator in Read Ahead’s organization-wide efforts to advance DEIB goals including, but not limited to, participating in team meetings and ensuring that all project plans and outcomes are aligned with DEIB goals.

 

Read Ahead provides equal employment opportunities (EEO) to all employees and applicants without regard to race, color, ethnicity, religion, sex, sexual orientation, gender identity, national origin, age, disability, genetic information, veteran status or any other protected characteristic as established by applicable law. We seek to build a diverse staff representative of the communities we serve. All qualified applicants are strongly encouraged to apply.

 

Hybrid Work Policy

 

As an organization that partners with New York City public schools, afterschool service providers, families, corporate partners, and other stakeholders, Read Ahead recognizes that in-person work is required to achieve our mission moving forward. We have adopted a hybrid work policy to allow us to continue our work with students and schools as safely as possible.

 

The Senior Manager, Program & Impact will typically work approximately 2-3 days/week in-person to perform essential job responsibilities, with a schedule determined by program needs and approved by the Senior Director, Program & Impact. Essential in-person responsibilities for this role include, but are not limited to:

  • Meetings with Read Ahead staff and external stakeholders (e.g. bi-weekly staff meetings, bi-weekly program team meetings, quarterly school leadership and after school partner meetings, etc.)
  • Support for Program Coordinators leading sessions on-site on a needs-basis 
  • School recruitment and engagement events (e.g. Annual family nights at partner schools, PTA meetings or caregiver orientation workshops)
  • Fundraising and donor cultivation events and event preparation (e.g. Read Ahead’s annual gala)
  • School site visits to conduct program observations during the school year and additional stakeholder support as identified by the Senior Director, Program & Impact
  • Program, operations, and event support during key times of the year 

 

In addition to the essential in-person job responsibilities described above, this role also includes other essential functions which may be performed remotely. A list of responsibilities is included below, and are subject to change based on organizational need.

 

Position Overview 

 

The Senior Manager, Program & Impact directly reports to the Senior Director, Program & Impact. The Senior Manager will supervise three full time Program Coordinators overseeing a portfolio of four school partners. Key responsibilities include ensuring program fidelity, supervising direct reports, managing school relationships, and leading program evaluation.

 

Program Management 

  • Leads program management at three key Read Ahead school partners
  • Meets weekly with each Program Coordinator in school portfolio to share progress on program implementation and supports team with interventions if needed
  • Hold PC cohort team accountable for tracking attendance on a weekly basis 
  • Reports family engagement progress and milestones directly to Senior Director of Program & Impact ensuring that PCs are regularly checking in with family members each month via email, text or calls
  • Ensures program at partner schools is implemented with fidelity and supports PCs with troubleshooting any issues between mentor-mentee matches and school site
  • Works in partnership with the Senior Director, Program & Impact to regularly evaluate culturally responsive approaches to program sessions within school portfolio

 

Supervision

  • Coordinates the professional development of Program Coordinators based on interest, availability, and Read Ahead goals
  • Supports PCs in troubleshooting frontline issues between mentor-mentee matches, school communication, and program logistics
  • Ensures that PCs regularly provide program highlights on a quarterly basis during the school year for external communication purposes
  • Leads annual performance reviews of PCs in portfolio
  • Conducts quarterly mentor communication audits with each PC 
  • Serves as expert of Read Ahead’s policies and procedures to ensure that all Program Coordinators consistently communicate organization-wide expectations 
  • On a quarterly basis, work a Tuesday – Saturday schedule to ensure Program Coordinators are supported with their direct managers during Saturday sessions

 

School Relationships

  • Leads monthly meetings with school partners with key liaison at school (i.e. Principal, Community School Director, Assistant Principal, Parent Coordinator etc.)
  • Acts as Read Ahead’s primary representative with portfolio of schools including all communications to school partners
  • Hold schools accountable to the partnership agreement, or Memorandum of Understanding (MOU) signed before the start of the school year (i.e. requesting student demographics, monthly meetings, and any other expectations per school)
  • Ensures that the Read Ahead program at each school site has everything needed to be set up for success, including confirming program schedules and logistics with school team 
  • Plans teacher appreciation initiatives with portfolio of schools and leverage PCs as needed

 

Program Quality and Evaluation

  • Schedules in-person site visits at partner schools to conduct observations and provide feedback to Program Coordinators 
  • Monitors and analyzes attendance at each school and supports PCs with brainstorming interventions accordingly 
    • Analyzes attendance data based on subgroups. Examples of attendance indicators include the following: race, ethnicity, gender, disability (IEP), Multilingual Learners (MLL), grade, geographic location etc. 
  • Monitors successful implementation of Read Ahead platforms in program sessions including Epic and BookNook

 

Data & Evaluation 

  • Serves as a leader in designing and implementing data tracking systems to monitor progress on program delivery for all school partners
  • Leads the implementation of annual end-of-year surveys to all stakeholders including caregivers, mentors, school leaders, and after school providers
  • Facilitates data-focused workshops to internal staff members on a quarterly basis
  • Builds capacity within program team to better understand the use of data and evaluation in ensuring program quality 
  • Supports in gathering monthly literacy data including BookNook and Epic usage for all matches and helps troubleshoot issues related to both platforms
  • Works with Senior Director, Program & Impact to gather monthly program data and supports in designing external program reports as needed 

 

General Responsibilities

  • Be an active and engaged collaborator in Read Ahead’s organization-wide efforts to advance our DEIB goals. This will include, but is not limited to, participating in team meetings and / or working groups, and ensuring that all project plans and outcomes are aligned with DEIB goals.
  • Executes all responsibilities with an anti-racist lens that centers student voices, culturally responsive family engagement strategies, and program quality and evaluation
  • Drives organization-wide family engagement strategy including, but not limited to, outreach strategy during school year, Read Ahead open houses for prospective families, and marketing initiatives to promote Read Ahead programming
  • Works closely with Senior Director of Program & Impact to align DEIB goals to program implementation at each school partner
  • Spearhead a BookNook program pilot working group with Senior Program Coordinators during school year in efforts to assess program launch and impact 

 

Qualifications 

 

Read Ahead General Qualifications 

  • Passion for Read Ahead’s mission.
  • Experience with and committed allyship to communities and students of color.
  • Ability to think strategically, understand the big picture, collaborate effectively with internal and external stakeholders, and implement vision.
  • Ease with engaging in open, productive disagreements with colleagues, with a firm commitment to a decision once made.
  • Practices a growth mindset, along with a deep commitment to genuine learning and self-improvement for themself and others.
  • Highly self-aware and reflective with the ability to give and receive feedback.
  • Familiarity, comfort, and ability to thrive within a small, dynamic team.

 

Position-specific Qualifications

  • Team player, proactive approach to program work and interest in leading innovative strategic projects
  • Skilled manager, with the ability to understand diverse perspectives and tailor support accordingly
  • 5-6 years in nonprofit and/or education sector serving New York City public schools, families and communities or youth literacy/mentoring programs strongly preferred
  • Passion to lead, coach and support staff to grow professionally 
  • Enthusiasm for staying up-to-date with education and mission-related news 

 

Salary & Benefits 

 

$70,000 – $75,000. Competitive benefits package includes:

  • 90% health and 100% dental care coverage
  • $3,000 annual employer-funded HRA
  • Eligibility to contribute to 403(b) with up to a 3% match by Read Ahead for all employees who are employed on the last day of the calendar year (e.g. 12/31/2021)
  • Eligibility to participate in pre-tax My Commuter Check program
  • Pre-tax FSA and Vision Plans offered
  • Vacation day accrual based upon employment anniversary date; during the first year employees accrue 15 days per year and after the first year accrue 20 days per year
  • 10 sick days and 3 personal days per year
  • The Read Ahead office is closed between Christmas Eve and New Year’s Day each year, and for all federal holidays

 

How to Apply

Please submit a resume and cover letter to Evelyn Canela (Senior Director, Program & Impact) at www.readahead.org/join-our-team. In your cover letter, include why you are interested in working for Read Ahead, why the Senior Manager, Program & Impact role is a good fit for you, and why you are interested in the Data & Evaluation specialty component of the position.

 

Applications will be reviewed on a rolling basis until the position is filled. No phone calls please.

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Elementary School Social Work Family Leave Position 2022-2023

Posted by | September 1, 2022 |

Community Roots Charter School, Elementary School Social Work Family Leave  Position 2022-2023

 

About the Position:

We are looking for a school social worker for an upcoming parental leave coverage to work with our Kindergarten-5th grade students and families. The position starts in November 2022 and runs through May 2023. 

 

About Us:

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

 

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

 

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

 

Benefits and Compensation:

  • Competitive salary offered
  • Employee-only dental, vision, and healthcare insurance for employment terms over 90 days

 

Qualifications:

  • Extensive knowledge of child development
  • Experience in therapeutic modalities related to children and families from the communities CRCS serves, including assessment and treatment of trauma
  • Experience working within a school environment or extensive work with children and adolescents
  • MSW or Master’s degree in counseling-related discipline

Main responsibilities will include:

  • Provide direct services to the school community, including:
  • Regular one-on-one counseling or group counseling to students and families, including mandated counseling for those students who are to receive services as stated on their IEP’s
  • Crisis intervention as needed
  • Managing, tracking, and documenting student interactions and counseling schedule
  • Setting goals with students and tracking progress towards those goals
  • Collaborate and communicate regularly with supervisors, colleagues, and teachers to meet students’ needs 
  • Reach out to organizations to provide families with outside therapy in place of or in addition to school services, when necessary; provide referrals to families as necessary
  • Participate actively in grade level meetings, faculty meetings, attendance meetings and other meetings
  • Provide recommendations to the staff and leadership team around approaches to working with struggling students
  • Establish strong relationships with students, staff, and families
  • Support Co-Directors and teachers in restorative practices when discipline issues arise
  • Collaborate with k-8 social work team to plan and facilitate staff development and family workshops related to student, family or staff mental health and socio-emotional needs

Community Roots seeks individuals who:

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

 

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Senior Manager, Development

Posted by | September 1, 2022 |

About Code Nation

Code Nation is a community of high school students, technologists, teachers, business leaders, and other champions. A movement spanning cities, cultures, and industries, our community builds bridges across social and economic divides and unites people with the power to change each others’ lives.

Code Nation equips students with the skills, experiences, and connections that together create access to careers in technology. With a volunteer teaching cohort of over 300 professional web and software developers and a network of school and company partners, we provide coding courses and work-based learning programs to students who attend under-resourced high schools. Our industry-aligned curriculum and vast network of supporters provide students with the tech skills and social capital they need to break into the tech workforce.

During the 2021-22 school year Code Nation served more than 1,200 students in more than 50 schools and through 77 programs across the Bay Area, Chicago, and New York City. Nearly 250 software developers volunteered to provide in-person and remote learning in support of Code Nation’s mission across all of our communities.

Code Nation is committed to becoming an inclusive, pro-Black, and anti-racist organization. Ideal candidates are committed to educational and tech equity and working against institutional inequities. We believe that anyone can learn to code, and everyone should have access to careers in the thriving tech workforce.

The Role

Code Nation is a growing national nonprofit aiming to continue increasing and diversifying its revenue. In the upcoming fiscal year, Code Nation is projected to raise approximately $6 million total with almost half coming from national fundraising. At the national level, there are less than 75 donors and 5 partners giving $1M+. Historically Code Nation has been very successful with major investments from foundations and in the years ahead is looking to maintain this revenue stream while also establishing a major giving program for individuals and securing more major corporate donations with the ultimate goal of significantly expanding our donor base.

Code Nation is seeking a Senior Manager, Development and is eager to identify a professional who is passionate about the work we are doing to challenge structural inequities in the tech sector, and who has the skills necessary to strategically and effectively manage a portfolio of national donor and prospect relationships including foundations, companies and individuals. The Senior Manager, Development will be responsible for tracking & managing progress against national fundraising goals; ensuring excellent donor interactions, events and communications; and capturing important donor information for institutional knowledge. They will report to the Managing Director, Development and partner closely with the CEO to strategically and efficiently manage all national funding relationships in ways that grow the investments of existing donors and aims to diversify and expand the national donor base.

In the first year, the Senior Manager, Development will partner closely with the Managing Director, Development to maintain strong national donor relationships while the organization navigates a CEO transition and the onboarding of a new CEO and will also work as part of a team to identify a robust list of prospects to pursue. Ultimately, a candidate who assumes this position will be successful if they prioritize building strong and mutually beneficial relationships, enjoys working as part of a highly collaborative team, and is able to effectively communicate and manage up to senior leaders to take action.

The salary range for this position is $72,000 – 90,000.

Location is remote friendly, but must be within reasonable commuting distance to one of the regional offices for monthly or quarterly meetings.

Responsibilities

The primary responsibilities will include, but are not limited to:

Development Planning & Monitoring Progress

  • Work closely with the Managing Director, Development and CEO to create the fundraising strategy and operational plans in order to reach annual and long-term fundraising goals
  • Manage the implementation of the fundraising strategy and execute in alignment with the operational plans
  • Monitor and assess progress to fundraising goals, communicate gaps and areas to adjust course to the Managing Director, Development and CEO as necessary
  • Partner with the Managing Director, Development and CEO to develop strong prospecting and new donor cultivation practices to grow the number of national donors

Donor Relationship Management

  • Work closely with the Managing Director, Development and CEO to create donor and prospect engagement plans in order to build and maintain strong relationships with funders
  • Manage the execution of donor and prospect engagement plans
  • Prioritize key actions for Managing Director, Development and/or CEO to take in cultivating, soliciting, and stewarding donors and prospects
  • Prepare and support Managing Director, Development and/or CEO for donor interactions including: preparing meeting briefs, drafting correspondence, gathering stories and data points, creating donor-specific materials, and joining in on meetings to take notes or offer additional perspective
  • Prepare and support national board members for donor interactions if/when needed
  • Participate in donor and prospect interactions with the Managing Director, Development and/or CEO as needed
  • Serve as the secondary point of contact for national donors and prospects as needed which includes participating in donor and prospect interaction with the Managing Director, Development and/or CEO and taking lead on some of the regular communication
  • As the national portfolio of donors grows, serve as relationship lead for a portfolio of donors at smaller giving levels which includes being the primary point of contact, cultivating and soliciting the donor for a gift, and ensuring effective and consistent touch points are occurring
  • Set and manage a calendar of mass communications to keep national donors regularly informed on progress, highlights and impact; taking the lead on drafting updates for the CEO and/or Managing Director, Development and managing the listserv
  • Plan and coordinate excellent donor/prospect events
  • Coordinate with regional and national program staff to identify local events that might be of interest to invite national donors to
  • Partner with other development staff on the planning and execution of the end of year giving campaign & other online giving campaigns as needed

Case For Investment

  • Gather new stories of impact, data points and other information to keep national case for investment & key talking points current & compelling

Grants Management

  • Delegate to Development Associate to ensure all grants deadlines are accurately tracked so that no deadlines are missed, delegating
  • Take lead on the writing of proposals and reports and/or partner with external Grant Writer to compile, draft and prepare grant submissions

Development Operations

  • Delegate to Development Associate to keep donor and gift information accurate and up to date in Salesforce and other information systems
  • Oversee Development Associate’s work to identify, research and vet new prospects
  • Ensure adherence to all organizational fundraising policies, systems and processes
  • Provide input and feedback on creation and revision of organizational fundraising policies, systems and processes

Skills and Qualifications

Success in this position will require, but not be limited to, the following proven experiences and competencies:

What you’ve accomplished (required):

  • Managed a portfolio of donors and prioritized key actions and information for senior leaders
  • What you’ve either done or would be excited to learn here:
  • Grant writing
  • Executed or supported strong grants management
  • Executed or supported with individual giving campaigns
  • Skills you have developed and knowledge you have acquired:
  • Ability to break down goals and strategies into actionable steps, leverage manager for strategic support rather than execution accountability, and to organize and keep track of many projects, deadlines, and priorities
  • Ability to work collaboratively within and across functions
  • Ability to effectively manage up actions and information for senior leaders to act on
  • Demonstrated ability to meet deadlines, and handle and prioritize simultaneous requests
  • Must demonstrate ability to communicate effectively verbally and in writing with external stakeholders
  • Strategic thinker who uses data to assess progress and adjust course as needed
  • Proficiency with Google Suite, familiarity with Salesforce a plus

How you work and what you value:

  • Prioritizes building strong and mutually beneficial relationships
  • Deep commitment to tech equity
  • Deep commitment to diversity, equity and inclusion
  • Enjoys working collaboratively and as part of a team driving together towards outcomes
  • Enjoy iterative work
  • Ability to drive results
  • Thorough and detail-oriented
  • Proactive, resourceful and flexible
  • Possesses a true growth orientation and is keenly aware of their own skills and learning needs

What You Can Expect

Code Nation has a high-performing culture characterized by our desire to provide our staff members with the support, resources, and information they need to be successful in our organization and in the non-profit field in general. If you take on this position, you can expect to be offered a compensation package, including salary and benefits, that will be commensurate with your experience and competitive within the non-profit sector. Some of the benefits we offer to our staff members include, but are not limited to:

  • Medical, Dental and Vision Insurance and a Flex spending account for out of pocket medical costs
  • Generous Time Off policy-15 days of paid time off & 14 paid holidays/office closures
  • 401k Retirement Plan

Code Nation employees must be fully vaccinated for COVID-19, and, if hired, present proof of vaccination by start date.

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Principal (Bard High School Early College Manhattan)

Posted by | August 31, 2022 |

About the Bard Early Colleges

The Bard Early Colleges (BEC) are founded on the belief that, for many young people, college can and should start at an earlier age. Bard Early College’s simple idea – to begin serious college study in place of the traditional 11th and 12th grades, at no cost to students or families – has had an extraordinary impact on young people and on education innovation and equity in America.

The Bard Early Colleges offer a truly unique home for young people’s intellectual ambition: as both tuition-free, branch campuses of Bard College and public high schools, they award a high school diploma and a Bard College Associate in Arts degree (and 60 transferable credits) by the end of the 12th grade. Students are taught by college faculty in undergraduate, seminar classes, all deeply rooted in the liberal arts and sciences, in Bard College’s commitment to excellence in teaching, and in Bard’s mission as a private college in the public interest.

Now entering its third decade, the Bard Early College network enrolls over 3,000 young people in campuses in Queens, Manhattan, and Hudson, New York; Newark, New Jersey; New Orleans, Louisiana; Cleveland, Ohio; Baltimore, Maryland; and Washington, D.C.

Bard invites applications for a dynamic individual who will join our administrative team as the Principal of the Bard High School Early College (BHSEC) in Manhattan. The earliest the position will start will be in Spring 2023.

Position Objective and Duties

The Principal is the early college’s academic and administrative leader. The Principal is responsible for: 1) ensuring that the school meets Bard’s high standards of undergraduate academic rigor and student achievement; 2) facilitating smooth and effective collaboration with the school system partner and Bard regarding all aspects of school management; 3) alongside the school’s Dean of Studies, leading the faculty in designing and delivering an academic program of genuine collegiate quality and ensuring the implementation of Bard’s Early College pedagogy across the curriculum, including Bard’s Writing and Thinking Practices; 4) upholding and enriching the tenets of diversity, equity, and inclusion of BHSEC’s school culture and community, and fostering a campus culture of intellectual engagement, individual responsibility, and creativity; and 5) leading the school staff. The Principal reports to the school system partner and to Bard College, specifically through the Dean of the Early Colleges. The Principal collaborates regularly with other BHSEC leadership teams.

Compensation:  The compensation for this position is based on the Council of School Supervisors and Administrators’ salary steps.

Start Date: The earliest the position will start will be in Spring 2023.

Location: New York, NY

Qualifications

The Principal must lead a campus that is both a public high school as well as a degree-granting undergraduate branch campus of Bard College. As such, the Principal’s professional and academic experience should span both secondary and postsecondary teaching and administration, and, where relevant, scholarship. The successful candidate will excel at working in a community that is broadly diverse with regard to race, ethnicity, socioeconomic status, gender, nationality, sexual orientation and religion.

The successful candidate for the position will possess the following characteristics and qualifications:

  • Doctorate in a liberal arts and sciences discipline (corresponding to the fields available for study within the Bard College curriculum)
  • Scholarship and engagement in that field of study since attainment of doctoral degree
  • Relevant teaching experience, preferably with both college and high school-aged students
  • Relevant leadership experience
  • Very strong organizational and management skills
  • Very strong interpersonal and communication skills
  • Experience in and commitment to working with adolescents
  • Administrator certification required
  • Additionally, candidates will be subject to necessary qualifications and review in accordance with the New York City Department of Education’s principal selection process. More information available here.
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Certified Special Education Teacher

Posted by | August 30, 2022 |

Description

The Special Education Teacher will be responsible for planning and implementing developmentally appropriate classroom activities in an innovative educational setting based on established performance standards and best practices.

 

ESSENTIAL FUNCTION

Serve as a collaborative leader of the classroom team providing instruction in a variety of settings, uses effective instructional techniques customized to individual student’s goals and objectives; provides appropriate instruction to other classroom staff.

Effectively organizes classroom environment, instructional materials, and schedule to match and maximize learning, including maintaining clean and organized work and common areas.

Utilize appropriate assessment tools and ongoing data collection to (a) to develop and implement goals and objectives for each child, (b) to measure and communicate present level of performance, and (c) to make referrals as necessary.

Adhere to the school philosophy regarding behavior management and implements all relevant techniques appropriately.

Understand his/her role in language and communication facilitation and appropriately utilizes techniques for each child.

Conducts or participates in all activities and meetings relevant to the position or required by supervisor (e.g., Initial and Annual Reviews; Parent/Teacher Conferences, Open School Night, Home Visits, Parent Center meetings; Team, Department and Classroom Meetings, etc.).

Complies with regulatory requirements and school policy and procedures in all areas, and completes and submits within designated timeframes all necessary documentation for regulatory and funding agencies.

Maintains appropriate and effective interpersonal relationships with team and department members, parents, other staff, supervisors, administrators, and outside agencies. Demonstrates:

  • Open communication, flexibility and the ability to learn and utilize team building strategies
  • The ability to self-evaluate, to utilize supervision and problem solve
  • The ability to both offer and accept assistance to/from others

Performs all other duties as assigned.

Qualifications

Competency Statement(s)

Communication, Oral – Ability to communicate effectively with others using the spoken word.

Conceptual Thinking – Ability to think in terms of abstract ideas.

Interpersonal – Ability to get along well with a variety of personalities and individuals.

Relationship Building – Ability to effectively build relationships with customers and co-workers.

Reliability – The trait of being dependable and trustworthy.

Responsible – Ability to be held accountable or answerable for one’s conduct. including

Team Building – Ability to convince a group of people to work toward a goal.

Tolerance – Ability to work successfully with a variety of people without making judgments.

Education

BA or Master’s Degree.

Experience

Experience working with special needs school age students, preferred, 10-21 years old.

 

SKILLS & ABILITIES

Certificates & Licenses

New York State Certification in Special Education for Students with Disabilities, Grades 1-6 or 7-12, Initial or Professional.

Willing to consider an individual with a BA who is currently enrolled in a Special Education Master’s Program leading to Teacher Certification.

Other Requirements: Trained or willing to be in CPR/First Aid, SCIP, CPI, Choking Prevention

 

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QUALITYstarsNY Coaching Coordinator

Posted by | August 29, 2022 |

General Description

MISSIONChildren need to spend their most critical years with dedicated, educated, trained, and well-compensated individuals in order to thrive. The New York Early Childhood Professional Development Institute leads the work to establish and implement an early childhood workforce system to ensure funding, standards and competencies, career development resources, qualifications and credentials, professional development (training and strengths-based coaching), and program quality assurance and improvement for individuals who work with young children throughout New York. Housed at the City University of New York, the Institute is a fast-paced, dynamic public/private partnership that is committed to the early childhood workforce across New York State.GENERAL DESCRIPTIONQUALITYstarsNY 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.

The Coaching Coordinator will be responsible for providing key support in the implementation of QUALITYstarsNY services. Providing supervision and support to a team of early childhood coaches, the Coaching Coordinator is responsible for ensuring efficient and effective delivery of coaching services to QUALITYstarsNY and Start with Stars participating programs.  The Coaching Coordinator will work collaboratively with the Director of Quality Improvement and Regional Quality Improvement Coordinators to develop systems of service delivery that align with the goals outlined in participating programs’ individualized Quality Improvement Plans. As part of the Central Office team, the Coaching Coordinator will contribute to the data collection and analysis that informs the overall project planning and goal attainment. The Coaching Coordinator is directly supervised by the Senior Director of QUALITYstarsNY.

 

DUTIES AND RESPONSIBILITIES

Supervision and Management 

  • Hire, train and supervise a team of qualified coaches across the state, to carry out early childhood coaching as part of the comprehensive quality improvement plan provided by QUALITYstarsNY/Start with Stars
  • Provide guidance and support to coaches on a regular basis as part of reflective supervision
  • Ensure coaches approach their work ethically, professionally and with cultural competence
  • Review and approve visit schedules and confirm completion of coaching services
  • Develop and implement effective onboarding process for newly hired coaches

 

Systems and Data Reports 

  • Develop system for coaches to document visits and progress
  • Develop data monitoring system to review coaching data on a regular basis
  • Develop reports to analyze data related to the effectiveness of coaching services
  • Create innovative approaches to deliver and evaluate coaching services

 

Communication and Collaboration 

  • Work closely with Quality Improvement Team to develop clear communication channels between coaches and Quality Improvement Specialists
  • Meet regularly with Central Office team to coordinate coaching services with other services offered to participants
  • Develop and facilitate relevant communities of practice for the coaching team on a regular basis
  • Reach out to QUALITYstarsNY participants receiving coaching to evaluate services provided
  • Establish relationships with local and state partners to contribute to New York State efforts to deliver a coordinated approach to technical assistance for early childhood programs

Other Duties

  • Attend staff meetings and trainings as required
  • Perform special projects and other duties as assigned
  • Contribute to the development of professional development initiatives
  • Other duties as assigned by the Senior Director of QUALITYstarsNY and the QUALITYstarsNY Director of Quality Improvement

Qualifications

Minimum Qualifications

  • Master’s degree in Early Childhood Education or related area
  • NYS TTAP Coaching and/or Professional Development Trainer Credential
  • At least 5 years of experience in early childhood education, preferably as a leader, family child care provider and/or teacher
  • At least 2 years of relationship-based coaching experience
  • Familiarity with Pre-Kindergarten, Family Child Care, Schools, and Community-Based Organizations
  • Thorough understanding of the New York State Education Department/Office of Early Learning Policies, NYC Division of Early Childhood Education Policies, Head Start Performance Standards, New York State Early Learning Guidelines, New York State Core Body of Knowledge, NAEYC Code of Ethical Conduct, and New York State Training and Technical Assistance Professional Credentials
  • ??Familiarity and training with various early childhood screening and assessment tools
  • Familiarity with the Aspire Registry
  • Strong knowledge base in both child development and adult learning
  • Exceptional interpersonal skills
  • Ability to articulate and engage in linguistically and culturally responsive practices
  • Ability to develop and sustain successful collaborative partnerships
  • Excellent oral and written communication skills
  • Innovative approach to work and creative problem-solving
  • Demonstrated ability to work effectively with competing and shifting priorities
  • Spanish fluency is desired but not required

Physical Requirements

  • This position operates in a professional office environment located in Brooklyn, NY, and is currently hybrid, working 70% in the office. This role routinely uses standard office equipment such as personal computers, laptops, tablets, smart phones, photocopiers, filing cabinets and presentation equipment.
  • While performing these duties, the employee is required to perform physical activities such as, but not limited to, lifting items (up to 20 pounds), bending, reaching, and sitting for prolonged periods of time. Reasonable accommodations will be made for employees with disabilities or other needs per RFCUNY policies.
  • Ability to travel to other sites as needed.
  • As of May 27, 2022, all candidates will be required to provide proof of being fully vaccinated against COVID-19 upon commencing employment. Exemption (medical or religious) requests to this requirement will be considered in accordance with applicable law and criteria. Being fully vaccinated is defined for this purpose as two weeks after a final dose in primary series of an authorized COVID-19 vaccine (example: two weeks after the second dose of a two-dose vaccine such as Moderna or Pfizer, or two weeks after a single dose vaccine such as Johnson and Johnson). Final candidates must be fully vaccinated as of their first day of employment. Newly hired employees will be sent an email with instructions on how to upload their vaccine information on the Research Foundation portal.

Annual Salary Range: $85,000.00 – $90,000.00

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. The Research Foundation of the City University of New York is an Equal Opportunity/Affirmative Action/Americans with disabilities act/E-Verify employer.

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NYC Teaching Fellowship

Posted by | August 24, 2022 |

Position Overview:

The LAB Corps Fellowship is an 11-month education fellowship that provides practical teaching experience in small-group settings. During a year of service, Fellows work with middle school students at Brooklyn Lab Charter School to provide personalized academic instruction and support students’ social emotional needs. Each year, we look to develop a diverse cohort of fellows who invest their time and energy in the academic success of low-income youth. The LAB Corps is an excellent experience for anyone interested in careers in education, social justice, policy, or those who plan to pursue graduate degrees in medicine, policy, business, or law.

At the end of their Fellowship year, Fellows have an opportunity to be invited to participate in the Brooklyn Lab Charter School Teacher Residency program. Participants complete their Master’s degree in Education—simultaneously apprenticing under the mentorship of Brooklyn Lab master teachers or affiliates at NYU or Relay Graduate School. Learn more about the vision for the LAB Corps Fellowship and Brooklyn Lab Teacher Residency here.

Responsibilities:

  • Provide small group instruction and classroom support to middle school students in-person in either math or reading/literacy, and work to help students develop competencies that are critical to success in college and professional life.
  • Serve as a “success coach” or mentor, helping students navigate complex life and learning transitions students continue to face due to the pandemic.
  • Assist teachers with behavior management, attendance, homework collection, and other tasks in daily homeroom/advisory periods.
  • Support school staff by taking on operational duties such as proctoring student tests, supervising lunch or recess, and supporting arrival and dismissal procedures.
  • Coordinate with teachers and school leadership to monitor student progress and update families.
  • Intellectually prepare to deliver tutoring sessions, with curriculum, lesson plans, and support provided by the school.
  • Participate in intensive training during the summer and both professional development sessions and structured coaching from supervisors throughout the school year.

Qualifications:

  • Bachelor’s degree required (all majors welcome, teaching certificate not required). We are looking for candidates with diverse interests and skills.
  • Commitment to InnovateEDU’s mission to close educational opportunity gaps and Brooklyn Lab’s mission to prepare all students for success in college and careers.
  • Experience working with low-income children/youth, children/youth with disabilities, and children/youth learning English.
  • Experience in tutoring, mentoring, coaching, and teaching.
  • Willingness to receive and strategically implement feedback.
  • Strong communication skills and interpersonal skills.
  • Strong writing and/or math skills.
  • Skill at both working independently and as part of a team.
  • Demonstrated entrepreneurial mindset, including the ability to adapt quickly to change and handle multiple tasks simultaneously.
  • Proficiency in speaking Spanish, Arabic, or Haitian Creole is helpful but not required.

Work Location:

Fellows work in person from Brooklyn Lab’s campuses in downtown Brooklyn.

Application Process:

We’re accepting applications for an August 8, 2022 start date. Candidates will be interviewed and selected on a rolling basis. Select applicants will be invited to an initial phone interview, followed by a Zoom video interview during which we ask candidates to deliver a five-minute tutorial lesson on a specific math or literacy topic.

Compensation:

Consistent with our diversity, equity, and inclusion statement we strive to address systemic gaps in pay often present in our larger society as a result of gender, identity, or sexual orientation. All candidates are pay scaled by an independent third-party service or application which calculates the market rate for the applicant based on skills and qualifications, job duties, market conditions within the location of applicant, education and experience. Fellows receive an hourly wage of $18 an hour for approximately 36.5 hours of work per week.

COVID-19 Vaccination Policy:

Effective September 27, 2021, All InnovateEDU employees who work in person in a school building must provide proof of COVID-19 vaccination (at least one dose) prior to beginning work. Employees must be fully vaccinated against COVID-19, or have received the first dose of a two-dose vaccine prior to beginning work. Employees must also prove that they have received the second dose of that vaccine within 45 days after receiving the first dose.

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6th Grade ICT Teacher (Special Education)

Posted by | August 24, 2022 |

Academy of the City Middle School is a high-performing public charter school in Astoria, Queens that serves about 360 students in grades 5-8. 

 

Our Mission:

Academy of the City fosters community, supports families, welcomes children of  all backgrounds, celebrates diversity and promotes social justice. With our challenging, hands-on liberal arts experience we strive to develop joyful, creative, independent, and successful lifelong learners.

Our Vision: 

Every child in our diverse community reaches academic, social and personal excellence.

 

Current Date: August 2022

POSITION: 6th Grade ICT Special Education Teacher, Middle School

 

About the Position:

AoCMS is looking to hire a 6th Grade ICT Special Education Teacher! We are seeking someone who believes in our social justice/anti-racist mission and seeks to hold students accountable in their learning. This candidate will model integrity to students while also being an empathetic individual and a team player. They will also reflect on their own pedagogical goals and seek to build on their instructional and professional skills.

 

Key Responsibilities:

  • The teacher will be expected to Implement IEPs, provide ongoing or follow-up assessments, and continually track progress and make modifications as necessary
  • Develop and teach lessons that provide engaging learning opportunities for small groups and individual students while meeting required specifications of IEPs and 504 plans
  • Extensively checks for student understanding and utilizes various scaffolded tasks to help students who need enrichment or struggling with concepts
  • Incorporate various forms of inquiry-based learning and socratic discussions to engage student participation and voice 
  • Lead an advisory group
  • Actively participate and collaborate with staff members during grade level/department meetings and professional development sessions
  • Collaborate with student support coordinator and special education/ ENL teachers to support growth in students with special needs.
  • Maintain strong and effective communication and relationships with teachers, administration, and families

 

The ideal candidate is:

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

Qualifications:

  • Bachelor’s degree in Special Education required; Master’s degree preferred
  • New York State Certification in Special Education required
  • 3+ years of teaching experience preferred
  • Strong in verbal and written communication skills
  • Bilingual (Spanish) desirable
  • Ability to work collaboratively and an interest in an interdisciplinary approach to education

 

Salary: Commensurate with experience

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

Start date: Immediate

End date: June 30, 2023

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

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Education Advocate

Posted by | August 24, 2022 |

Advocates for Children of New York (“AFC”) seeks a full-time Education Advocate to assist AFC families with school disciplinary meetings or hearings, IEP meetings, and mediation of special education cases, as appropriate, and to provide training and outreach to students, families and professionals on the education rights of New York City students and parents. The Advocate will work at the intersection of disability and racial justice and help families, including families of students with disabilities, protect their children’s rights and obtain services and support for their children, with an emphasis on issues pertaining to social, emotional, and behavioral support for students and school discipline. This position will report to the Director of AFC’s Parent Center and will be supervised on school discipline cases by AFC’s School Justice Project (“SJP”) staff.

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

 

Responsibilities include but are not limited to the following:

  • Participates in activities and initiatives of AFC’s federally funded Parent Training and Information Center (“PTIC”) and at times, represents AFC in national, state, regional, and city convenings to promote and support engagement and empowerment of families with children with disabilities.
  • Investigates school discipline cases for families of students facing suspension, assists with hearing preparation (e.g., obtaining the suspension packet and disposition packet, analyzing documents, drafting disposition letters) and works with SJP attorneys to advocate for families at in-person suspension hearings; follows up to obtain dispositions, decisions, and transcripts; and assists families with student reentry to school.
  • Works with SJP attorneys to advocate for families of students with disabilities facing school discipline at Manifestation Determination Reviews to determine whether the student must be allowed in school.

 

  • Advocates on behalf of families in other school discipline-related or special education matters, including, for example, advocating for alternatives to suspension, such as restorative justice practices; accompanying a parent to an IEP meeting; or assisting a parent in a mediation to obtain special education support or services.
  • Helps draft appeals of school discipline cases, when
  • Provides outreach, training, clinics, and technical assistance to families, students, and professionals on a variety of education-related topics, such as the rights of students and families with respect to special education, behavior supports, bullying, and school
  • Participates in community education/outreach
  • Develops collaborative relationships with professionals and other organizations to better serve families that need assistance.
  • Maintains contemporaneous and accurate record keeping in our

 

Qualifications

 

  • BA/BS degree
  • Fluency in Spanish
  • Ability to work occasional evenings and
  • Experience working on issues related to public education, particularly school discipline or special education, preferred.
  • Commitment and ability to empower families that are the focus of AFC’s
  • Strong interpersonal and oral communication skills, including ability to think clearly on your feet, exercise wise judgment, and make clear presentations and arguments without extensive preparation.
  • Ability to write clearly and
  • Ability to multi-task, continually re-prioritize, and self-manage
  • Self-starter who can work both independently and collaboratively with a variety of people and within multiple teams.
  • Strong organizational skills, attention to detail, flexibility, initiative, maturity, and cooperative attitude.

How to apply

Send an email with “Education Advocate” in the subject line with a cover letter, resume, and writing sample to Educationadvocate@advocatesforchildren.org. Candidates should highlight any personal or professional experience that demonstrates their connection to the populations that AFC serves. Only candidates being scheduled for interviews will be contacted. The position is available immediately, and resumes will be considered on a rolling basis. For more information on AFC, see www.advocatesforchildren.org.

 

Compensation

The salary range for this position is $54,000 – $63,528, depending on experience, and includes generous benefits, including health, dental, PTO, professional development, etc.

AFC’s current compensation package includes full payment of medical plan premiums for a Platinum medical plan for staff and their qualified dependents; dental coverage; coverage of the premium cost of life insurance and long- and short-term disability insurance; a 403(b) plan with a fully vested employer match; 12 weeks of paid parental leave after one year of employment; and generous time-off policies, including 15 vacation days and an additional 15 paid time off days in the first year of employment.

AFC’s office is located by Penn Station in Manhattan, and we use a hybrid approach. Currently, this position is expected to work two days a week in the office and remotely on the remaining days, though may on occasion need to work in person on additional days if needed to perform the duties of their job.

COVID vaccination required.

 

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

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

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Middle School ICT Teacher

Posted by | August 23, 2022 |

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

 

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

 

What makes VOICE different?

 

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

 

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

 

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

 

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

 

All Staff at VOICE:

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

Position Responsibilities: 

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

 

Curriculum and Planning

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

 

In the Classroom

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

 

Communication and Collaboration

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

 

Professionalism and Work Day Expectations

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

 

Position Qualifications:

 

Attitude and Focus

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

 

Skills and Knowledge

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

 

Educational Background and Work Experience

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

 

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

 

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

 

 

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Career Readiness Manager

Posted by | August 23, 2022 |

Who We Are

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

 

Who You Are

You’re a seasoned career readiness specialist looking to transfer your skills to a mission-driven organization.  You’ve demonstrated success in building career readiness programs and employer partnerships.  You’re passionate, entrepreneurial and motivated by data and results.  You’re a creative problem solver and open to experimentation to accomplish goals.  You know how to build relationships with people of all backgrounds and connect them to a common goal.  You believe in our mission to provide best-in-class education to all students and won’t let anything stand in your way of making that a reality.  

 

Requirements:

  • B.A. required; Master’s degree preferred
  • 5+ years experience in supporting career readiness, preferably in NYC with workforce development organizations, CTE high schools, employers, intermediaries, training programs and/or high schools
  • Experience creating and leading professional learning experiences (such as professional development workshops/series, coaching colleagues or leading professional learning communities) for seasoned professionals in the field 
  • Knowledge of youth development, college and career readiness, and K-12 public education 
  • Expertise in working with partners (ie; other non-profits, schools or employers) to identify mutual goals and ways of working to achieve successful outcomes

 

What You’ll Do

You’ll design and facilitate coaching, structures, and processes for career readiness.   You’ll develop systems and support strategies to integrate career readiness with postsecondary planning at our schools.  You’ll engage key partners in the field including employers, workforce development organizations, corporate partners, colleges, and more. You’ll use technology and data to increase efficiency and create dynamic and continuously improving school organizations. All of this work will be to achieve our visions that every New Visions school in our core network will support students and their caregivers to explore college and careers so that students graduate high school with a postsecondary plan that includes best fit education, training or employment and the skills and experience to succeed in that plan.  

Why New Visions?

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

 

Click HERE to Apply Now!

 

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

Comments Off on Manager, Program: K-2 ELA (New York City)

Manager, Program: K-2 ELA (New York City)

Posted by | August 22, 2022 |

Manager, Program for a 50+ employee (and growing) remote education non-profit providing professional learning to K-12 educators nationally
Type of Vacancy: Salaried, full-time
Start date: August 2022
Location: Remote organization; however, candidates must be based in New York City, NY, and be able to be on-site supporting schools in the Bronx on a weekly basis
Report to: Director, Program
Supervise: Dependent on project, Manager, Program may be a Project Leader with project team supervision and leadership development responsibilities
Compensation: Salary starts at $80,000, with comprehensive benefits. Salary is commensurate with experience.
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.

SUMMARY OF POSITION

Teaching Lab is seeking a Manager, Program with K-2 ELA and Science of Reading expertise to manage our Bronx, NYC projects. The Manager, Program collaborates with others within the Program team and across the organization to meet Teaching Lab programmatic goals, takes ownership of the organization’s systems and processes, and implements them with consistency and success.

STRATEGIC OBJECTIVES KEY SUCCESS INDICATORS (KSI)

  • The Manager, Program is accountable for achieving goals set in collaboration with their manager, aligned with FY23 goals, and especially, programmatic-specific Key Success Indicators (KSI) like:
  • >10% improvement between beginning and end of year in teacher equitable mindsets and CRSE content knowledge and practices
  • >10% improvement between beginning and end of year in teacher content knowledge, teacher practice, and student learning
  • Teacher NPS >50
  • Other educator NPS >50
  • Client (buyer) NPS >50
  • Renewal rate >90%
  • 95% of contracted services or equivalent are delivered
  • 80% of clients surveyed say, “Teaching Lab helped us advance our goals.”

ESSENTIAL QUALIFICATIONS

    • Bachelor’s degree
    • Five or more years combined experience working in PK-12 education, with minimum of two years experience teaching PK-12 students from traditionally underserved backgrounds with demonstrated evidence of impact
    • Three or more years combined experience leading or coaching the implementation of high-quality instructional materials (in any subject area)
    • Deep knowledge and experience with Common Core or College- and Career-Ready math or ELA standards
    • Experience designing and facilitating high-impact professional learning for educators
    • Preferred: Deep understanding of the specified curriculum, including its design and component parts
    • Experience providing professional learning supports and services in and for consultative organizations is preferred
    • Experience managing relationships with clients and stakeholders in an education context
Comments Off on K-12 Contractor, Coach (NYC, NY, Bronx)

K-12 Contractor, Coach (NYC, NY, Bronx)

Posted by | August 22, 2022 |

Type of Vacancy: Contract, 3-5 days a week
Start date: Mid-August or Early September 2022
Duration: Anticipated through June 2023
Location: Bronx, NY
Fees: Monthly fees of $8,400-10,000 for 5-days a week, prorated for the number of days worked per week. Rates are commensurate with experience.
Areas of interest: Candidates with experience coaching K-2 ELA and/or 6-8 Math preferred.

DUTIES AND RESPONSIBILITIES

Weekly, provide in-person coaching services for 2 or 3 days/week (based on availability and need), engaging in the phases of a coaching cycle of inquiry:

  • Identifying needs & determine a focus
  • Setting goals
  • Implementation & support, which can include any of the following: Conducting observations and provide feedback through instructional walkthroughs, or providing in-person modeling and/or co-teaching with teachersAnalyzing & discussing data

Weekly, engage in virtual support of teachers for 1-2 days a week (based on availability and need)

  • Providing pre-conferences and post-conferences
  • Supporting teachers to develop or internalize lesson plans

Monthly, design or adapt coaching content and then facilitate meetings with school-based coaches and leaders, including but not limited to: 

  • Facilitating Problem of Instructional Practice protocol
  • Identifying research-based instructional strategies to implement with teachers in professional learning community (PLC)
  • Supporting school-based coaches and leaders to implement an action plan and monitor progress
  • Communicating strategic plans and progress of PL goals

Ongoing, engage in project management and administrative responsibilities, including but not limited to:

  • Supporting and monitoring timeline data collection to measure the impact and progress toward project goals
  • Documenting and providing twice-a-month reports of coaching activities and progress to the school leadership team and school-based coaches
  • Attending internal planning and work meetings.
  • Completing other tasks assigned by the Project Leader to be responsive to the needs of educators

QUALIFICATIONS

  • 2+ years of experience as an instructional coach to teachers or school leaders with evidence of impact in student learning outcomes
  • Experience facilitating impactful professional learning and coaching for educators in virtual and in-person settings
  • Experience building and managing relationships with diverse stakeholders in an education context
  • Experience empowering teachers through trusting relationships and shifting mindsets/beliefs about students’ potential
  • Deep understanding of the content standards (K-8) and the science of reading (K-2)
  • Deep knowledge of at least one of the following curricula is preferred:

ELA: CKLA (grades K-2)

ELA: EL Education (grades K-8)

ELA: Fundations

ELA: HMH/In-2-readings

ELA: Orton Gillingham

Math: EngageNY/Eureka

Math (grades 6-8)

Math: Illustrative

Math (grades 6-8)

Math: Zearn

Math (grades 6-8)

Other HQIM

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SETSS (Special Education) Teacher

Posted by | August 18, 2022 |

SETTS (Special Education) Teacher

Hebrew Public issued a COVID Vaccine mandate for all staff. This will require all staff to receive the COVID Vaccination.

Various Locations: Hebrew Language Academy (2186 Mill Ave, Brooklyn, NY 11234)

Start Date: Summer 2022

Contactjobs@hebrewpublic.org

CMO Website: www.hebrewpublic.org

About the Organization:

Hebrew Public Charter Schools for Global Citizens

Hebrew Public a national network of diverse-by-design public charter schools that teach children of all backgrounds to become productive global citizens. Our schools are models of racial and economic integration, academic excellence, and foreign language learning.

About the Position: 

Join an exciting community of educators and social change-makers who are passionate about global education and are committed to improved student learning and outcomes. We select individuals who share our vision and are willing to put in the hard work to achieve it. We are seeking a driven Special Education Teacher – Support Services for the 2022-2023 school year that operates with a high sense of urgency and possesses a strong work ethic. Candidates for this position do NOT need to speak Hebrew.  The School is fully committed to a culturally diverse faculty and student body. The school is eager to consider applications from traditionally underrepresented groups.

Job Responsibilities:

  • Provide small group  instructional services to students with IEPs in the areas of reading, mathematics, writing, social studies, and science
  • Deliver prescribed instructional delivery methods as determined by the student’s IEP
  • Ensure implementation of modifications and accommodations as per a student’s IEP
  • Consult with school personnel to coordinate efforts in providing services to students
  • Communicate and conference with parents providing information on student progress 
  • Manage and support an organized and professional classroom that is conducive to learning
  • Support student and school needs in preparing to be successful on the NYS State Exam
  • Work closely with peers and administration to develop multifaceted curriculum that integrate multiple subjects and approaches to meet the individual needs of students
  • Implement differentiation strategies through curricular modifications, instructional techniques, parallel instruction, and integrated classroom strategies
  • Assess and develop goals for the IEP process
  • Implement IEP goals and strategies into a student’s learning experience
  • Maintain an awareness of school’s strategic initiatives and incorporate them into your work.
  • Regularly and accurately report student progress and maintain accurate and up to date records related to student achievement, performance, and IEP goals
  • Review data daily and amend your approach accordingly
  • Take an active role in your professional development by identifying and creating opportunities to expand your skills to meet the demands of individual student needs
  • Attend IEP meetings and parent conferences
  • Develop strong relationships with parents and students to create investment in school culture and academics
  • Meet professional obligations through efficient work habits such as: meeting deadlines, honoring schedules and collaborating effectively with co-teachers and colleagues
  • A person who believes in the critical importance of diversity in the life of a school

Minimum Requirements:

  • Bachelor’s degree from an accredited institution is required; Masters degree preferred
  • A minimum of 2 year teaching experience is required; experience in in an urban school setting in which the students were selected by lottery and not by entrance exam or by discretionary criteria is preferred
  • Must hold NYS Teaching Certification Students with Disabilities Birth -2nd or Childhood 1-6
  • Excellent oral and written communication skills
  • Passionate about teaching and learning your subject area

COMPENSATION AND BENEFITS:

Salary and benefits will be highly competitive, equitable, and commensurate with experience. Starting salaries range from $55,000-$90,000 based on experience.

Potential benefits* include:

  • Medical
  • Dental
  • Employer-Paid Vision
  • Prescription Drug Coverage
  • Paid Holidays
  • Retirement Savings and Employer Matching Programs
  • Paid Parental Leave
  • Short-Term and Long-Term Disability Coverage
  • Employee Assistance and Wellness Programs
  • Health Care and Dependent Care Flexible Spending Accounts
  • Employer-Paid and Voluntary Life Insurance
  • Global Travel Experiences

*Benefits packages vary depending on the role.

Hebrew Public is committed to building a diverse team that reflects the communities we serve. Candidates of color and those from backgrounds that are underrepresented in school leadership roles are particularly encouraged to apply.

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Middle School Teacher

Posted by | August 18, 2022 |

Middle School Teacher

Various subject areas available:  ELA, Math or Science

Hebrew Public issued a COVID Vaccine mandate for all staff. This will require all staff to receive the COVID Vaccination.

Start Date: Summer 2022

Various locations: Harlem Hebrew (147 St. Nicholas Avenue, New York, NY 10026) and Hebrew Language Academy (2186 Mill Ave, Brooklyn, NY 11234)

CMO Website: www.hebrewpublic.org

Contact: jobs@hebrewpublic.org 

About the Organization:

Hebrew Public Charter Schools for Global Citizens

Hebrew Public a national network of diverse-by-design public charter schools that teach children of all backgrounds to become productive global citizens. Our schools are models of racial and economic integration, academic excellence, and foreign language learning.

About the Position:

Join an exciting community of educators and social change-makers who are passionate about global education and are committed to improved student learning and outcomes. We select individuals who share our vision and are willing to put in the hard work to achieve it. We are seeking a driven Middle School Teacher for the 2022-2023 school year that operates with a high sense of urgency and possesses a strong work ethic. Candidates for this position do NOT need to speak Hebrew. The School is fully committed to a culturally diverse faculty and student body. The school is eager to consider applications from traditionally underrepresented groups.

Job Requirements:

  • Build a classroom culture in which students love ELA
  • Provide clear and consistently high-quality ELA 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
  • Manage and support an organized and professional classroom that is conducive to learning.
  • 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
  • Motivate students to think critically and take ownership over their own learning
  • Drive academic outcomes by analyzing student work and studying data, and implementing high-leverage instructional moves to ensure dramatic gains for all students
  • Support student and school needs in preparing to be successful on the NYS State Exam
  • Develop strong relationships with parents and students to create investment in school culture and academics
  • Maintain effective and efficient data gathering procedures
  • Meet professional obligations through efficient work habits such as: meeting deadlines, honoring schedules and collaborating effectively with co-teachers and colleagues
  • A person who believes in the critical importance of diversity in the life of a school

Minimum Requirements:

  • Bachelor’s degree from an accredited institution is required; Masters degree preferred
  • Elementary and/or Middle School teaching experience preferred
  • Hold NYS certification in content area or working towards certification is preferred
  • Excellent oral and written communication skills
  • Legally authorized to work in the USA

COMPENSATION AND BENEFITS:

Salary and benefits will be highly competitive, equitable, and commensurate with experience. Starting salaries range from $55,000-$90,000 based on experience.

Potential benefits* include:

  • Medical
  • Dental
  • Employer-Paid Vision
  • Prescription Drug Coverage
  • Paid Holidays
  • Retirement Savings and Employer Matching Programs
  • Paid Parental Leave
  • Short-Term and Long-Term Disability Coverage
  • Employee Assistance and Wellness Programs
  • Health Care and Dependent Care Flexible Spending Accounts
  • Employer-Paid and Voluntary Life Insurance
  • Global Travel Experiences

*Benefits packages vary depending on the role.

Comments Off on Program Coordinator

Program Coordinator

Posted by | August 16, 2022 |

Company Information

BioBus helps K-12 and college students in New York City discover, explore, and pursue science. We focus on students excluded from the scientific community due to factors such as race, gender, economic status, and physical access. Through this work, we envision a world where all people have the opportunity to reach their full scientific potential. We’ve reached 300,000 students at more than 800 schools and community organizations since 2008, primarily NYC public and charter schools and as far away as New England, California, and even Egypt and Jordan. BioBus students connect with scientists from diverse backgrounds, learn lab and research skills, practice science communication, and take steps to become the next generation of scientists and problem-solvers, making the world better for all of us. Our students access and become part of the scientific community through introductory science labs aboard our mobile labs at their schools; after school, weekend, and summer programs; and year-long internships.

 

Job Description

We are seeking a Program Coordinator to facilitate smooth operation of BioBus mobile and pop-up lab programs. Their primary responsibility will be to coordinate program logistics, including schedules, lessons, staffing, resources, parking, and setup. The Coordinator will work with schools and community-based organizations, as well as with our diverse and enthusiastic team of community scientists, fundraisers, and facilities professionals, to bring exciting hands-on science experiences to thousands of students across New York City and beyond.

This is a full-time position for a candidate based in the NYC area. Although the majority of the duties can be performed remotely or at the BioBus HQ in Harlem, the Program Coordinator will be expected to perform tasks, attend programs, and participate in meetings and other company events in person in the NYC area as needed.

The expected start date for this position is September-October 2022.

 

Responsibilities

Program Communications & Coordination

  • Coordinate BioBus mobile and pop-up lab program logistics by…
    • collecting information from internal and external parties via various platforms (online forms, emails, phone calls, …);
    • serving as the primary program contact, guiding communication among BioBus teams, program partners, and volunteers;
    • understanding the needs, expectations, and limitations of the different internal and external parties involved in programs in order to effectively respond to questions and requests;
    • responding to time-sensitive program communications in a speedy yet thoughtful manner;
    • communicating final program details to all relevant parties, directly and/or by entering data into Salesforce, Quip, or other IT systems.
  • Book mobile and pop-up lab programs when needed, by reaching out to schools and/or following up with program inquiries. 
  • Support program operations workflow development.

Program Data Monitoring and Quality Assurance

  • Proactively track program coordination data to ensure all necessary information has been entered and is properly displayed in our IT systems, including Salesforce, Quip, and Google Workspace.
  • Run data reports and work with different teams across the organization to confirm that all program inputs and outputs are entered into Salesforce in a timely and accurate manner.
  • Monitor IT/data systems for effectiveness and efficiency and make recommendations and test new approaches, as needed for improvement.

Other responsibilities

  • Participate in program and ideas development via creative task force time.
  • Engage in in-person programming and events such as all-staff meetings, student programs, and public events.
  • Support the team with other coordination and communication tasks as needed.

 

Minimum Qualifications

  • A bachelor’s degree or commensurate experience in an operational support role
  • Minimum two years of experience in program coordination with demonstrated success
  • Focus on details and seamless logistics to deliver quality results
  • Excellent written and oral communication skills
  • Highly proficient in basic office technology such as word processing, email, and data entry
  • Confidence in navigating new technology and working with multiple IT applications
  • Demonstrated ability to manage multiple projects and deadlines simultaneously
  • Self-motivated and resourceful, with the ability to take initiative to ensure work is moved forward efficiently and issues are resolved independently or collaboratively
  • Ability to work with diverse and multi-disciplinary teams

 

Helpful to Have

  • Science, education, and/or social justice background or interest
  • Experience with Salesforce or other CRM
  • Experience working with schools and/or community-based organizations
  • Understanding of the NYC DOE system

 

Compensation

The minimum salary for this position is $60,000. If hired for this position, a salary offer may include additional compensation based on years of relevant experience and degrees.

Compensation at BioBus is competitive, commensurate with experience, and is in alignment with internal equity. BioBus regularly conducts a thorough study of market-competitive salaries. Our goal is to ensure that pay is fair and competitive for all staff members, both considering the market and considering pay equity among staff in similar roles in the organization. In addition, BioBus offers a very generous health benefits package, as well as a Flexible Spending Accounts for medical, childcare and commuter expenses, and an Employee Assistance Program (EAP). Benefits preview available here. Additionally, BioBus offers generous time off with pay in order to support a sustainable high performance work culture. Full time staff accrue 25 days of PTO per year, in addition to time off for holidays, personal days, and sick days. We also offer a paid sabbatical for full time staff after seven years of service.

This position is included in a union-represented collective bargaining unit, and specific terms and conditions of employment are subject to collective bargaining negotiations.

 

An Equal-Opportunity Employer with a Commitment to Diversity

BioBus seeks to fill this position with someone who shares our values, including our organizational commitment to diversity, equity, and inclusion. We are an equal opportunity employer and do not discriminate against any employee or applicant for employment because of race, color, ethnicity, religion, gender, sexual orientation, national origin, disability, age, marital status, military status, pregnancy, or parenthood. Studies have shown that women and people of color are less likely to apply for jobs unless they believe they meet every single one of the qualifications as described in a job description. We are committed to building a diverse and inclusive organization and we are most interested in finding the BEST candidate for the job.

That candidate may be one who comes from a less traditional background, and that’s okay. We would strongly encourage you to apply, even if you don’t believe you meet every one of the qualifications described.

 

COVID-19 Vaccination Requirements

BioBus puts the safety of our students, our staff, and our partners first. As of January 31st, 2022, in accordance with law, BioBus requires that all employees are fully vaccinated against COVID-19, unless an accommodation has been approved. BioBus will comply with applicable federal and state laws, as well as EEOC Guidance and will consider any requests for accommodations for medical, religious or as otherwise required by applicable law. New hires must show proof of being fully vaccinated by the end of the first month of employment.

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5th grade Co-Teacher

Posted by | August 16, 2022 |

Elementary School Teacher

Bronx Community Charter School

 

Bronx Community Charter School (BxC) is seeking an elementary teacher in the upper elementary grades.

 

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

BxC is located in the Norwood neighborhood of the Bronx and serves children and families from throughout Community School District 10.  85% of students qualify for free or reduced-price lunch, 21% receive special education services, and 22% are classified as English Language Learners.

 

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

 

Our progressive curriculum includes:

  • All-school studies of our neighborhood, the Bronx River, our building, and more.
  • Interdisciplinary curriculum with many opportunities for deep and materials-rich studies
  • Balanced literacy supported by extensive classroom libraries
  • Math curriculum that balances depth of mathematical knowledge and practices
  • Daily arts and tech electives that include dance, drumming, visual art, and technology
  • A strong emphasis on social and emotional learning

We are seeking teachers who:

  • Believe that children learn best when they are active participants in their own learning
  • Understand that children learn in different ways
  • Believe in and are committed to interdisciplinary, creative, rigorous, experiential, and inquiry based learning
  • Believe in and enjoy creating innovative curriculum that meets the needs and reflects the interests of their students
  • Believe that learning goes beyond the classroom and are interested in taking students out into the community and bringing community resources into the classroom
  • Are eager for opportunities to work collaboratively with colleagues and families

 

BxC offers:

  • Co-taught classes with 24-26 students per class
  • A highly collaborative environment where teachers’ voices and opinions really matter
  • Coaches who collaborate closely with classroom teachers to design curriculum and support students
  • Structures for collaboration and professional development supported by the schedule, including grade team meetings, lab sites, 2 hour professional development sessions each week, and regular meetings with co-directors.
  • High levels of staff retention and a unionized staff

 

Qualifications for Teachers:

  • Understanding of and commitment to the mission, goals, and philosophy of BxC
  • Experience and demonstrated success in working with children
  • Commitment to continuous improvement and learning through professional development
  • Demonstrated expertise in the subjects taught
  • Hold or are working towards New York State certification

 

Preferred:

    • Special education or ENL certification or experience
  • Proficiency in Spanish

 

Interested candidates should send a thoughtful cover letter and resume to hiring@bronxcommunity.org

 

For additional information, check out www.bronxcommunity.org

 

Statement of Non-Discrimination

BxC is committed to a policy of equal treatment for individuals applying to the school and does not discriminate on the basis of race, gender, disability, age, religion, sexual orientation, or national or ethnic origin.

 

 

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Computer Science Teacher

Posted by | August 11, 2022 |

Why Teach With Us?

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

 

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

 

Advantages of teaching at a New Visions school include:

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

 

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

 

Who You Are

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

 

What You’ll Do

Computer Science teachers at New Visions schools work with a diverse range of students to develop content knowledge and skills through exploration, observation, and hands-on application. Computer Science teachers at New Visions schools will:

  • create lessons that help students to build practical skills that they will be able to carry directly into their lives and careers 
  • regularly analyze student results in order to differentiate classroom instruction and better serve student needs
  • foster a classroom environment conducive to the intellectual and social development of students

 

What We’re Looking For

  • Bachelor’s degree from an accredited college or university is required; Master’s degree is preferred
  • A valid New York State Computer Science Certification 
  • Proven track record for planning lessons with clear learning objectives and a means for assessing whether those objectives have been met
  • Strong organizational and communication skills
  • Demonstrated content knowledge and familiarity with Common Core State Standards
  • Demonstrated success in tailoring instruction to the needs of diverse learners
  • Ability to work collaboratively with others to achieve common goals
  • Experience working with educational technology

 

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

 

Equal Employment Opportunity

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

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Bilingual Mandarin Workshop Facilitator

Posted by | August 11, 2022 |

Workshop Facilitator

Continuing Professional Studies, Bank Street College of Education

Job Description:

Bilingual (Mandarin-English) educator with an early childhood background needed to collaborate on the design and implementation of workshops for 10-20 family childcare and informal childcare staff in Brooklyn, NY. Workshops are expected to be held onsite and online through Zoom.us. Workshops will be facilitated in Mandarin.

These workshops will build on the strengths of the caretakers with a goal of empowering and engaging this community in the importance of their role in caring for young children and supporting curriculum development utilizing a play-based approach. Topics include, but are not limited to:
1) Child development and developmental variations
2) Supporting executive function and self-regulation

3) Foundations of special education
4) Understanding cognitive development in early childhood
5) Inclusive and culturally responsive practice
6) Building community with families to enhance children’s social and emotional development.

Start Date: various days Fall 2022 – Spring 2023

We are looking for someone to facilitate workshops and community building activities on 4 Saturdays from 12-3pm, and 8-10 sessions over the school year on weekday evenings from 6-8pm. The schedule is flexible within these time frames and workshops will be held at mutually scheduled times.

Compensation

  • $4,000-$4,500
  • Compensation includes periodic planning meetings, program development, implementation, and meetings to debrief with program leadership.

Qualifications

Required:

  • Proficiency in English and Mandarin. Workshops will be held in Mandarin
  • Successful teaching or social work experience in early childhood settings
  • Experience in facilitating group discussions and/or professional development
  • Experience in a progressive education setting
  • Master(s) degree in education, Social Work or related field

Preferred:

  • Leadership experience in early childhood
  • Experience working with classroom teachers and/or families

 

Comments Off on Elementary Science Teacher

Elementary Science Teacher

Posted by | August 9, 2022 |

Elementary Science Teacher 

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

 

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

 

What makes VOICE different?

 

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

 

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

 

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

 

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

 

All Staff at VOICE:

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

 

Position Responsibilities:

Curriculum and Planning

  • In collaboration with colleagues, develop daily and long-term curriculum plans that are purposeful, rigorous, engaging, and aligned to standards; update plans as appropriate to meet students’ needs
  • Create documents to support daily and long-term curriculum plans, including but not limited to scope and sequence, curriculum maps, lesson plans, reteach plans, intellectual preparation documents
  • Utilize student IEPs to inform instructional assessments that provide meaningful measurements of students’ growth toward the goals
  • Maintain records of student progress toward academic goals; meet deadlines for submitting student records to other departments
  • Keep families well-informed of student performance and progress through appropriate and professional communication methods

 

In the Classroom

  • Maintain a productive, safe, and disciplined learning environment
  • Uphold all school policies within the classroom
  • Integrate feedback and goal-setting into lesson delivery
  • Provide the differentiation and accommodations needed for the growth and success of all students
  • Model strong written and verbal communication 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
  • Collaborate with and provide feedback to classroom assistants in order to maintain a productive, safe and nurturing classroom for students
  • As needed: May supervise out-of-classroom settings including but not limited to field trips, arrival/dismissal, transitions, lunch, and others.

 

Content-Specific

  • Develop and coordinate learning opportunities outside of the classroom, including but not limited to the science electives and field trips (virtual and/or in person) to science museums/institutions
  • Anticipate and identify equipment or other material needs, work with support staff to procure items, and may transport materials/supplies to/from classrooms

 

Staff-Wide Professional Expectations

  • Embrace and be an ambassador of VOICE’s mission, vision and values
  • Collaborate communicate and maintain effective and professional relationships as member of an interdisciplinary team of educators, support staff, and administrators
  • Participate in required meetings and events, which may include student events, school concerts, parent-teacher conferences, on- and off-site conferences and trainings, and others.
  • 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.
  • 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
  • Reflect on professional practice through self-reflection and engagement in informal and formal feedback processes

 

Position Qualifications:

Educational Background and Work Experience

  •  Bachelor’s degree from an accredited college or university
  •   New York State teaching certification
  •   Teaching or student teaching experience in a school
  •   Preferred: Experience with and interest in working with high needs students
  •    Content Specific

Knowledge, Skills and Abilities

  • VOICE’s mission, vision, values and culture
  • Effective skills in self-management including but not limited to meeting deadlines, effective prioritization of tasks, self-organization, managing up, and efficient time and task management
  • Ability to gather and analyze data using defined and differentiated processes
  • Tact and sensitivity, including but not limited to adhering to confidentiality obligations such as mandated reporting as part of child protection
  • Ability to build strong and effective collegial relationships as part of an interdisciplinary team of educators and administrators
  • Ability to build warm individual relationships with students
  • Ability to communicate and build relationships effectively and appropriately with diverse range of individuals, including but not limited to current and prospective children and families, colleagues, and external partners
  • Teaching and classroom

o   VOICE Teaching Framework

o   Common Core and other content area standards

o   Curriculum design principles

o   Child learning theory and behavioral approaches, teacher techniques

o   Differentiation strategies (conferencing; small group work); basic understanding of English as a Second Language and SpEd approaches and procedures

o   Elements of effective classroom environment and management

  •     Building effective sequential long-term plans and mastery-oriented short term plans
  •     Maintaining high academic expectations through purposeful building of thinking skills, standards-aligned independent practice, questioning and discussion techniques, high standards for language and evidence, and structured support for students

 

Behavioral Characteristics

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

 

 

 

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

 

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

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Elementary Science Teacher

Posted by | August 9, 2022 |

Elementary Science Teacher 

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

 

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

 

What makes VOICE different?

 

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

 

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

 

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

 

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

 

All Staff at VOICE:

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

 

Position Responsibilities:

Curriculum and Planning

  • In collaboration with colleagues, develop daily and long-term curriculum plans that are purposeful, rigorous, engaging, and aligned to standards; update plans as appropriate to meet students’ needs
  • Create documents to support daily and long-term curriculum plans, including but not limited to scope and sequence, curriculum maps, lesson plans, reteach plans, intellectual preparation documents
  • Utilize student IEPs to inform instructional assessments that provide meaningful measurements of students’ growth toward the goals
  • Maintain records of student progress toward academic goals; meet deadlines for submitting student records to other departments
  • Keep families well-informed of student performance and progress through appropriate and professional communication methods

 

In the Classroom

  • Maintain a productive, safe, and disciplined learning environment
  • Uphold all school policies within the classroom
  • Integrate feedback and goal-setting into lesson delivery
  • Provide the differentiation and accommodations needed for the growth and success of all students
  • Model strong written and verbal communication 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
  • Collaborate with and provide feedback to classroom assistants in order to maintain a productive, safe and nurturing classroom for students
  • As needed: May supervise out-of-classroom settings including but not limited to field trips, arrival/dismissal, transitions, lunch, and others.

 

Content-Specific

  • Develop and coordinate learning opportunities outside of the classroom, including but not limited to the science electives and field trips (virtual and/or in person) to science museums/institutions
  • Anticipate and identify equipment or other material needs, work with support staff to procure items, and may transport materials/supplies to/from classrooms

 

Staff-Wide Professional Expectations

  • Embrace and be an ambassador of VOICE’s mission, vision and values
  • Collaborate communicate and maintain effective and professional relationships as member of an interdisciplinary team of educators, support staff, and administrators
  • Participate in required meetings and events, which may include student events, school concerts, parent-teacher conferences, on- and off-site conferences and trainings, and others.
  • 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.
  • 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
  • Reflect on professional practice through self-reflection and engagement in informal and formal feedback processes

 

Position Qualifications:

Educational Background and Work Experience

  •  Bachelor’s degree from an accredited college or university
  •   New York State teaching certification
  •   Teaching or student teaching experience in a school
  •   Preferred: Experience with and interest in working with high needs students
  •    Content Specific

Knowledge, Skills and Abilities

  • VOICE’s mission, vision, values and culture
  • Effective skills in self-management including but not limited to meeting deadlines, effective prioritization of tasks, self-organization, managing up, and efficient time and task management
  • Ability to gather and analyze data using defined and differentiated processes
  • Tact and sensitivity, including but not limited to adhering to confidentiality obligations such as mandated reporting as part of child protection
  • Ability to build strong and effective collegial relationships as part of an interdisciplinary team of educators and administrators
  • Ability to build warm individual relationships with students
  • Ability to communicate and build relationships effectively and appropriately with diverse range of individuals, including but not limited to current and prospective children and families, colleagues, and external partners
  • Teaching and classroom

o   VOICE Teaching Framework

o   Common Core and other content area standards

o   Curriculum design principles

o   Child learning theory and behavioral approaches, teacher techniques

o   Differentiation strategies (conferencing; small group work); basic understanding of English as a Second Language and SpEd approaches and procedures

o   Elements of effective classroom environment and management

  •     Building effective sequential long-term plans and mastery-oriented short term plans
  •     Maintaining high academic expectations through purposeful building of thinking skills, standards-aligned independent practice, questioning and discussion techniques, high standards for language and evidence, and structured support for students

 

Behavioral Characteristics

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

 

 

 

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

 

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

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STEM Curriculum Developer

Posted by | August 8, 2022 |

LOCATION/HOURS

This is a full-time, hybrid position based out of our New York City office location. It is expected that some duties will be performed on-site, and some remotely, with the understanding that government and public health guidelines will determine the extent to which it is safe to carry out in-person and onsite activities.

ABOUT SEO

We Propel Human Potential. SEO is an educational non-profit focused on improving outcomes for students that come from underserved and historically underrepresented backgrounds. For over 50 years, SEO has been an innovator in education, mentorship, and creating educational programs and opportunities that maximize the full potential of our students. We are on a mission to create an ecosystem of excellence for the students we serve!

ABOUT HIGH SCHOOL SCHOLARS

SEO Scholars is a free eight-year academic program that gets low-income public high school students to and through college–with a 90% college graduation rate. In high school, we offer intensive year-round academic preparation via a carefully-calibrated, rigorously-assessed course of supplemental education. Scholars also receive one-on-one mentorship, enrichment opportunities, SAT prep and strategy courses, tutoring, and individualized guidance through the college application and admissions process. (Learn more here: SEO Scholars)

POSITION OVERVIEW & RESPONSIBILITIES

The STEM Curriculum Developer is responsible for writing, revising, and continuously evaluating STEM curriculum units and student-facing academic support materials based on high school and introductory undergraduate non-math STEM courses and topics; using open-source curriculum materials and resources to support remote, hybrid, and in-person educational models; and supporting STEM instructional staff. The position is a key member of a 15-person Curriculum & Instruction department, and reports to the Director of STEM Strategy & Instructional Technology.

  • Collaborate with the Director of STEM Strategy & Instructional Technology to lead the development and evaluation of new non-math STEM curriculum units and academic support and enrichment materials aligned to traditional high school and introductory undergraduate non-math STEM courses: Biology/Living Environment, Chemistry, Organic Chemistry, Physics, Engineering, Intro to Computer Science, etc.
  • Write and revise student-facing and instructor-facing STEM curricula for differentiated live, synchronous as well as asynchronous, multi-modal online delivery, including the development of student-facing instructional video tutorials; curate online resources and content repositories within our Learning Management System (Brightspace) to support our non-math STEM program, including assessment items aligned to learning outcomes and state standards; design student-facing solutions and explanations based on high impact STEM heuristic strategies.
  • Consult with the Director of STEM Strategy & Instructional Technology on projects related to our Learning Management System (Brightspace) as needed.
  • Identify and modify open-source STEM curriculum materials and resources to support students taking high school and introductory undergraduate STEM courses.
  • Design STEM curriculum projects to meet program goals, and manage part-time Curriculum Writers as needed.
  • Support non-math STEM instructional staff by providing pedagogical subject matter expertise.
  • Collaborate with High School and College Scholars teams to develop an academic support model for students who are interested in pursuing an undergraduate degree in a STEM field as they transition from high school to college.
  • Collaborate with C&I, Operations, Research & Evaluation, and grade-level department teams to develop and design systems and processes around curriculum design, management, and assessment that support national expansion (for example, modify content based on state-specific learning standards).

QUALIFICATIONS

  • Master’s degree in Science Education, STEM Education, or a related field required. Equivalent work experience, including high school or undergraduate science teaching experience (e.g. Biology, Chemistry, Physics, Engineering, Computer Science) will be considered.
  • 2+ years of high school and/or undergraduate STEM curriculum writing experience designing instructor-facing and student-facing curriculum for an external audience
  • Experience designing STEM curriculum within an online platform for remote/hybrid teaching and learning (e.g. e-learning platforms or Learning Management Systems)
  • A strong understanding of student-centered instructional practices
  • Knowledge of culturally relevant pedagogy and experience designing culturally relevant curriculum
  • Strong technical skill and expertise in managing complex online systems, processes, and operations
  • Strong written communication skills
  • Skilled at public speaking and navigating communication in a variety of settings
  • Able to work a regular Monday – Friday schedule during the school year (Sept-May) and the summer months; able to work a Tuesday – Saturday schedule 3-5 Saturdays per semester during the school year

DESIRED QUALIFICATIONS

  • Proven track-record of producing high-quality high school STEM curricula for an external audience
  • Highly resourceful, solutions-oriented and flexible with changing priorities
  • Thoughtful, reflective and collaborative
  • Committed to ensuring high-quality instruction in all SEO classrooms
  • Passionate about closing the opportunity gap on the high school and college level for first- generation and low-income students
  • Familiarity with the Common Core State Standards for Mathematics
  • Proficient in LaTeX, MathML, HTML, etc.; familiarity with open-source STEM curriculum resources

 

 

Vaccination Policy

In view of governmental vaccination mandates in areas we work, the pending federal vaccination mandate for large employers, as well as the guidance of the CDC that vaccination is the most effective means to provide a safe working and teaching environment, subject to applicable law, applicants who obtain a conditional job offer will be required to demonstrate that they have been fully vaccinated for COVID-19 or qualify for a medical or religious accommodation to this vaccination requirement before beginning employment with SEO.

EEOC language

At SEO we are committed to cultivating a team that embodies the backgrounds and experiences of the constituencies we serve and the communities we live in, and a workplace that reflects the impact we make in the world. Candidates from historically excluded and underrepresented communities – including people of color, women, members of the LGBTQIA+ Community, veterans, and people with disabilities are strongly encouraged to apply.

Equal Employment Opportunity is not just the law, it is our commitment.

Sponsors for Educational Opportunity is an Equal Opportunity/Affirmative Action Employer – M/F/D/V. We will consider all qualified applicants for employment regardless of race, color, ethnicity, religion, sex, gender, gender identity and expression, sexual orientation, national origin, disability, age, marital status, veteran status, pregnancy, parental status, genetic information or characteristics, or any other legally protected status.

If you need accommodation while applying for a role with SEO, due to a disability, please email SEO Careers Help.

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Elementary Dean

Posted by | August 8, 2022 |

Elementary School Dean (Grades 3-5)

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

 

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

 

What makes VOICE different?

 

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

 

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

 

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

 

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

 

All Staff at VOICE:

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

 

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

 

 

Major Responsibilities:

 

  1. Instructional Support, Coaching, and Supervision
    1. Observe and provide feedback to teachers
    2. Develop and implement coaching plans that are measurable and goal-driven
    3. Model instructional strategies as needed
    4. Coordinate internal and external professional development activities for teachers
    5. Design and implement teacher professional development based on identified needs
    6. Trains supports and coaches faculty in the area of special education, ENL instruction and at-risk student services, ensuring that all teachers know, understand and implement all classroom accommodations and modifications required by IEPs.

 

  1. Curriculum Implementation
  2. Designs curricula and differentiating instruction to best serve all students including those are in need of special education, ENL and at-risk services.
  3. Provide feedback and support for the development of curriculum maps and lesson plans
  4. Analyze data to plan reteaches with teachers and help improve curriculum
  5. Facilitate selected team meetings to model and strengthen intellectual preparation
  6. Lead specific curriculum initiatives to improve lesson delivery school-wide to ensure that our students’ diverse learning needs are being met.
  7. Coordinate vertical alignment across grade levels in content areas
  8. Conduct instructional walk-throughs and follow-up support for particular initiatives

 

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

 

  1. Divisional Leadership
  2. In collaboration with the School Director, evaluate the effectiveness of delivery of services and curriculum implementation of the division’s education staff to meet the needs of all students.
  3. 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
  4. Creates and implements programs to support the families of students in need of special education, ENL instruction and at-risk student services.
  5. Ensuring compliance with special education requirements and the maintenance of accurate special education records and reports in accordance with state and federal law.
  6. As member of the 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
  7. Oversees the division based special education efforts in the following areas:
    • Reviewing the results of diagnostic assessments of new students to identify students in need of special education, ENL instruction and at-risk services.
    • Coordinating pre-referral and referral processes for special education, ENL instruction and at-risk services.
    • Coordinating classroom observations and testing as needed using service providers when necessary.
    • Participating in the development and maintenance of IEPs, managing the provision of direct services by the school
  8. Exercise external awareness; serve as liaison for other teams, departments and partners.

 

  1. Staff-Wide Professional Expectations
    1. Partnering with the Special Education teams in the Lower Elementary and Middle School divisions, develop policies and procedures that ensure VOICE (schoolwide) is providing the academic, emotional and physical services for students who require additional support to thrive within the school’s core academic programs.
    2. Embrace and be an ambassador of VOICE’s mission, vision and values
    3. Collaborate communicate and maintain effective and professional relationships as member of an interdisciplinary team of educators, support staff, and administrators
    4. Participate in required meetings and events, which may include student events, school concerts, parent-teacher conferences, on- and off-site conferences and trainings, others.
    5. 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.
    6. 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
    7. Reflect on professional practice through self-reflection and engagement in informal and formal feedback processes

 

 

Position Qualifications:

 

Educational Background and Work Experience

  • Bachelor’s degree from accredited college or university
  • Preferred: Master’s degree from an accredited college or university
  • Preferred: NY State teaching certification in Students with Disabilities and or TESOL/ELL
  • Preferred: 3+ years of classroom teaching experience
  • Preferred: 2+ years of leadership experience (e.g. instructional coach, team leader)
  • Preferred: Experience working in an urban school setting

 

Knowledge, Skills and Abilities

  • VOICE’s mission, vision, values and culture
  • Effective skills in self-management including but not limited to meeting deadlines, effective prioritization of tasks, self-organization, managing up, and efficient time and task management
  • Ability to gather and analyze data using defined and differentiated processes
  • Tact and sensitivity, including but not limited to adhering to confidentiality obligations such as mandated reporting as part of child protection
  • Ability to build strong and effective collegial relationships as part of an interdisciplinary team of educators and administrators
  • Ability to build warm individual relationships with students
  • Ability to communicate and build relationships effectively and appropriately with diverse range of individuals, including but not limited to current and prospective children and families, colleagues, and external partners
  • Teaching and classroom
    • VOICE Teaching Framework
    • Common Core and other content area standards
    • Curriculum design principles
    • Child learning theory and behavioral approaches, teacher techniques
    • Differentiation strategies (conferencing; small group work); basic understanding of English as a Second Language and Special Education approaches and procedures
    • Elements of effective classroom environment and management
  • Building effective sequential long-term plans and mastery-oriented short term plans
  • Maintaining high academic expectations through purposeful building of thinking skills, standards-aligned independent practice, questioning and discussion techniques, high standards for language and evidence, and structured support for students
  • Content-Specific:
    • Proficiency in MS Office, Google calendar, Salesforce and other software and apps
    • Deep understanding of and ability to write and deliver curriculum in classroom
    • Deep understanding of classroom management strategies, including but not limited to Love & Logic language, proactive procedures, transitions, recovery, restorative justice
    • Adult learning theory/best practices for Professional Development

 

Behavioral Characteristics

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

 

 

 

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

 

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

 

 

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

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Dean of Students

Posted by | August 5, 2022 |

PRIMARY FUNCTIONS AND POSITION OVERVIEW

As part of the GCCS academic team, the Dean of Students ensures that high behavioral expectations are consistently communicated and maintained throughout the school. The Dean of Students will establish a strong achievement centered culture; ensure the functionality of school-wide systems that support student achievement, safety, efficiency and the International Baccalaureate Learner Profile; and ensure that the high expectations we have for our scholars are maintained in each classroom and by all teachers at GCCS. 

ESSENTIAL FUNCTIONS

  • Create a school culture of high behavioral expectations that enables a consistent focus on academic results
  • Model, promote and embody the International Baccalaureate learner profile to create a cohesive school culture of academic and personal success 
  • Uphold explicit and high behavioral expectations through logical consequences aligned with the Responsive Classroom philosophy and emphasize the IB Learner Profile
  • Establish and reinforce clearly-defined school-wide systems and procedures that enable a structured school environment, including procedures for arrival and dismissal, lunch and recess, and hallway transitions between classrooms and to the restroom facilities
  • Proactively circulates throughout classrooms and hallways during the day, to gain valuable context on student behavior and help support positive school culture 
  • Collaborate with the school leadership team to ensure the physical environment of the school is conducive to a safe and supportive learning environment.
  • Serve as the point person for discipline/culture issues; supervise and manage in-house suspensions
  • Teach and practice conflict resolution with students
  • Counsel students individually and in small groups around individual behavior goals to manage expectations and develop social skills and character
  • Maintain and monitor records of student discipline, conflict and mediation, suspensions and family communication 
  • Conduct formal investigations in accordance with the GCCS code of conduct based on student, parent and adult inquiries related to school culture, discipline and incidents. Complete a written summary of the investigation with recommended action steps in a timely manner
  • Acts as a resource for teachers in their instructional practice, especially as it relates to issues of discipline, relationships with students and families, classroom and behavior management, and school culture
  • Supervises breakfast, lunch, in-between class transitions, enrichment, and dismissal, making sure students are always where they are supposed to be and ensuring a professional school culture at these times
  • Support initiatives that establish families as partners including student and family conferences, and classroom and school-wide family events during and after school; Lead parent workshops as needed
  • Connect families with internal resources such as the counselor and external resources in the community
  • Participate in the Student Holistic Team Meetings
  • Evaluate student behavior and discipline through detailed data analysis of student performance on a wide variety of metrics; Utilize student data collected to drive intervention and supports
  • Teach the school-wide character development curriculum (RULER)
  • Supporting the school as directed by the Principal

QUALIFICATIONS

  • Strong commitment to an inclusion model of education; experience with and/or understanding of the urban learning environment.
  • A track record of strong quantitative student achievement results
  • At least 2 years of demonstrated success as a classroom teacher
  • Previous experience as a Dean or School Leader
  • Ability to build strong elementary school culture and positive relationships
  • Good judgment and ability to navigate challenging situations
  • Incredibly high expectations for all aspects of school and ownership over results
  • Strong work ethic, is reflective and continually seeks to learn and improve
  • Be a team player – a desire to work in a team-oriented environment and collaborate effectively with colleagues
  • Dedication to GCCS’ mission

COMPREHENSIVE BENEFITS PACKAGE

  • Highly Competitive Salary
  • Options for 100% Employer paid; Medical, Dental, Vision FSA/HSA/PPO plans
  • Dependent care FSA & Pre-tax commuter benefits
  • 100 % Employer paid Term life and disability insurance
  • Tuition reimbursement options
  • Gym reimbursement
  • PTO, Paid Parental Leave Child care leave, and other leave benefits
  • 403B with GCCS match
  • Employee Assistance Program
  • Health stipend if covered on a partner/spouse’s plan
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Dean of Students

Posted by | August 4, 2022 |

PRIMARY FUNCTIONS AND POSITION OVERVIEW

As part of the GCCS academic team, the Dean of Students ensures that high behavioral expectations are consistently communicated and maintained throughout the school. The Dean of Students will establish a strong achievement centered culture; ensure the functionality of school-wide systems that support student achievement, safety, efficiency and the International Baccalaureate Learner Profile; and ensure that the high expectations we have for our scholars are maintained in each classroom and by all teachers at GCCS. 

ESSENTIAL FUNCTIONS

  • Create a school culture of high behavioral expectations that enables a consistent focus on academic results
  • Model, promote and embody the International Baccalaureate learner profile to create a cohesive school culture of academic and personal success 
  • Uphold explicit and high behavioral expectations through logical consequences aligned with the Responsive Classroom philosophy and emphasize the IB Learner Profile
  • Establish and reinforce clearly-defined school-wide systems and procedures that enable a structured school environment, including procedures for arrival and dismissal, lunch and recess, and hallway transitions between classrooms and to the restroom facilities
  • Proactively circulates throughout classrooms and hallways during the day, to gain valuable context on student behavior and help support positive school culture 
  • Collaborate with the school leadership team to ensure the physical environment of the school is conducive to a safe and supportive learning environment.
  • Serve as the point person for discipline/culture issues; supervise and manage in-house suspensions
  • Teach and practice conflict resolution with students
  • Counsel students individually and in small groups around individual behavior goals to manage expectations and develop social skills and character
  • Maintain and monitor records of student discipline, conflict and mediation, suspensions and family communication 
  • Conduct formal investigations in accordance with the GCCS code of conduct based on student, parent and adult inquiries related to school culture, discipline and incidents. Complete a written summary of the investigation with recommended action steps in a timely manner
  • Acts as a resource for teachers in their instructional practice, especially as it relates to issues of discipline, relationships with students and families, classroom and behavior management, and school culture
  • Supervises breakfast, lunch, in-between class transitions, enrichment, and dismissal, making sure students are always where they are supposed to be and ensuring a professional school culture at these times
  • Support initiatives that establish families as partners including the PAT and PAPA meetings, student and family conferences, and classroom and school-wide family events during and after school; Lead parent workshops as needed
  • Connect families with internal resources such as the counselor and external resources in the community
  • Participate in the Student Holistic Team Meetings
  • Evaluate student behavior and discipline through detailed data analysis of student performance on a wide variety of metrics; Utilize student data collected to drive intervention and supports
  • Teach the school-wide character development curriculum (RULER)
  • Supporting the school as directed by the Principal

COMPREHENSIVE BENEFITS PACKAGE

  • Highly Competitive Salary
  • Options for 100% Employer paid; Medical, Dental, Vision FSA/HSA/PPO plans
  • Dependent care FSA & Pre-tax commuter benefits
  • 100 % Employer paid Term life and disability insurance
  • Tuition reimbursement options
  • Gym reimbursement
  • PTO, Paid Parental Leave Child care leave, and other leave benefits
  • 403B with GCCS match
  • Employee Assistance Program
  • Health stipend if covered on a partner/spouse’s plan

QUALIFICATIONS

  • Strong commitment to an inclusion model of education; experience with and/or understanding of the urban learning environment.
  • A track record of strong quantitative student achievement results
  • At least 2 years of demonstrated success as a classroom teacher
  • Previous experience as a Dean or School Leader
  • Ability to build strong elementary school culture and positive relationships
  • Good judgment and ability to navigate challenging situations
  • Incredibly high expectations for all aspects of school and ownership over results
  • Strong work ethic, is reflective and continually seeks to learn and improve
  • Be a team player – a desire to work in a team-oriented environment and collaborate effectively with colleagues
  • Dedication to GCCS’ mission
Comments Off on Director, Educational Advancement and Partnerships

Director, Educational Advancement and Partnerships

Posted by | August 4, 2022 |

Director, Educational Advancement and Partnerships (Full-Time)

About JCRC-NY

The Jewish Community Relations Council of New York (JCRC-NY), a proud UJA-Federation of NY agency, serves as the primary community relations agency for the Jewish  community in the metropolitan New York area. As an active force in New York civic and  communal life, JCRC-NY operates as a central coordinating and resource body to: (1) Be a  common table to cultivate understanding and joint action amongst diverse groups within  the Jewish community; (2) Cultivate deeper relationships with the broader New York  community to address critical issues and engender a shared society; (3) Ensure the security  of the Jewish community in the face of rising antisemitism; and (4) Foster increased  understanding and appreciation for the Jewish community’s relationship with Israel among  diverse groups of New Yorkers.

New York Education Initiative

The New York Education Initiative is a joint initiative of the Jewish Community Relations  Council of New York (JCRC-NY) and the Institute for Curriculum Services (ICS) launched  in 2021 that utilizes community relations and academic approaches to dramatically increase  professional development opportunities for social studies teachers in public and  non-Jewish independent schools in order to provide them with a nuanced and holistic  approach to understanding and teaching about Jews, Judaism, Jewish history, and Israel. In addition to offering ICS Professional Development opportunities, JCRC-NY seeks to  amplify the voice of the New York Jewish community in education coalitions, work with  school and district leaders to promote an inclusive and safe K-12 school environment in  public and independent non-Jewish schools and ensure accurate and inclusive social  studies instruction related to Jews, Judaism, Jewish history and Israel.

The Director of Educational Advancement and Partnerships is responsible for creating and
implementing strategies to amplify the Jewish community’s voice and support a safe and
inclusive climate in K-12 schools in New York City, Westchester, and Long Island. This  individual will work closely, support and enhance the work of ICS New York Educator by  helping to identify opportunities with school and district leaders to offer K-12 professional  learning using ICS materials.

This position reports to the Director of Strategic Affairs, and must be based in the New York metropolitan area. The position is currently hybrid and will require being in the office periodically.

Responsibilities include:

  • Build relationships with school, district, city and state education leaders to advance JCRC-NY goals.
  • Look for opportunities to advance ICS Professional Development offerings for social studies teachers in downstate New York
  • Create a well-organized infrastructure to mobilize groups of parents and other stakeholders
    to proactively engage in their children’s schools, and respond to education-related challenges that arise
  • Connect with existing Jewish organizations in the education arena to leverage preexisting
    relationships with legislators in Albany and New York City to mobilize around issues of common concern
  • Build and convene a coalition of Jewish organizations to share information, resources, and
    strategize on issues of key concern within the public and independent non-Jewish private schools
  • Participate/represent JCRC-NY in education coalitions in New York
  • In collaboration with JCRC-NY staff, form relationships with key local and NY state education officials and interest groups in public education, with an emphasis on  marginalized communities and communities of color
  • Hold periodic events to engage Jewish community with on timely issues in the education
    arena and through public engagement with the City and State education departments,
    chairs, and committees
  • Monitor education legislation at the State and City levels
  • Engage ICS as an academic resource to review curricula and education policy
  • Additional responsibilities as assigned by the Director of Strategic Affairs

Requirements

  • Deep understanding of the structure of the NYS Education Department and the NYC Department of Education, their structures, and their social studies core curriculum
    standards
  • Excellent meeting and group facilitation skills
  • Understanding of the Jewish community including the challenges it faces around
    antisemitism and Israel, and a deep commitment to JCRC-NY’s mission
  • Proven outreach and organizing capabilities and ability to work with diverse audiences
  • Ability to work and thrive in fast paced environments and coalitions balancing time across a wide range of activities and prioritizing the most impactful work
  • Proven excellence in verbal and written communication
  • Self-starter with creativity and a collaborative approach to problem solving
  • Experience teaching social studies to diverse classes of middle or high school students a plus
  • 7-10 years of work experience
  • Advanced academic degree – a plus
  • Pay: $120,000.00 – $150,000.00 per year
  • careers@jcrcny.org
Comments Off on Revised – Robin Hood Project – Staff Attorney

Revised – Robin Hood Project – Staff Attorney

Posted by | August 4, 2022 |

Advocates for Children of New York, Inc. (AFC) seeks a Staff Attorney to join AFC’s Robin Hood Project, which partners with organizations fighting poverty throughout New York City to provide education advocacy to low-income families.   The Staff Attorney will provide direct legal representation and advocacy to families, technical assistance to staff at partner organizations, and training for parents, students, and professionals to ensure meaningful access to educational services for children from low-income backgrounds in New York City’s schools. AFC’s Robin Hood Project partners with roughly 20 Robin Hood-funded organizations, such as domestic violence shelters, hospitals, tutoring agencies, and social service providers, to help their staff assist clients who encounter barriers to education, including problems relating to literacy, learning disabilities, emotional and behavioral needs, English-language learner (ELL) supports, and inappropriate school services, supports, and placements as well as barriers to accessing educational services for families in temporary housing. Currently, New York City families have a crucial need for legal assistance to navigate the education system as the pandemic has strained resources and disrupted learning, leaving the education of students in a precarious position.

AFC is a not-for-profit social justice organization that strives to ensure a high-quality education for New York students who face barriers to academic success, focusing on students from low-income backgrounds. AFC works on behalf of children and youth who are at greatest risk of encountering obstacles to accessing quality education 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

Direct Representation:

The attorney will work alongside another staff attorney, advocate and project director to provide legal representation and advocacy to families served by partner organizations who are encountering school-related discrimination such as inappropriate special education placements and services, enrollment issues, or suspensions. As part of this advocacy, the attorney will conduct client interviews, advocate for families at special education meetings or suspension hearings, request and interpret evaluations, collaborate with agency staff, advocate with the New York City Department of Education to resolve problems, and represent clients at impartial administrative hearings related to special education under the IDEA and on appeals.  

Community Outreach and Training

The attorney will do outreach to, collaborate with, and provide capacity-building trainings and resources to professionals at partner organizations so they can better address and support the educational needs of their communities.  The attorney will conduct trainings for professionals, parents and students on subjects such as how to navigate special education in NYC and the rights of students in temporary housing.  The attorney will serve as a liaison to partner agencies to develop shared goals around capacity building as well as helpful tools for agency staff to use when addressing education matters for their clients.

 

Technical Assistance

In an effort to build capacity at partner agencies, the attorney will provide ongoing and in-depth technical assistance to agency staff on a variety of education-related issues such as transportation for students in temporary housing, appropriate school disciplinary practices, access to early childhood programs and special education. The attorney, along with project staff, will work to identify patterns in technical assistance requests from partner agencies to further develop outreach and training goals.

Minimum Qualifications:

  • Commitment and ability to empower the families that are the focus of AFC’s mission.
  • D. degree required.
  • Fluency in Spanish is required.
  • Experience in education advocacy or a related field that can include a combination of employment, community organizing, internships, student leadership and/ or volunteer experience.
  • Experience working with communities with low income, communities of color, and/or

communities with disabilities.

  • Strong interpersonal, verbal and written communication skills.
  • Ability to identify, analyze and creatively resolve layered and complex problems.
  • Highly collaborative and willing to work as part of an interdisciplinary team
  • 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.
  • Desire to learn, both as an individual and as part of an organization, and apply diversity, equity, inclusion, and/or anti-racism principles.
  • Basic data collection abilities
  • Proficiency in Microsoft Office products, Zoom, and Adobe Acrobat and willingness to learn new technology and/or platforms

Preferred Qualifications:

  • Knowledge of relevant education, disability or civil rights laws or practices
  • Experience in litigation that can include a combination of employment, internships and externships
  • Experience conducting trainings and engaging with a variety of audiences that include community partners and families
  • Experience managing partnerships and/or coordinating large groups
  • Experience or familiarity with Salesforce databases

How to apply:

Please send an email with “Robin Hood Staff Attorney” in the subject line with a resume and cover letter to rhstaffattorney@advocatesforchildren.org.  Candidates should highlight any personal or professional experience that demonstrates their connection to the populations that AFC serves. No phone calls, please. Only candidates being scheduled for interviews will be contacted. Applications will be considered on a rolling basis. This position is available starting immediately, and candidates are encouraged to apply as quickly as possible.

Expected Start Date:

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

Compensation and Benefits:

The salary range for this position is $73,000 – $81,000, depending on experience. AFC’s current compensation package includes full payment of medical plan premiums for a Platinum medical plan for staff and their qualified dependents; dental coverage; coverage of the premium cost of life insurance and long- and short-term disability insurance; a 403(b) plan with a fully vested employer match; 12 weeks of paid parental leave after one year of employment; and generous time-off policies, including 15 vacation days and an additional 15 paid time off days in the first year of employment.

AFC’s office is located by Penn Station in Manhattan, and we use a hybrid approach. Currently, this position is expected to work two days a week in the office and remotely on the remaining days, though may on occasion need to work in person on additional days if needed to perform the duties of their job.

COVID vaccination required.

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. For more information on AFC, see www.advocatesforchildren.org.

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

Comments Off on Program Director

Program Director

Posted by | August 3, 2022 |

Next Generation Politics/YVote was founded in the aftermath of the 2016 election, in recognition of the breadth of civic breakdown in our country, the low percentage at which young people vote, the degree to which civic education is absent in our schools, and the extent of segregation of students within even diverse and dynamic cities. Next Gen brings socioeconomically, racially, and politically diverse high schoolers together to grapple with complex civic issues and current events in order to equip them to be informed, engaged citizens and change-makers within their schools and communities. We focus on perspective-taking, critical thinking, and deliberative discourse, emphasizing creating on-ramps for youth to be actively involved in strengthening democracy and civil society. Next Gen is building a movement of young people committed to building bridges through deliberative dialogue across various divides.

Our Program Director will help develop and scale all aspects of programming and curriculum, bringing experience in positive youth development and, ideally, civic engagement to the work. It’s a great role for candidates interested in working directly with a diverse group of teens from around New York and across the country as well as codifying and creating workshops and resources for use on a broader scale. The Program Director will work closely with the Executive Director to develop and implement an ambitious strategic growth plan. 

Core Responsibilities

  • Create inclusive space where youth build their confidence as leaders and team members, and develop supportive relationships with peers
  • Develop overarching themes / goals for the season/year and engaging, youth-centric activities for Next Gen Civic Forums and YVote ChangeMaker sessions
  • Design and facilitate:
    • Monthly Next Gen Civic Forums that address themes such as Climate Change, Criminal Justice, Freedom of Expression, Immigration, Structural Racism, and Voting Rights and Civic Action Projects that entail more in-depth work around those core content areas
    • Biweekly YVote Pizza and Politics Forums that build skills in YVote’s Civic Skills matrix and address youth leadership, civic engagement, voting, campaign organizing, social justice issues and other relevant topics
  • Lead expansion of student-led Next Gen chapters across the country and support existing chapters
  • Coordinate and support the development and execution of Days of Action and collaborative events throughout the year
  • Collaborate with peer facilitators on workshop and activity development for each session through planning and debrief meetings / calls 
  • Train incoming peer facilitators for summer and school year sessions and support their development in program facilitation and working with peers from diverse backgrounds 
  • Mentor participants in campaign work for voter registration, mobilization, and civic education, including identifying resources and/or supports participants need to be successful / meet campaign goals 
  • Forge and sustain partnerships with other youth activist organizations working towards shared goals
  • Codify YVote’s prior work and methodologies for pitching to potential partners and fee-for-service contracts
  • Assess and supplement existing programming to serve the broadest range of learners, particularly the most vulnerable and civically disengaged, and work to recruit and retain YVoters from under-resourced schools

Qualifications

  • At least 3-5 years of working in a program capacity with high school and early college youth from diverse backgrounds 
  • Experience designing and leading group workshops and workshop development 
  • Understanding of, and passion for, civics including voting, elections, government, etc. ‘
  • Enthusiasm to co-construct and co-facilitate with young people
  • Experience as an activist / organizer in a campaign a plus
  • Minority, women, LGBTQ backgrounds strongly encouraged to apply
  • From NYC or experience working in NYC schools a plus

Salary and Benefits: 

This is a four day a week role— part of Next Gen’s commitment to honoring holistic development of staff and youth alike– with a full time salary in the range of $50,000 – $65,000 annually, and a benefits package including: health insurance, paid holidays, vacation days, and personal and sick days. We anticipate two days a week of onsite work and two days with a remote option.

Comments Off on Instructional Coach

Instructional Coach

Posted by | August 2, 2022 |

PRIMARY FUNCTIONS AND POSITION OVERVIEW

Global Community Charter School (GCCS) is a Harlem-based International Baccalaureate (IB) World School that is innovative, inquiry-based, culturally competent, and provides students with a comprehensive and rigorous curriculum that encourages critical and creative thinking. 

The Instructional Coach, with both content and instructional expertise, will work as a colleague with classroom teachers to improve student achievement and teacher practice. This position is responsible for providing coaching, co-teaching, and professional development will focus on individual and group learning. In order to meet this purpose, the Instructional Coach will provide personalized, one-on-one support based on the identified needs of individual teachers to develop strategies to support struggling students.

ESSENTIAL FUNCTIONS

  • Performs lesson observations and provides specific and actionable feedback for improvement
  • Helps develop and review lesson plans and provides other curricular guidance as needed
  • Models instructional excellence through classroom lesson planning and delivery as appropriate that aligns curriculum and assessment best practices
  • Assists with the development, review and implementation of curriculum, instruction, and assessments
  • Assists teachers and academic team members with analysis of reading, writing, math and other types of assessment results
  • Reviews students’ data with teachers to create actionable steps for classroom instruction
  • Works with the Academic Leaders, Special Education Coordinator, Interventionists and classroom teachers to determine the most appropriate intervention for at-risk students
  • Creates and delivers professional development to teachers and staff on an as needed basis throughout the course of the year, at least one half day each month
  • Creates individualized improvement plans for struggling teachers and monitoring progress towards clear goals
  • Evaluate academic achievement and progress towards school wide goals through detailed data analysis of student performance on a wide variety of metrics; Lead and support  teachers in using the student data collected to drive instruction and intervention
  • Serves as a coach to individual and teams to determine intervention strategies as appropriate.
  • Works with the Academic Leaders to identify professional development (PD) activities and training that is related to academic goals and school improvement plans
  • Facilitates and/or present professional development activities with staff and teachers as needed
  • Assists in the planning of professional development activities and other in-service program training to help raise the level of instructional performance
  • Collaborates with teachers to find real solutions to challenges faced in the classroom, using data to drive decision making
  • Provides recommendations for school-wide professional development based on the instructional needs of teachers
  • Maintains open communication and positive relationships with staff, teachers and academic leadership team members.
  • The Coach does not evaluate teachers but will work with them to build upon their strengths in improving instruction.
  • Model, promote and embody the International Baccalaureate learner profile to create a cohesive school culture of academic success and family

COMPREHENSIVE BENEFITS PACKAGE

  • Highly Competitive Salary
  • Options for 100% Employer paid; Medical, Dental, Vision FSA/HSA/PPO plans
  • Dependent care FSA & Pre-tax commuter benefits
  • 100 % Employer paid Term life and disability insurance
  • Tuition reimbursement options
  • Gym reimbursement
  • PTO, Paid Parental Leave Child care leave, and other leave benefits
  • 403B with GCCS match
  • Employee Assistance Program
  • Health stipend if covered on a partner/spouse’s plan

QUALIFICATIONS

  • A Bachelor’s degree from an accredited college or university is a must.
  • A M.A., Ed.M or Master’s degree in education preferred.
  • New York State Certification for relevant grades or demonstrated process towards obtaining certification
  • A minimum of 5 years of demonstrated success as a full-time elementary classroom teacher.
  • Excellent communication, presentation, facilitation and interpersonal skills and the ability to establish and maintain effective and collaborative working relationships with a diverse staff
  • Demonstrated success working in a high-performing, urban school setting preferred.
  • Evidence of excellence in teaching through continuous learning and data analysis
  • Strong knowledge of IB-PYP curriculum preferred
  • Formal experience mentoring teachers in effective literacy and math instruction and assessment strategies
  • Knowledge of reading, writing, and math curriculum, subject matter and development
  • Ability to connect and build positive relationships with teachers and staff
  • Be a team player – a desire to work in a team-oriented environment and collaborate effectively with colleagues
  • Dedication to GCCS’ mission
Comments Off on Elementary School Science Teacher

Elementary School Science Teacher

Posted by | August 2, 2022 |

Elementary School Science Teacher

Global Community Charter School (GCCS) is a Harlem-based International Baccalaureate (IB) World School that is innovative, inquiry-based, culturally competent, and provides students with a comprehensive and rigorous curriculum that encourages critical and creative thinking.

The K-5th Grade Science Teacher is responsible for establishing and maintaining a classroom where whole group and small group instruction, discussion, projects and cooperative work engages students, keeps classes focused, and infuses a lasting desire to learn in all.

COMPREHENSIVE BENEFITS PACKAGE

  • Competitive Salary
  • Option for 100% Employer paid; Medical, Dental, Vision FSA/HSA/PPO plans
  • Dependent care FSA & Pre-tax commuter benefits
  • 100 % Employer paid Term life and disability insurance
  • Tuition reimbursement options
  • Gym reimbursement
  • PTO, Paid Parental Leave Child care leave, and other leave benefits
  • 403B Match and GCCS match
  • Employee Assistance Program
  • Health stipend if covered on a partner/spouse’s plan

ESSENTIAL FUNCTIONS

  • Coordinating knowledge of students, instructional content, and curricular resources to design differentiated Science units and lesson plans aligned to the NYS Science Learning Standards
  • Differentiates instruction for students as an integral aspect of planning and teaching and understands Workshop Model in the design of instruction
  • Evaluate academic achievement and progress towards learning objectives through detailed data analysis of student performance on a wide variety of metrics; Utilize student data collected to drive instruction and intervention
  • Engaging in coaching cycles and implementing research-based strategies that maximize their own performance and that of their students
  • Reflecting on their own progress as educators and seeking out professional resources to continuously improve their practice
  • Model, promote and embody the International Baccalaureate learner profile to create a cohesive school culture of academic and personal success
  • Supporting the school as directed by the Chief Academic Officer and Assistant Chief Academic Officers

QUALIFICATIONS

  • A Bachelor’s degree from an accredited college or university a must.
  • A M.A., Ed.M or Master’s degree in education preferred.
  • New York State Certification for relevant grades, subject area, or demonstrated process towards obtaining certification
  • A minimum of 2 years of demonstrated success as a full-time elementary classroom teacher.
  • Demonstrated success working in a high-performing, urban school setting preferred.
  • Evidence of excellence in teaching through continuous learning and data analysis
  • Be a team player – a desire to work in a team-oriented environment and collaborate effectively with colleagues
  • Dedication to GCCS’ mission
Comments Off on Middle School ELA Teacher

Middle School ELA Teacher

Posted by | August 2, 2022 |

PRIMARY FUNCTIONS AND POSITION OVERVIEW

Global Community Charter School (GCCS) is a Harlem-based International Baccalaureate (IB) World School that is innovative, inquiry-based, culturally competent, and provides students with a comprehensive and rigorous curriculum that encourages critical and creative thinking. The ELA Teacher is responsible for establishing and maintaining a classroom where whole group and small group instruction, discussion, projects and cooperative work engage students, keeps focused, and infuse a lasting desire to learn in all.

ESSENTIAL FUNCTIONS

  • Coordinating knowledge of students, instructional content and curricular resources to design differentiated units and lesson plans aligned to the ELA Common Core standards
  • Differentiates instruction for students as integral aspect of planning and teaching and understands Workshop Model in design of instruction
  • Evaluate academic achievement and progress towards learning objectives through detailed data analysis of student performance on a wide variety of metrics; Utilize student data collected to drive instruction and intervention
  • Design and implement assessments that measure progress towards academic standards
  • Be accountable for students’ mastery of academic standards
  • Engaging in coaching cycles and implementing research-based strategies that maximize their own performance and that of their students
  • Reflecting on their own progress as educators and seeking out professional resources to continuously improve their practice
  • Managing student behavior and classroom routines to maximize learning time and create a positive classroom environment
  • Attending IEP meetings and ensuring appropriate accommodations are given to students during assessments
  • Compile and organize documentation for IEP meetings
  • Actively participating in professional development workshops as laid out in the school and professional development calendars
  • Celebrating student achievement and progress in class and during school wide IB PYP assemblies
  • Foster meaningful relationships with students and parents that drive students to invest in their learning and make academic gains
  • Lead a student advisory group with a focus on academic and social-emotional learning
  • Model, promote and embody the International Baccalaureate learner profile to create a cohesive school culture of academic and personal success
  • Supporting the school as directed by the Chief Academic Officer and Assistant Chief Academic Officers

 

QUALIFICATIONS

  • Bachelor’s degree from an accredited college or university a must; M.A., Ed.M or Master’s degree in education preferred
  • Demonstrating solid knowledge and understanding of the content matter
  • New York State Certification for relevant grades or demonstrated process towards obtaining certification
  • A minimum of 2 years of demonstrated success as a full-time middle school ELA teacher preferred
  • Demonstrated success working in a high-performing, urban school setting preferred.
  • Evidence of excellence in teaching through continuous learning and data analysis
  • Be a team player – a desire to work in a team-oriented environment and collaborate effectively with colleagues
  • Dedication to GCCS’ mission

COMPREHENSIVE BENEFITS PACKAGE

  • Highly Competitive Salary
  • Options for 100% Employer paid; Medical, Dental, Vision FSA/HSA/PPO plans
  • Dependent care FSA & Pre-tax commuter benefits
  • 100 % Employer paid Term life and disability insurance
  • Tuition reimbursement options
  • Gym reimbursement
  • PTO, Paid Parental Leave Child care leave, and other leave benefits
  • 403B with GCCS match
  • Employee Assistance Program
  • Health stipend if covered on a partner/spouse’s plan
Comments Off on Elementary Special Education Teacher SY22-23

Elementary Special Education Teacher SY22-23

Posted by | August 2, 2022 |

SPECIAL EDUCATION TEACHER JOB DESCRIPTION

Global Community Charter School (GCCS) is a Harlem-based International Baccalaureate (IB) World School that is innovative, inquiry-based, culturally competent, and provides students with a comprehensive and rigorous curriculum that encourages critical and creative thinking.

The Special Education Teacher is responsible for establishing and maintaining a classroom where whole group and small group instruction, discussion, projects, and cooperative work engage students, keep classes focused, and infuse a lasting desire to learn in all.

COMPREHENSIVE BENEFITS PACKAGE

  • Highly Competitive Salary
  • Option for 100% Employer paid; Medical, Dental, Vision FSA/HSA/PPO plans
  • Dependent care FSA & Pre-tax commuter benefits
  • 100 % Employer paid Term life and disability insurance
  • Tuition reimbursement options
  • Gym reimbursement
  • PTO, Paid Parental Leave Child care leave, and other leave benefits
  • 403B with GCCS match
  • Employee Assistance Program
  • Health stipend if covered on a partner/spouse’s plan

ESSENTIAL FUNCTIONS

  • Coordinating knowledge of students, instructional content, and curricular resources to design differentiated units and lesson plans aligned to the Common Core standards
  • Evaluate academic achievement and progress towards learning objectives through detailed data analysis of student performance on a wide variety of metrics; Utilize student data collected to drive instruction and intervention
  • Engaging in coaching cycles and implementing research-based strategies that maximize their own performance and that of their students
  • Reflecting on their own progress as educators and seeking out professional resources to continuously improve their practice
  • Provide academic supports, instructional practices and management needs as mandated on the IEP
  • Compile and organize documentation for IEP meetings and progress reports
  • Track progress towards annual IEP goals, attend IEP meetings and ensuring appropriate accommodations are given to students during assessments
  • Actively participating in professional development workshops as laid out in the school and professional development calendars
  • Model, promote and embody the International Baccalaureate learner profile to create a cohesive school culture of academic and personal success
  • Supporting the school as directed by the Chief Academic Officer and Assistant Chief Academic Officers

QUALIFICATIONS

  • A Bachelor’s degree from an accredited college or university is a must.
  • A M.A., Ed.M or Master’s degree in education preferred.
  • New York State Certification for relevant grades or demonstrated process towards obtaining certification
  • A minimum of 2 years of demonstrated success as a full-time middle school classroom teacher.
  • Demonstrated success working in a high-performing, urban school setting preferred.
  • Evidence of excellence in teaching through continuous learning and data analysis
  • Be a team player – a desire to work in a team-oriented environment and collaborate effectively with colleagues
  • Dedication to GCCS’ mission
Comments Off on Middle School Math Teacher (6-8)

Middle School Math Teacher (6-8)

Posted by | July 29, 2022 |

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

 

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

 

What makes VOICE different?

 

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

 

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

 

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

 

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

 

All Staff at VOICE:

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

________________________________________________________________________

 

 

 

Position Responsibilities:

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

 

Curriculum and Planning

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

 

In the Classroom

  • Maintain a productive, safe, and disciplined learning environment in which classroom values, teaching points, process charts, and student work are clearly displayed
  • Maximize instruction time by keeping the flow of classroom activities moving smoothly and efficiently throughout the day
  • Uphold all school policies and middle school specific policies (including but not limited to: student attendance, reporting of absence and lateness within a period, independent student transitions, assigned seats) within the classroom
  • Infuse VOICE values, rigor, and joy into lessons
  • Integrate feedback and goal-setting into lesson delivery
  • Provide the differentiation and accommodations needed for the growth and success of all students; go above and beyond to ensure that all students are meeting appropriate standards
  • Model strong written and verbal skills
  • Invest time in knowing students and demonstrate an active interest in their well-being; use kind, firm body language to convey authority and care
  • Review and comply with guidelines of students’ IEPs, follow IDEA reporting requirements, and provide information about student performance and services received

 

Communication and Collaboration

  • Fully embrace VOICE’s mission and values and promote them to students, parents, and colleagues
  • Collaborate as part of an interdisciplinary team, across grade bands, and across departments, coordinating all instructional activities with teachers, assistants, and instructional leaders; collaborate with other staff to envision and execute projects
  • Collaborate with colleagues to develop systems for student accountability and academic ownership
  • Consult with events department to develop experiences for middle school students
  • Serve as Advisory Leader for students in grade 7-8
  • Proactively seek assistance or advice when faced with challenging teaching situations;
  • Maintain positive relationships with and support the learning of all staff members
  • Appropriately give and receive feedback to/from students, parents, faculty, staff, and administration
  • Keep families well-informed of student performance and progress
  • Provide feedback and guidance to classroom assistants

 

Professionalism and Work Day Expectations

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

 

Position Qualifications:

 

Attitude and Focus

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

 

Skills and Knowledge

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

 

 

 

 

Educational Background and Work Experience

  • Bachelor’s degree from an accredited college or university required
  • New York State teaching certification required. VOICE will consider only candidates that are either (a) already fully certified at time of application, or (b) on track to become fully certified by the first day of employment.
  • Significant experience working with and/or teaching children in middle school grades required
  • Experience with and interest in working with high needs students preferred
  • New York State teaching certification in Middle Childhood Education: Generalist or Mathematics preferred

 

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

 

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

Comments Off on Middle School ELA Teacher (6-8)

Middle School ELA Teacher (6-8)

Posted by | July 29, 2022 |

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

 

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

 

What makes VOICE different?

 

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

 

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

 

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

 

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

 

All Staff at VOICE:

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

 

________________________________________________________________________

 

Position Responsibilities:

 

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

 

Curriculum and Planning

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

 

In the Classroom

  • Maintain a productive, safe, and disciplined learning environment in which classroom values, teaching points, process charts, and student work are clearly displayed
  • Maximize instruction time by keeping the flow of classroom activities moving smoothly and efficiently throughout the day
  • Uphold all school policies and middle school specific policies (including but not limited to: student attendance, reporting of absence and lateness within a period, independent student transitions, assigned seats) within the classroom
  • Infuse VOICE values, rigor, and joy into lessons
  • Integrate feedback and goal-setting into lesson delivery
  • Provide the differentiation and accommodations needed for the growth and success of all students; go above and beyond to ensure that all students are meeting appropriate standards
  • Model strong written and verbal skills
  • Invest time in knowing students and demonstrate an active interest in their well-being; use kind, firm body language to convey authority and care
  • Review and comply with guidelines of students’ IEPs, follow IDEA reporting requirements, and provide information about student performance and services received

 

Communication and Collaboration

  • Fully embrace VOICE’s mission and values and promote them to students, parents, and colleagues
  • Collaborate as part of an interdisciplinary team, across grade bands, and across departments, coordinating all instructional activities with teachers, assistants, and instructional leaders; collaborate with other staff to envision and execute projects
  • Collaborate with colleagues to develop systems for student accountability and academic ownership
  • Consult with events department to develop experiences for middle school students
  • Serve as Advisory Leader for students in grade 7-8
  • Proactively seek assistance or advice when faced with challenging teaching situations;
  • Maintain positive relationships with and support the learning of all staff members
  • Appropriately give and receive feedback to/from students, parents, faculty, staff, and administration
  • Keep families well-informed of student performance and progress
  • Provide feedback and guidance to classroom assistants

 

Professionalism and Work Day Expectations

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

 

Position Qualifications:

 

Attitude and Focus

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

 

Skills and Knowledge

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

 

 

Educational Background and Work Experience

  • Bachelor’s degree from an accredited college or university required
  • New York State teaching certification required. VOICE will consider only candidates that are either (a) already fully certified at time of application, or (b) on track to become fully certified by the first day of employment.
  • Significant experience working with and/or teaching children in middle school grades required
  • Experience with and interest in working with high needs students preferred
  • New York State teaching certification in Middle Childhood Education: Generalist or English preferred

 

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

 

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

Comments Off on Middle School SETSS Teacher

Middle School SETSS Teacher

Posted by | July 29, 2022 |

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

 

Curriculum and Planning

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

 

In the Classroom

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

 

Communication and Collaboration

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

 

Professionalism and Work Day Expectations

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

 

Position Qualifications:

 

Attitude and Focus

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

 

Skills and Knowledge

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

 

Educational Background and Work Experience

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

 

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

 

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

Comments Off on Middle School Physical Education Teacher (6-8)

Middle School Physical Education Teacher (6-8)

Posted by | July 29, 2022 |

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 Physical Education Teacher provides students in grades 6-8 with rigorous environments (including gymnasiums, classroom settings, and outdoor play areas) where they can learn a wide array of physically engaging activities and build a knowledge and skill base that will help them remain physically active outside school and throughout their futures.

 

Curriculum and Planning

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

 

In the Classroom

  • Maintain a productive, safe, and disciplined learning environment in which classroom values, teaching points, process charts, and student work are clearly displayed
  • Maximize instruction time by keeping the flow of classroom activities moving smoothly and efficiently throughout the day
  • Uphold all school policies and middle school specific policies (including but not limited to: student attendance, reporting of absence and lateness within a period, independent student transitions, assigned seats) within the classroom
  • Infuse VOICE values, rigor, and joy into lessons
  • Integrate feedback and goal-setting into lesson delivery
  • Provide the differentiation and accommodations needed for the growth and success of all students; go above and beyond to ensure that all students are meeting appropriate standards
  • Model strong written and verbal skills
  • Invest time in knowing students and demonstrate an active interest in their well-being; use kind, firm body language to convey authority and care
  • Review and comply with guidelines of students’ IEPs, follow IDEA reporting requirements, and provide information about student performance and services received

 

Communication and Collaboration

  • Fully embrace VOICE’s mission and values and promote them to students, parents, and colleagues
  • Collaborate as part of an interdisciplinary team, across grade bands, and across departments, coordinating all instructional activities with teachers, assistants, and instructional leaders; collaborate with other staff to envision and execute projects
  • Collaborate with colleagues to develop systems for student accountability and academic ownership
  • Consult with events department to develop experiences for middle school students
  • Serve as Advisory Leader for students in grade 7-8
  • Proactively seek assistance or advice when faced with challenging teaching situations;
  • Maintain positive relationships with and support the learning of all staff members
  • Appropriately give and receive feedback to/from students, parents, faculty, staff, and administration
  • Keep families well-informed of student performance and progress
  • Provide feedback and guidance to classroom assistants

 

Professionalism and Work Day Expectations

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

 

Position Qualifications:

 

Attitude and Focus

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

 

Skills and Knowledge

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

 

Educational Background and Work Experience

  • Bachelor’s degree from an accredited college or university required
  • New York State teaching certification required. VOICE will consider only candidates that are either (a) already fully certified at time of application, or (b) on track to become fully certified by the first day of employment.
  • Willingness to implement a physical education program in gymnasiums, classroom settings, and outdoor play areas required
  • Experience with and interest in working with high needs students preferred
  • New York State teaching certification in Physical Education preferred

 

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

 

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

Comments Off on Middle School Math/Science Teacher

Middle School Math/Science Teacher

Posted by | July 21, 2022 |

Nichols School seeks a full-time Middle School Math-Science teacher for a one-year placement.  This person will be responsible for teaching 7th graders an accelerated math curriculum along with Environmental Science.   Applicants should possess content flexibility in order to teach across all grade levels.  Nichols faculty also serve as advisors to a group of Middle School students.

Ideal candidates:

  • are committed to collaboration and innovation.
  • use inclusive and equitable practices to inform their approach to course design, instruction, and assessment.
  • have a passion for student-centered instruction that centers on guiding students toward becoming competent thinkers, researchers, and writers.
  • employ a variety of types of texts and perspectives in their courses.
  • integrate technology into teaching and learning.
  • possess a Math/Science degree or degree in a related field.
  • experience teaching Pre-Algebra; Physics or Earth Science to Middle Schoolers
  • enjoy being part of the life of the school beyond the classroom.
  • can serve as an athletic coach or leader of student activities.
  • are committed to continually strengthening and reflecting on their teaching practice through work with other faculty and a growth coach.

Nichols School commits to being a courageous community, grounded in equity of process and outcomes, where we can all safely and authentically be ourselves and therefore accept the challenge of our collective growth.  We are an equal opportunity employer and all applicants will be considered for employment without attention to race, color, religion, sex, sexual orientation, gender identity, national origin, veteran or disability status.  Candidates from underrepresented groups are encouraged to apply.

Nichols School’s educational philosophy is guided and inspired by our mission to train minds, bodies and hearts for the work of life, and to carry into all we do the highest ideals of character and service.  

Nichols School offers a competitive benefit package including medical, dental, group term life, retirement, tuition remission, ample time off and professional development.

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Middle School Music Teacher

Posted by | July 21, 2022 |

Nichols School has an opening for a creative and detail-oriented Part-Time Music Teacher in our Middle School Band Program beginning with the 2022-2023 school year. Our educational philosophy is grounded in equity of process and outcomes, and inspired by our mission to train minds, bodies, and hearts for the work of life.

The Middle School Band Director is responsible for the design, implementation, and delivery of the Middle School Band Curriculum (grades 5-8). The successful candidate must be able to transfer their enthusiasm for and deep understanding of music to students using multiple modalities and authentic applications in order to make learning relevant and meaningful for students. Differentiation, collaborative learning, and performance-based assessment are expected instructional strategies. Candidates will be required to maintain open lines of communication with students and families.

Please visit our website at www.nicholsschool.org/careers for a detailed job description.

Our educational philosophy is grounded in equity of process and outcomes, and inspired by our mission to train minds, bodies, and hearts for the work of life.

Nichols School is an equal opportunity employer and all applicants will be considered for employment without attention to race, color, religion, sex, sexual orientation, gender identity, national origin, veteran or disability status.  We are committed to growing a more diverse school community and cultivating a climate where every employee, student and family can safely and authentically be themselves.

 

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Inclusive Education Specialist

Posted by | July 20, 2022 |

Start Date: Immediate

Hybrid Role: Full-time (2 days remote, 3 days in-person)

Location: New York City – You must be able to travel weekly in all five (5) boroughs

WHO WE ARE

The Collaborative for Inclusive Education, previously the NYC Special Education Collaborative, is an initiative of the New York City Charter School Center. Founded in 2011, the Collaborative is a nonprofit membership organization committed to supporting quality education programs for historically underserved students. A result of the merger between four independent borough-based special education co-operatives, the Collaborative currently serves more than 200 of NYC’s charter schools. We provide professional development, resources, on-the-ground coaching, virtual supports, and technical assistance to schools so that they can build and maintain the capacity to meet the needs of a diverse student population. Ultimately, we empower schools to develop high quality, inclusive educational programs that ensure equity and access for all.

Position Overview

We are seeking an Inclusive Education Specialist to coordinate and deliver supports for NYC charter schools, ultimately ensuring that they have the tools, resources, technical assistance, training, and collaboration necessary to successfully serve their school communities. The Specialist reports directly to and works closely with the Director of The Collaborative for Inclusive Education. The individual who joins the Collaborative will have the opportunity to work with an exceptional team of highly collaborative colleagues committed to systems change and helping charter schools build their capacities to serve their communities inclusively and equitably.

Core Responsibilities

Responsibilities include, but are not limited to:

  • Providing school-based feedback and support through classroom observations, modeling, coaching, and strategic planning with a portfolio of school teams across all five boroughs
  • Developing and delivering trainings, organizing central professional development opportunities, and curating resources for schools on various special education topics
  • Providing expert technical assistance for school teams on operating in compliance with national, state, and local special education and charter regulations
  • Monitoring local, state, and national special education policy to advocate on behalf of charter school students with disabilities.

    Required Skills

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

  • Expertise in best instructional practices for students with disabilities, including specially designed instruction, Universal Design for Learning, culturally responsive-sustaining teaching, intervention techniques, modified curriculum, and IEP writing
  • Expertise in special education compliance, including 504s, IEPs, SDI, MDRs, CSEs, etc.
  • Exemplary written and verbal communication skills, strong presentation delivery, and public speaking experience
  • Ability to create strong and authentic relationships and to drive results with school leaders, special education leads, and teachers who support a diverse population of students
  • Capacity to implement efficient systems and resources for supporting a large portfolio of schools that span all five boroughs
  • Strong strategic-thinking skills: curiosity to solve complex problems and ability to think boldly to maximize new supports for individual schools and to scale practices for the charter sector at large.

 Experience and Educational Background

  • Minimum of 4-5 years of experience as a special educator and at least 2 years as a special education lead working in an urban school, preferably in a NYC charter school
  • A proven track record of exemplary gains with diverse student populations
  • Experience observing instruction and providing feedback to create more inclusive environments
  • Experience facilitating professional development and public speaking.

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.

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K-12 Psychologist

Posted by | July 20, 2022 |

Hunter College Campus Schools, a nationally celebrated K-12 public school on the Upper East Side of NYC, ( https://www.hunterschools.org/ ) seeks qualified applicants for the following position: K-12 School Psychologist.

The Hunter College Campus Schools are publicly funded schools under the governance of Hunter College/CUNY serving the needs of academically gifted and talented students in our elementary school (K-6) and our high school (7-12).

This position works closely with the Elementary and High School Guidance Counselors, Learning Specialists and Campus Leadership Team and will provide a range of mental health and consultation services to the HCCS community including crisis assessment, intervention and referral, comprehensive evaluations, development of crisis plans and wellness initiatives, and supervision of graduate level-trainees.

Qualifications:

Bachelor’s degree and six years’ related experience required

Doctoral Degree in Psychology to include PH.D and Psy.D. programs preferred (OR) a Master’s degree in an appropriate discipline for personal or psychological counseling and a New York State license as a mental health practitioner (LCSW for consideration).

 

Comments Off on Physical Education Position for 6th-8th grade at Small Progressive Charter School 2022 – 2023

Physical Education Position for 6th-8th grade at Small Progressive Charter School 2022 – 2023

Posted by | July 6, 2022 |

Physical Education Position for 6th-8th grade at Small Progressive Charter School 

2022 – 2023

Community Roots is hiring:

A Physical Education teacher for our 6th-8th grade classes. 

 

About Us:

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

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

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

Benefits and Compensation:

  • Competitive salary scale based on years of experience with a 403b employer match of retirement contributions 
  • Single and family dental, vision, and health care
  • Pre-tax commuter benefits
  • Available funding for professional development opportunities
  • Community of teachers and staff who are driven, compassionate and supportive

Qualifications:

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

Community Roots seeks individuals who:

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

Main responsibilities will include:

 

  • Teaching 6th-8th grade Physical Education classes, which includes designing and implementing lessons and units based on CRMS Physical Education Scope and Sequence
  • Teaching 8th grade Fitness elective classes, which includes designing and implementing lessons and units
  • Co-teaching a Sexual Health class, which includes designing and implementing lessons and units based on CRMS Sexual Health Scope and Sequence
  • Co-leading a “Crew”, our school’s advisory structure, which includes serving as the academic advisor to a small group of students and acting as a liaison between the school and their families

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

Comments Off on Program Manager, Girls on the Run NYC

Program Manager, Girls on the Run NYC

Posted by | June 27, 2022 |

Girls on the Run is a transformational physical activity-based positive youth development program for girls in 3rd-8th grade. We teach life skills and social emotional learning through a youth development curriculum that includes dynamic interactive lessons and running games. The program culminates with the girls being physically and emotionally prepared to complete a celebratory 5k running event. The goal of the program is to unleash confidence through accomplishment while establishing a lifetime appreciation of health and fitness. Girls on the Run NYC hosts programs in schools and communities in the five boroughs of New York City.

At Girls on the Run, our core values guide our way and we stand firm in our commitment to building a world where every person can know and activate their limitless potential. We warmly welcome the participation of any child who identifies as “girl”, non-binary, or gender expansive in our programs. We are committed to leveraging our intellectual, financial, and human resources to advance strategies to be inclusive, equitable and accessible to all. We are working to bring diverse voices to the table as we know that unique perspectives strengthen the quality and scope of our organization.  We pledge to be a reflection of the communities we engage, not only in appearance, but also through fostering an atmosphere of community connectedness that serves as a model for our girls and other stakeholders.

Position Profile:

Reporting to the Program Director and consistent with the mission of Girls on the Run, the Program Manager is responsible for program site support and management, overseeing community volunteer coaches, managing new programming options, and supporting all Girls on the Run programs, including the 5k at the end of each season. This is a full-time position based in New York City.

Some of the key responsibilities falling within these areas include:

Program Site Support

  • Manage relationships with site liaisons and coaches of designated program sites including pre-, during, and post-season.
  • Conduct visits to program sites around New York City during fall and spring program seasons.
  • Provide support for program sites and coaches at each end of season 5k (fall and spring), including preparations leading up to the event and day-of support.
  • Ensure all coaches and program sites have completed pre-season requirements.
  • Oversee inventory and distribution of coach and program curriculum, materials and supplies.
  • Assist Program Director in caregiver (parent/guardian) communications.
  • Respond to program-related inquiries from sites, coaches, and families in a timely, professional manner.

Coach Support & Coach Training

  • Recruit and retain volunteer community coaches, including outreach to recruit new community volunteer coaches, pre-season screening and interviews with volunteer community coaches, and hosting check-ins and events with community volunteer coaches.
  • Lead the planning and implementation of Coach Trainings.
  • Ensure coaches have the resources needed to deliver the GOTR curriculum successfully and confidently by maintaining “Coach Corner” intranet site and sending weekly coach newsletter.
  • Provide direct support to address any concerns or issues during the season including behavioral issues, facility use, coach availability/substitute needs, and other challenges as they arise.
  • Play a key role in implementing a volunteer appreciation strategy.
  • Manage the online Coach Training system from GOTR HQ.
  • Handle all sub coaching requests, serving as a substitute coach as needed.

Program Delivery – Special Projects & Community Outreach

  • Plan and oversee GOTR NYC participation in program pilots, new program delivery models, and expanded summer programming.
  • Serve as liaison to partners in new GOTR NYC program initiatives as they arise.
  • Coordinate and track GOTR NYC presence at community events across the five boroughs.
  • Support Program Director in new site recruitment and outreach.
  • Support Program Director in building and maintaining relationships with community partners.

Required Qualifications

  • Bachelor’s Degree or two or more years equivalent work experience required, preferably in youth development, public health, education or social work.
  • Understanding and ability to work well in a small office setting, function as a team player on a range of projects, and also work independently to meet deadlines on assigned duties.
  • Excellent project coordination, communication, collaboration and team participation skills.
  • Ability to recruit, screen, train and motivate community-based volunteers.
  • Ability to travel within the five boroughs of New York City on public transportation.
  • Must be willing to undergo a background check.
  • Computer competence, including, but not limited to: Database management systems, Microsoft Office (including Excel), Google Suite, and email.
  • Must be available to work some hours during some weekends and evenings, including for coach events and other organizational events such as volunteer and fundraising events.
  • Comfortable in a hybrid work environment, including remote work and in-person work at the GOTR NYC Office.
  • Available between 2 – 6 p.m. ET most weekdays during the school year.
  • Per NYC government policy, you must show proof that you have received a COVID-19 vaccine.

Preferred Qualifications

  • Experience with youth development programming in New York City.
  • 2 to 5 years of non-profit experience, including experience supporting volunteers.
  • Program support experience.
  • Experience using Canva, Asana, and Slack, or similar project management and communications tools.

The salary range for this position is $59,000 – $62,000 annually. In addition, Girls on the Run offers a benefits package including professional development funds; retirement plan with employer match; medical, vision and dental insurance; life insurance; and 12 paid holidays plus 20 days of paid time off annually.

Comments Off on Program Associate Position

Program Associate Position

Posted by | June 24, 2022 |

Unique opportunity at a nationally acclaimed, small, independent middle school in East Harlem, New York!

 The East Harlem School at Exodus House is seeking a dynamic and reflective Program Associate for the 2022-2023 school year. Applicants must have a strong academic foundation, as well as a commitment to working with students from East Harlem and the surrounding community. Qualified applicants will have at least a Bachelor of Arts (B.A.) Degree, strong written and oral communication skills and a desire to collaborate with colleagues. The position offers a competitive compensation and benefits package. An idea candidate for this position will be extremely organized and able to manage many different task and projects at once.

The Program Associate helps the Program Director with the following:

  • Creating schedules for students and faculty
  • Covering book clubs and math labs
  • Organizing summer camps and the yearly Summer Semester
  • Organize student directories, forms, and other paperwork
  • Coordinate and communicate with volunteers
  • Organize and manage a small but comprehensive internal school library
  • Perform other duties as assigned

Required Knowledge and Skills:

  • Highly organized, thoughtful, and detail-oriented
  • Excellent written and verbal communication skills
  • A commitment to maintaining accurate and confidential donor records
  • Strong project management skills with an ability to prioritize multiple tasks and meet deadlines

Qualifications:

  • Bachelor’s degree
  • Proficiency in Microsoft Office Suite (primarily Excel, Word and PowerPoint)
  • Interest in working with and on behalf of middle school aged students from low-income families
  • A sense of humor and desire to share your outside interests and passions with our community of students, teachers, and administrators

Candidates are not required to have a teaching certification and recent college graduates are encouraged to apply. Applicants who are able to coach soccer, wrestling, lacrosse, or track should note it in their resume or cover letter. Applicants who speak Spanish should note it in their resume or cover letter.

How To Apply

Interested candidates should email a cover letter and resume to hiring@eastharlemschool.org. Please include “Program Associate Application” in the subject line of your email. Qualified candidates will be contacted for a phone and/or Zoom interview if they are being considered for the position.

About the East Harlem School

Founded in 1993 by two African-American Ivy-League graduates from East Harlem, The East Harlem School is an independent middle school that serves 150 students and over 180 alumni. EHS seeks to develop in its students a sense of themselves as creative, self-reliant and responsible members of their communities. EHS fosters intellectual, moral, athletic and emotional development through a rigorous, multi-faceted curriculum, individual tutorials, a comprehensive physical education and arts program, as well as numerous travel opportunities. Students graduate from EHS and go on to top independent, public, and parochial schools.

Comments Off on Science Teaching Position at The East Harlem School in 2022-23

Science Teaching Position at The East Harlem School in 2022-23

Posted by | June 22, 2022 |

Science Teaching Position at The East Harlem School in 2022-23

Unique opportunity at a nationally acclaimed, small, independent middle school in East Harlem, New York!

The East Harlem School at Exodus House is seeking a dynamic middle school science teacher for the 2022-2023 school year.

Applicants must have a strong academic foundation, as well as a commitment to teaching students from East Harlem and the surrounding community. Science classes at The East Harlem School are hands-on and combine biology, chemistry, and earth science. Teachers implement a curriculum appropriate to highly motivated middle-school students and assume one season of coaching responsibility within the school. Applicants who are able to coach soccer or lacrosse should note it in their application.

Qualified applicants will have at least a Bachelor of Arts (B.A.) Degree, strong written and oral communication skills, a desire to collaborate with colleagues, as well as experience working with youth. Applicants must have a passion for science, and applicants with science backgrounds are preferred, though a science major is not required for the position. The position offers a competitive compensation and benefits package. Salary: $50,000 – $76,000

Candidates are not required to have a teaching certification. Recent college graduates are encouraged to apply.

Candidates must be fully vaccinated and boosted against Covid-19.

About the East Harlem School

Our mission: The East Harlem School challenges students to develop a balanced physical, moral, and intellectual strength that they will use to adapt to change – and for the final purpose of creating and sharing lives of deep meaning, dynamic actions, and transcendent joy. We are a middle school (grades 4-8) that recruits children from families with low income and the highest values, and we give preference to those who keep to the traditional belief that creative flight can only be sustained by grounded discipline.

Our history: Exodus House has been an anchoring and iconic institution in Harlem since its founding in 1963 by Reverend Dr. Lynn and Mrs. Leola Hageman as a drug rehabilitation center. Due to a heightened concern for the welfare and well-being of the community’s many underserved, at-risk children, Exodus House was converted in 1984 to an after-school and summer program facility. Then, in the fall of 1993, inspired by the steadfast commitment of the Hagemans to the East Harlem community, the couple’s sons, Hans and Ivan, opened an independent year-round middle school on the original Exodus House site to better address the critical needs of these children and their families. Today, EHS is chartered by the New York State Department of Education and accredited by the Middle States Association of Colleges and Schools. The East Harlem School is a 501(c)(3) nonprofit organization.

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Living Environment Teacher

Posted by | June 16, 2022 |

Flushing International High School, located in Flushing, Queens, is one of the 15 International High Schools in NYC that serve recent immigrants who are also Multi-lingual learners. We are now accepting resumes for an anticipated opening for a Living Environment Teacher in September:

We use a collaborative, project-based approach to teaching English through content, so every teacher is a language teacher regardless of the content area. Our approach to teaching is student-centered and project-based, so our heterogeneous students can meet and exceed the requirements of traditional high schools in their new language. 

Teachers in our school demonstrate the following abilities:

  • Design and teach curricula to heterogeneous classes of multilingual learners of many academic levels, languages, and cultures.
  • Link subject area curricula to the school’s themes and other content areas, incorporating discussion of current events, hands-on experiences in the community, and meaningful connection to students’ interests and experiences.
  • Create project-based curricula and performance-based assessment tasks.
  • Use an inquiry-based approach to teach classes.
  • Work in a close-knit team of 5-6 teachers of various disciplines to plan content and language instruction and create a supportive community for our diverse students.  Also, work collaboratively with other teachers to design curricula and assessments and support each other in improving teaching practices.
  • Teach an advisory class that includes community building, identity development, reflective writing, and interest exploration.
  • Participate in developing and implementing new ideas in the school.
  • Develop a curriculum that uses the resources of NYC and helps students to apply their learning in a real-world setting.

Strong applicants will have some experience and/or interest in developing in themselves the items listed above.

Preferred qualifications: 

  • Representative of diverse identities and cultures of our student population
  • Dual certification in ESL or Special Education
  • At least a basic proficiency in a second language
  • Knowledge of mastery-based grading assessment practices
  • Knowledge of restorative justice approaches
Comments Off on Senior Manager, Program & Impact (Full Time, Hybrid)

Senior Manager, Program & Impact (Full Time, Hybrid)

Posted by | June 14, 2022 |

About Read Ahead

Read Ahead is dedicated to helping New York City youth strengthen the literacy and social-emotional skills they need to thrive in school and beyond. 

Since 1991, Read Ahead has connected public elementary school students with caring mentors from leading corporate and community partners. During weekly sessions, mentors and mentees read together, discuss books and their lives, and engage in fun and educational games and activities. Read Ahead sessions are designed to help children grow their confidence, love of reading, literacy skills, and other skills essential for success. 

In 2020, Read Ahead developed a completely virtual program to provide essential support during a challenging year of remote and hybrid learning. Combining our 30 years of experience with new technology platforms and an educator-designed curriculum, Read Ahead continues to match children with supportive mentors for fun, live program sessions that build connection, confidence, literacy skills, and more. 

With the development of our new virtual program, and anti-racism and anti-oppression commitments (https://readahead.org/anti-oppression-commitments-oct2020/), Read Ahead has an opportunity to deepen our impact for students. We are committed to ongoing improvement as an organization, and are eager to take bold new steps to create better outcomes for the students, families, and schools we serve.

Read Ahead expects each staff member to be an active and engaged collaborator in Read Ahead’s organization-wide efforts to advance DEIB goals including, but not limited to, participating in team meetings and ensuring that all project plans and outcomes are aligned with DEIB goals.

Read Ahead provides equal employment opportunities (EEO) to all employees and applicants without regard to race, color, ethnicity, religion, sex, sexual orientation, gender identity, national origin, age, disability, genetic information, veteran status or any other protected characteristic as established by applicable law. We seek to build a diverse staff representative of the communities we serve. All qualified applicants are strongly encouraged to apply.

 

Hybrid Work Policy

As an organization that partners with New York City public schools, afterschool service providers, families, corporate partners, and other stakeholders, Read Ahead recognizes that in-person work is required to achieve our mission moving forward. We have adopted a hybrid work policy to allow us to continue our work with students and schools as safely as possible.

The Senior Manager, Program & Impact will typically work approximately 2-3 days/week in-person to perform essential job responsibilities, with a schedule determined by program needs and approved by the Senior Director, Program & Impact. Essential in-person responsibilities for this role include, but are not limited to:

  • Meetings with Read Ahead staff and external stakeholders (e.g. bi-weekly staff meetings, bi-weekly program team meetings, quarterly school leadership and after school partner meetings, etc.)
  • Support for Program Coordinators leading sessions on-site on a needs-basis 
  • School recruitment and engagement events (e.g. Annual family nights at partner schools, PTA meetings or caregiver orientation workshops)
  • Fundraising and donor cultivation events and event preparation (e.g. Read Ahead’s annual gala)
  • School site visits to conduct program observations during the school year and additional stakeholder support as identified by the Senior Director, Program & Impact
  • Program, operations, and event support during key times of the year 

In addition to the essential in-person job responsibilities described above, this role also includes other essential functions which may be performed remotely. A list of responsibilities is included below, and are subject to change based on organizational need.

 

Position Overview 

The Senior Manager, Program & Impact directly reports to the Senior Director, Program & Impact. The Senior Manager will supervise three full time Program Coordinators overseeing a portfolio of four school partners. Key responsibilities include ensuring program fidelity, supervising direct reports, managing school relationships, and leading program evaluation.

Portfolio Schools: P.S. 33, P.S. 51, P.S. 111, P.S. 130

Program Management 

  • Leads program management at three key Read Ahead school partners
  • Meets weekly with each Program Coordinator in school portfolio to share progress on program implementation and supports team with interventions if needed
  • Hold PC cohort team accountable for tracking attendance on a weekly basis 
  • Reports family engagement progress and milestones directly to Senior Director of Program & Impact ensuring that PCs are regularly checking in with family members each month via email, text or calls
  • Ensures program at partner schools is implemented with fidelity and supports PCs with troubleshooting any issues between mentor-mentee matches and school site
  • Works in partnership with the Senior Director, Program & Impact to regularly evaluate culturally responsive approaches to program sessions within school portfolio

Supervision

  • Coordinates the professional development of Program Coordinators based on interest, availability, and Read Ahead goals
  • Supports PCs in troubleshooting frontline issues between mentor-mentee matches, school communication, and program logistics
  • Ensures that PCs regularly provide program highlights on a quarterly basis during the school year for external communication purposes
  • Leads annual performance reviews of PCs in portfolio
  • Conducts quarterly mentor communication audits with each PC 
  • Serves as expert of Read Ahead’s policies and procedures to ensure that all Program Coordinators consistently communicate organization-wide expectations 
  • On a quarterly basis, work a Tuesday – Saturday schedule to ensure Program Coordinators are supported with their direct managers during Saturday sessions

School Relationships

  • Leads monthly meetings with school partners with key liaison at school (i.e. Principal, Community School Director, Assistant Principal, Parent Coordinator etc.)
  • Acts as Read Ahead’s primary representative with portfolio of schools including all communications to school partners
  • Hold schools accountable to the partnership agreement, or Memorandum of Understanding (MOU) signed before the start of the school year (i.e. requesting student demographics, monthly meetings, and any other expectations per school)
  • Ensures that the Read Ahead program at each school site has everything needed to be set up for success, including confirming program schedules and logistics with school team 
  • Plans teacher appreciation initiatives with portfolio of schools and leverage PCs as needed

Program Quality and Evaluation

  • Schedules in-person site visits at partner schools to conduct observations and provide feedback to Program Coordinators 
  • Monitors and analyzes attendance at each school and supports PCs with brainstorming interventions accordingly 
    • Analyzes attendance data based on subgroups. Examples of attendance indicators include the following: race, ethnicity, gender, disability (IEP), Multilingual Learners (MLL), grade, geographic location etc. 
  • Monitors successful implementation of Read Ahead platforms in program sessions including Epic and BookNook

General Responsibilities

  • Be an active and engaged collaborator in Read Ahead’s organization-wide efforts to advance our DEIB goals. This will include, but is not limited to, participating in team meetings and / or working groups, and ensuring that all project plans and outcomes are aligned with DEIB goals.
  • Executes all responsibilities with an anti-racist lens that centers student voices, culturally responsive family engagement strategies, and program quality and evaluation
  • Drives organization-wide family engagement strategy including, but not limited to, outreach strategy during school year, Read Ahead open houses for prospective families, and marketing initiatives to promote Read Ahead programming
  • Works closely with Senior Director of Program & Impact to align DEIB goals to program implementation at each school partner
  • Spearhead a BookNook program pilot working group with Senior Program Coordinators during school year in efforts to assess program launch and impact 

 

Qualifications 

Read Ahead General Qualifications 

  • Passion for Read Ahead’s mission.
  • Experience with and committed allyship to communities and students of color.
  • Ability to think strategically, understand the big picture, collaborate effectively with internal and external stakeholders, and implement vision.
  • Ease with engaging in open, productive disagreements with colleagues, with a firm commitment to a decision once made.
  • Practices a growth mindset, along with a deep commitment to genuine learning and self-improvement for themself and others.
  • Highly self-aware and reflective with the ability to give and receive feedback.
  • Familiarity, comfort, and ability to thrive within a small, dynamic team.

Position-specific Qualifications

  • Team player, proactive approach to program work and interest in leading innovative strategic projects
  • Skilled manager, with the ability to understand diverse perspectives and tailor support accordingly
  • 5-6 years in nonprofit and/or education sector serving New York City public schools, families and communities or youth literacy/mentoring programs strongly preferred
  • Passion to lead, coach and support staff to grow professionally 
  • Enthusiasm for staying up-to-date with education and mission-related news
Comments Off on Program Coordinator, P.S. 1 (Full Time, Hybrid)

Program Coordinator, P.S. 1 (Full Time, Hybrid)

Posted by | June 14, 2022 |

About Read Ahead

Read Ahead is dedicated to helping New York City youth strengthen the literacy and social-emotional skills they need to thrive in school and beyond. 

Since 1991, Read Ahead has connected public elementary school students with caring mentors from leading corporate and community partners. During weekly sessions, mentors and mentees read together, discuss books and their lives, and engage in fun and educational games and activities. Read Ahead sessions are designed to help children grow their confidence, love of reading, literacy skills, and other skills essential for success. 

In 2020, Read Ahead developed a completely virtual program to provide essential support during a challenging year of remote and hybrid learning. Combining our 30 years of experience with new technology platforms and an educator-designed curriculum, Read Ahead continues to match children with supportive mentors for fun, live program sessions that build connection, confidence, literacy skills, and more. 

With the development of our new virtual program, and anti-racism and anti-oppression commitments (https://readahead.org/anti-oppression-commitments-oct2020/), Read Ahead has an opportunity to deepen our impact for students. We are committed to ongoing improvement as an organization, and are eager to take bold new steps to create better outcomes for the students, families, and schools we serve.

Read Ahead expects each staff member to be an active and engaged collaborator in Read Ahead’s organization-wide efforts to advance DEIB (Diversity, Equity, Inclusion & Belonging) goals including, but not limited to, participating in team meetings and ensuring that all project plans and outcomes are aligned with DEIB goals.

Read Ahead’s Anti-Racism and Anti-Oppression Commitments are outlined here

Read Ahead provides equal employment opportunities (EEO) to all employees and applicants without regard to race, color, ethnicity, religion, sex, sexual orientation, gender identity, national origin, age, disability, genetic information, veteran status or any other protected characteristic as established by applicable law. We seek to build a diverse staff representative of the communities we serve. All qualified applicants are strongly encouraged to apply.

Hybrid Work Policy

As an organization that partners with New York City public schools, afterschool service providers, families, corporate partners, and other stakeholders, Read Ahead recognizes that in-person work is required to achieve our mission moving forward. We have adopted a hybrid work policy to allow us to continue our work with students and schools as safely as possible.

The Program Coordinator will typically work approximately 2-3 days/week in-person to perform essential job responsibilities, with a schedule determined by program needs and approved by their manager. Essential in-person responsibilities for this role include, but are not limited to:

  • Meetings with Read Ahead staff and external stakeholders (e.g. bi-weekly staff meetings, bi-weekly program team meetings, quarterly school leadership and after school partner meetings, etc.)
  • School recruitment and engagement events (e.g. Annual family nights at partner schools, PTA meetings or caregiver orientation workshops)
  • Lead in-person weekly program sessions working in partnership with key school and/or after school staff to ensure technology is set up for virtual program
  • Fundraising and donor cultivation events and event preparation (e.g. Read Ahead’s annual gala)
  • Program, operations, and event support during key times of the year

In addition to the essential in-person job responsibilities described above, this role also includes other essential functions which may be performed remotely. A list of responsibilities is included below, and are subject to change based on organizational need.

Position Overview

As a part of an effective and dedicated program team, the Program Coordinator is responsible for the management of Read Ahead at their assigned school(s)/program(s). They act as an ambassador of Read Ahead and engage regularly with mentees, parents and caregivers, volunteer mentors, and school staff. The Program Coordinator  is responsible for ensuring that the program runs smoothly, that mentors and mentees are supported throughout their mentoring experience, and that program goals are met. The Program Coordinator  is responsible for critical administrative and logistical tasks, including scheduling, tracking attendance, and database entry. 

As part of a dynamic and evolving program team, the Program Coordinator will support with building out an improved literacy program that engages even more deeply with students, caregivers, schools, and mentors. As we focus on deepening the impact of our literacy engagement with students, Read Ahead may expand its current program offerings beyond our current volunteer model. Program Coordinators will participate in initiatives that further deepen the impact of Read Ahead’s unique approach to using literacy as a means of social change.

This position reports to the Director, Program & Impact on the Read Ahead program team. 

The ideal candidate is a flexible, proactive problem-solver with excellent relationship-building (especially with families), organizational, and communication skills. The role is a great fit for an individual who has an understanding of the New York City public school system and the communities we serve. This is a great opportunity for someone who is passionate about children, mentoring, reading, and/or volunteerism. Experience with using technology and a comfort and interest in learning new technology is a plus. Completion of a satisfactory criminal background check and DOE fingerprinting is required. 

School Partner: P.S. 1 Alfred E. Smith

This position requires language proficiency in Traditional Chinese or Mandarin. 

The Program Coordinator schedule will be based on the program sessions of each school partner and the schedule will remain consistent for the duration of the school year. At P.S. 1, the regular PC schedule will be a Monday through Friday schedule when the program is in session during the school year as well as a Monday – Friday schedule when the program is not in session. 

Responsibilities

Program Facilitation 

  • Facilitate, coordinate, and monitor 10-15 weekly in-person Read Ahead sessions on Zoom with up to 25 participants 
  • Communicate effectively and regularly with key stakeholders, including parents/caregivers, volunteer mentors, and teachers/school staff
  • Manage program technology and provide in-person assistance to participants (i.e., Zoom and online reading platforms)
  • Manage and support ~160 – 200 volunteer mentors, including ongoing communication 
  • Support ~100 mentees in grades 1-5 in their mentoring experience
  • Provide ongoing support to mentors and mentees, including formal check-ins 
  • Facilitate additional BookNook small group sessions for a target group of mentees during the school year

Program Quality Management 

  • Conduct tasks that ensure a high-quality program, including attendance data tracking and entering program status updates on Read Ahead’s Live Impact database
  • Review and approve mentor applications and support mentors through onboarding process
  • Support the creation of session materials for programs, as well as supporting curriculum development, improvements, and redesigns by the Program Team
  • Engage with school staff and families to share information about 2022-23 program and encourage student enrollment, including communicating with school leadership and liaisons, answering caregiver questions, supporting with completion of permission forms
  • Conduct site visits to support stakeholders including teachers, after school providers, students and families

Family Engagement

  • Support and execute new family engagement initiatives to build relationships with families
  • Lead in-person family orientations at school site to ensure family engagement is prioritized during the mentee onboarding process
  • Conduct a bi-monthly check-in call with caregivers to provide support and update on progress of Read Ahead program including mentee attendance, reading progress, and general mentor-mentee relationship updates
  • Support all other initiatives that foster greater engagement of parents and caregivers, as determined by the Senior Director, Program & Impact

Administrative Tasks and Other Stakeholder Engagement

  • Enter and track daily program data in Read Ahead’s database in a timely manner with attention to detail/accuracy
  • Coordinate the scheduling of and reminders for mentors and mentees for your program sessions
  • Support with distribution of annual stakeholder surveys including school surveys, mentor surveys and caregiver surveys
  • Support organization-wide communications by periodically contributing to Read Ahead’s general newsletter, social media, blog, or other stakeholder engagement initiatives

Organizational Culture

  • Actively participate in team meetings, learning initiatives, and professional development
  • Ensure the inclusion of DEIB initiatives into mentor onboarding, training, and ongoing management 
  • Support all key DEIB initiatives and new team culture practices

Qualifications

  • This position requires language proficiency in Traditional Chinese or Mandarin. 
  • Passion for Read Ahead’s mission 
  • Demonstrated understanding of the connection between literacy, child development, and social justice
  • A demonstrated commitment to an anti-racism and equity lens in their work and communications (internal and external)
  • Experience working with kids and their parents/caregivers, and a positive, growth-mindset approach to supporting children
  • Experience with, or a strong interest in, volunteer management 
  • Strong organizational skills, including the ability to manage time and deadlines effectively 
  • Excellent verbal and written communication skills
  • Experience with technology, and an openness to learning and using new tools (e.g., email, video conferencing, cloud-based file management, and project management tools)
  • High level of attention to detail 
  • Team player and contributor 
  • Ability to work and adapt in a fast-paced environment 
  • Interest in hybrid  work with the ability to lead and monitor weekly mentoring sessions 

Summary of Compensation and Benefits

Salary & Benefits 

$60,000/year. Competitive benefits package includes:

  • 90% health and 100% dental care coverage
  • $3,000 annual employer-funded HRA
  • Eligibility to contribute to 403(b) with up to a 3% match by Read Ahead for all employees who are employed on the last day of the calendar year (e.g. 12/31/2022)
  • Eligibility to participate in pre-tax My Commuter Plan program
  • Pre-tax FSA and Vision Plans offered
  • Vacation day accrual based upon employment anniversary date; during the first year employees accrue 15 days per year and after the first year accrue 20 days per year
  • 10 sick days and 3 personal days per year
  • The Read Ahead office is closed between Christmas Eve and New Year’s Day each year, and for all federal holidays
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Teaching Positions

Posted by | June 13, 2022 |

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:

  • West End Secondary School
    • Anticipated openings in all subject areas.
  • The Metropolitan Expeditionary Learning School
    • Spanish
  • Brooklyn Collaborative
    • Mathematics
    • Special Education
  • Leaders
    • English as a Second Language (ESL)
    • Mathematics
    • Science
    • Special Education
    • Guidance Counselor or Social Worker
  • WHEELS
    • Lower Grades Positions:
      • Early Elementary Bilingual Certification
      • Early Elementary (English and Spanish speakers)
    • Middle and Upper Grades Positions:
      • Middle Grades ELA
      • Middle Grades Social Studies
      • Spanish
      • Computer Science
      • Physical Education
  • Kurt Hahn
    • ELA
    • Art
    • Special Education
  • Launch
    • Various Positions (grades 6-8)
  • Channel View School for Research
    • Spanish – grades 7-12
    • Robotics/Technology – grades 7-12
    • ELA Teacher – grade 9
    • Special Ed/Humanities
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Alumni Manager

Posted by | June 13, 2022 |

Type: Full Time

Min. Experience: Manager

Salary: $65,000 – $89,000

For over thirty years, NYC Outward Bound Schools has provided transformative educational experiences in communities that have been historically marginalized. We operate a network of schools in partnership with the NYC Department of Education. Our uniquely powerful program combines the Outward Bound approach with the principles of EL (Expeditionary Learning), joining together demanding, engaging learning with an emphasis on community and character. To further extend our impact, we also offer Adventure & Team Building programs to young people and professional learning services to NYC public schools interested in adopting specific Outward Bound practices.

Serving more than 200,000 students, we redefine what educational excellence looks like in New York City public schools. Our results are strong thanks to our robust and personalized professional development and coaching model, our transformative field programming, our focus on community and character building, and our understanding and support of students as individuals to unlock potential. Our overall graduation rates regularly surpass the city average by 10+ percentage points, and we have achieved particularly impressive results among underserved subgroups. This past year, our Black and Latinx students graduated at rates 12 and 14 points higher than their peers citywide, respectively, and our students with disabilities graduated at a rate 27 points higher than their counterparts. Each year nearly all of our graduates are accepted to college.

Our network schools serve a predominantly high-needs student population. We support our schools by providing:

  • Coaching and professional development for teachers and school leaders in the implementation of EL Education, a nationally-recognized school-wide model with its roots in Outward Bound.
  • Community, character, and leadership development programming for students.
  • Post Secondary programming seeks to provide all 6‐12 students in our network with quality counseling support, information about higher education and postsecondary opportunities, as well as other experiences that will allow students to achieve a successful future.

Key Position Responsibilities – The Alumni Manager is responsible for all facets of NYC Outward Bound’s alumni support initiatives, including management of a caseload of alumni, peer mentoring program, organizing events and opportunities for graduates, and maintaining an active presence that includes texting campaigns and responding to alumni queries. The Alumni Manager is responsible for researching and developing relationships with colleges and opportunity programs. They will also manage data and reporting related to NYC Outward Bound alumni.

The Alumni Manager will support the Director of Post Secondary Success in expanding the Post Secondary office by implementing new structures for alumni programming. They will stay up to date with changes in the higher education landscape, examine current practices and establish new ones to align with our theory of action and goals. The Alumni Manager will continue to build on already established partnerships with Network College Counselors and occasionally provide on-site support in schools.

The Alumni Manager will predominantly work out of our headquarters office in Long Island City and schools. This is a full­‐time role that reports to the Director of Post Secondary Success and will have the following essential functions:

Counseling (35%)

  • Manage a small caseload of recent alumni who have been identified as in need of support.
  • Counsel other NYCOBS alumni who require support and information.
  • Provide key guidance information to alumni via texting, social media, email, and workshops.
  • Visit and assess the quality of support granted to students attending CUNY community colleges and NYS opportunity programs and partner with colleges.
  • Work with different student demographics (i.e., foster care youth, undocumented students, etc.) and design college counseling sessions based on specific needs.
  • Refer college students to academic and career service offices at their colleges and other non-profits for academic and professional support.
  • Work with Human Resources to identify alumni for internal career opportunities.

Program Management & Supervision (30%)

  • Oversee the implementation of our Peer Leaders/Peer mentoring program.
  • Supervise and support approximately six (6) Peer Leaders
  • Visit college campuses to meet students who need additional support.
  • Collaborate with the Director of Post Secondary Success to iterate and revise program structures.
  • Develop and lead college access and career projects when necessary.

Program and Systems Design (15%)

  • Design and tailor support for postsecondary persistence and matriculation.
  • Oversee the general college transition needs for college students, including but not limited to: college registration, academic progress, FAFSA/TAP completion, and Dream ACT completion.
  • Design a tiered system to identify alumni most in need of support.
  • Create and continually refine the annual text message campaign for seniors and alumni.
  • Track alumni progress to help identify opportunities in building new systems to further success.

Event Management (10%)

  • Oversee the logistic management and successful completion of alumni events.
  • Redesign the alumni programming to include in-person, virtual, and hybrid events.
  • Help to co-lead college counselor meetings from our Network schools and the Senior MeetUp.
  • Support counselors in planning essays, applications, financial aid, and transition workshops.

Data Management (10%)

  • Collect data from network school counselors about each graduating class.
  • Maintain, update, and analyze our Signal Vine Texting Platform.
  • Manage yearly FERPA waiver collection and updates.
  • Manage data and reporting requirements for funders related to alumni projects.
  • Maintain, update, and actively use Salesforce or another alumni database system both as a counseling tool and research tool.
  • Work in partnership with the Director of Continuous Improvement and Data Associate to develop new ways to track alumni postsecondary progress and implement changes based on data results.
  • Outreach to students who are unmatched in National Student Clearinghouse.

Professional Experience/Qualifications

  • A passion for our mission. A solid understanding of the education ecosystem and student communities served by NYC Outward Bound Schools.
  • A strong commitment to educational equity for BIPOC youth and supporting explicit anti-racist work within our organization and partner schools.
  • An unwavering conviction that every student can achieve at high levels.
  • Bachelor’s Degree in a related field and 3-­‐5 years experience in education; Master’s Degree in counseling, higher education, or a related field strongly preferred.
  • Counseling or youth support background is strongly preferred.
  • Experience working in an alumni support role at a high school, not-­for‐profit, or college.
  • Experience with helping students complete college applications and financial aid.
  • A demonstrated ability to plan and manage high-stakes events.
  • Experience working in partnership with the NYC Department of Education Schools.
  • Strong working knowledge of Word, Excel, Powerpoint, and Google Workspace.
  • Highly organized and detail-­‐oriented.
  • A proactive, self-­starter accustomed to working under deadlines with the ability to work independently as well as part of a team.
  • Excellent written and verbal communication and interpersonal skills, and ability to work with stakeholders at all levels.
  • Demonstrated expertise in building and maintaining professional relationships both internally and externally.
  • A positive attitude and a good sense of humor are preferred.

Compensation and Benefits:

  • We offer a competitive salary which will be commensurate with experience and qualifications.
  • We offer workplace flexibility/remote work to support the well-being of our staff.
  • We offer medical, dental, and vision coverage and HRA/FSA/Transit accounts, life insurance, 403(b) with employer match after one year, sick leave, 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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Director of Instruction

Posted by | June 10, 2022 |

Our schools will be operating in-person for all staff and students for the current school year. Our schools are co-located in DOE buildings and will be following NYC protocols, which include mandated vaccinations. Our protocols will be updated as necessary based on changes in NYC protocols or additional CDC directives.

New Visions Charter High Schools (NVCHS) provide all students, regardless of their previous academic history, the highest quality education in an atmosphere of respect, responsibility and rigor. We ensure that our students have the skills and knowledge to graduate ready for college, pursue a career, and engage with the 21st century economy. We develop learning experiences that allow risk-taking, cultivate students’ imaginative and creative abilities, and celebrate achievement.

The Director of Instruction shall serve as the instructional leader and resource person for assigned content areas, promoting rigorous curriculum alignment, inquiry, and coaching and evaluation support to assigned teachers. The DI provides leadership in the school staff development activities, common assessments, and use of highly effective instructional strategies that most appropriately meets the needs of all students. The DI supports the Assistant Principal and Principal in ensuring the school provides students with the skills, knowledge and experience necessary to succeed academically and socially.

Responsibilities:

  • Demonstrates expert knowledge of content area and approved curriculum
  • Observes teachers in the assigned departments around classroom management, development of lessons, pacing, and other areas related to instructional practice
  • Conferences with teachers to provide constructive feedback and developmental goals
  • Serves as the formal supervisor of teachers in the assigned departments, responsible for performing informal and formal observations and conducting performance evaluations in accordance with the teacher rubric
  • Responsible for testing, assessment design, Mock Regents and Regents administrations, grading and data review for the department and utilizes New Visions data tools, including the Data Portal, to monitor student progress
  • Development and implementation of common assessments and challenge-based and project-based learning for the assigned content areas
  • Manages the department in a manner that promotes positive and productive relationships between colleagues, students, parents and community
  • Demonstrates a willingness to examine and implement change necessary to produce efficient and effective systems and increase student achievement
  • Follows and facilitates compliance with New Visions, federal and state policies and administrative rules and regulations
  • Teaches one to two classes and with an open classroom to serve as a model for other teachers
  • Prepares and manages the departmental development plans in alignment with the School Plan
  • Selects, uses, and interprets evaluation data, through inquiry to drive decisions and actions in support of student needs and school goals
  • Cultivates and forges strong relations with students, families and key constituents
  • Communicates with families regarding student progress and performance
  • Is available to parents, students, administration, and colleagues outside the school day as needed
  • Develops and utilizes community and professional resources to perform on-going Professional Development for team members including attending New Visions Professional Development with teachers and stays up to date on NV instructional supports for teachers
  • Provides leadership to department committees for new text adoptions, and recommends supplementary materials for content tean
  • Recommends outside training programs as appropriate for content team
  • Serves as a coach and mentor to assigned teachers
  • Monitors the curriculum-unit plans that is being taught in the classroom by the department members and utilizes New Visions core curriculum
  • Creates a safe and inclusive learning environment
  • Ensure a safe, supportive and productive environment for students, staff and families.
  • Model effective instructional practices in staff meetings, professional development sessions and team meetings.

Secondary Job Functions:

  • Stays knowledgeable and up to date on latest trends and developments within departmental content area, and recommends pilot or experimental programs for consideration
  • Assists new teachers in methodology, techniques, materials, or any other function needed to enhance the new teacher’s ability to be successful
  • Selects team members for any advisory committees necessary for department; makes sure that the advisory committees meet when necessary, if applicable
  • Completes or assists with all surveys, forms, and state reports that are required of department by administrators or New Visions
  • Makes recommendations for master schedule

Supervisory Reports:

Multiple content area teachers including one in area of expertise

Interacts with:

Entire school staff, New Visions network staff, student families and key school partners and constituents

Required Education and Experience:

  • Master’s degree
  • NY State or equivalent teacher certification in one of content areas being supervised
  • At least 5 years as a teacher of at least one of the content areas being supervised, preferably at an urban high school, with a history of improving student achievement
  • School leadership training, certification, and/or experience that is consistent with the core concepts of the New Visions Charter School Model
  • Have served as a Lead Teacher or held equivalent responsibilities in coaching or mentoring teachers and in facilitating PD for teachers
  • Prior supervisory experience required
  • School Building Leader (SBL) certification

Required Knowledge and Skills:

  • Experience teaching using alternative pedagogy and implementing pedagogical strategies and relevant to NV model including challenge based curriculum and evidence based decision making.
  • Demonstrated ability to identify and use diagnostic and formative assessments
  • Able to engage in and support classroom and organizational level inquiry to inform decision making
  • Experience supporting a strong and positive school culture and climate
  • Highly skilled in supporting teacher learning and professional development across all areas of the teacher rubric and in knowledge and skills listed herein
  • Approach learning via growth mindset
  • Be reflective, seek feedback, learn from those around them, and effectively apply feedback
  • Demonstrate strong content knowledge
  • 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
  • Make informed decisions, based on evidence and data, about their lesson planning
  • Passion for creating a school community that supports the development and achievement of all students, particularly those underserved and at risk in other school settings.

Who We Are

At New Visions for Public Schools, we work to make great public schools common in New York City. We believe that all of New York City’s students deserve public schools that make successful futures possible, especially Black, Latinx, and low-income students who have historically had inequitable access to a great public education. Since 1989, New Visions has been a driving force behind some of the most significant reforms to public education in New York City. Today, our diverse team of professionals develop and scale innovative tools and approaches that help educators address common challenges. Learn more about New Visions HERE.

We operate ten public charter schools in the Bronx, Brooklyn, and Queens and, as a trusted partner of the NYC DOE, we help 1,600 public district schools plan for the success of over a million students citywide. In 2020-21, graduation rates in our Charter and Affinity networks were 95.4% and 89.2% and our support for postsecondary readiness has expanded exponentially.

Equal Employment Opportunity Statement

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

New Visions believes that our teams should reflect the diverse communities we serve and that our culture and internal structures should be inclusive and equitable for all employees. We also recognize that perspectives from communities that have been historically marginalized are critical to the work we do. Hence, we strongly encourage applications from individuals living in the communities that we serve or who are members of historically marginalized communities.

New Visions provides a comprehensive and competitive compensation and benefits package in addition to the opportunity to make a significant impact on education reform and in the lives of urban youth.

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Teach at New Visions

Posted by | June 10, 2022 |

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


About Us

New Visions for Public Schools’ goal is to radically disrupting the cycle of poverty by improving student achievement, resilience and creating and sustaining a network of high performing schools for New York City’s highest-need  students.

New Visions for Public Schools believes that the best way to strengthen schools is to develop the professional capacity of teachers, principals and administrators. Our mission is to ensure all of New York City’s 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 challenges when entering the workforce.  New Visions for Public Schools works with the NYC Department of Education to provide instructional and operational support to 69 high needs public schools throughout the five boroughs and also directly operates 8 Charter High Schools in the Bronx, Brooklyn, and Queens.  New Visions looks for teachers who will contribute to a healthy school climate by adhering to the goals, values, teaching practices, and organizational structures of the school they are hired in.

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

 

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.

 

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Principal

Posted by | June 10, 2022 |

About Us

New Visions Charter High Schools (NVCHS) provide all students, regardless of their previous academic history, the highest quality education in an atmosphere of respect, responsibility and rigor.  We ensure that our students have the skills and knowledge to graduate ready for college, pursue a career, and engage with the 21st century economy.  We develop learning experiences that allow risk-taking, cultivate students’ imaginative and creative abilities, and celebrate achievement.  Through an intensive study of math concepts in our math and science schools, and literature, English, social studies and arts in our humanities schools, students learn how to generate research questions, develop the skills necessary to answer those questions, create products that demonstrate understanding, and defend their knowledge publicly.

Position Summary

The principal is the instructional leader and leads all aspects of instruction and oversees budget and community engagement in the New Visions Charter High Schools opening in the summer of 2015. At full growth, each school will comprise over 60 staff and close to 600 students. The principal reports directly to the Board of Trustees, and, on a day-to-day basis, to the New Visions Vice President, Charter Initiative. The principal is ultimately responsible for ensuring that the school provides students with the skills, knowledge and experience necessary to succeed academically and socially.  The principal must have: the skills needed to adeptly facilitate and collaborate with faculty and staff; experience teaching using alternative pedagogy; ability to identify and use diagnostic and formative assessments; and ability to engage in and support classroom and organizational level inquiry to inform decision-making.

The ideal candidate will have demonstrated leadership experience.  Preference will be given to candidates who have participated on an established Inquiry Team in a NYC school or graduated from a recognized leadership certification program.  NVCHSs use a challenge-based approach to engage students in learning and foster the use of imaginative capacities for problem-solving.  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 the school’s Director of School Operations (DSO) and the New Visions Charter Management Organization (CMO) to ensure that the school embodies the New Visions Charter High School model and implements best practices in all instructional and operational areas.

Core Duties and Responsibilities

Curriculum, Instruction and Assessment

  • Lead a challenge-based curriculum that has community learning opportunities for students embedded within it.
  • 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 practices. Foster connections between academic learning, the community, and students’ daily lives.

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 instructional practices in staff meetings, professional development sessions and team meetings.

Community Engagement

  • Prepare for and attend regular Board Meetings.
  • Collaborate with the Board of Trustees and the Community Advisory Board to cultivate strong partnerships with community organizations and regional and national partners.
  • Initiate and implement community support and advisory groups.
  • Leverage community relationships to strengthen and support the school’s instructional and operational programs.

Accountability

  • Understand accountability metrics and annual reporting required of charter schools and oversee the submission of all accountability metrics.
  • Collaborate with the Board of Trustees to ensure the academic and fiscal success of the school.
  • Develop and implement the school’s budget along with the New Visions CMO and the school’s DSO.

Development

  • Collaborate with the Board of Trustees and the New Visions CMO to support development efforts to expand instructional and operational capacities of the school.

Education and Experience

  • Masters degree in Administration/Management
  • 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 history 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 professional development of teachers and teachers-in-training.
  • Experience implementing pedagogical strategies and developing curriculum relevant to the New Visions Charter School model including, but not limited to:  challenge-based curriculum, inquiry, data-based decision making, analysis of student performance on an ongoing basis, alternative use of time through scheduling and programming, systems of adult learning.
  • Experience developing schedules and 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 creating a school community that supports the development and achievement of all students, particularly those underserved and at risk in other school settings.
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Pathways and Post-Secondary Coordinator

Posted by | June 10, 2022 |

Our schools will be operating in-person for all staff and students for the current school year. Our schools are co-located in DOE buildings and will be following NYC protocols, which include mandated vaccinations.  Our protocols will be updated as necessary based on changes in NYC protocols or additional CDC directives. 

New Visions Charter High Schools (NVCHS) provide all students, regardless of their previous academic history, the highest quality education in an atmosphere of respect, responsibility and rigor. We ensure that our students have the skills and knowledge to graduate ready for college, pursue a career, and engage with the 21st century economy. We develop learning experiences that allow risk-taking, cultivate students’ imaginative and creative abilities, and celebrate achievement.

The Coordinator will work as a member of the Counseling & Student Support Department to support schools in their efforts to ensure high levels of learning for all students. The Coordinator will be charged with providing leadership to Career Technical Education programs as one aspect of broader efforts to ensure that all students are prepared to succeed in post-secondary programs of their choosing including colleges (2 & 4-year); employment, transfer programs and preparations for industry sanctioned career certifications. The Coordinator will work with Guidance Counselors, Advisors and teachers to expand understanding of College and Career Access and post-secondary program options.

Serving as liaison to local community organizations, the Coordinator will support the development of articulation agreements and concurrent enrollment options for interested students. The Coordinator will work with CTE teachers as well as general education teachers to align courses to the Common Core College and Career Access Standards and pathway standards.

The Coordinator will work with teachers, administrators and industry partners to increase workplace learning opportunities for students in high school. The Coordinator will be expected to understand and work effectively with people from different cultures.

ESSENTIAL JOB FUNCTIONS:

Responsibilities:

  • Assess and evaluate student basic skills in essential areas to determine educational and functional needs.
  • Seek out workplace learning and internship opportunities for all students
  • Serve as an Admin-liaison to CTE departments and the Counseling Team/Advisors.
  • Work with administrators to chart a multi-year plan for CTE offerings at each site.
  • Recruit and retain students to provide individualized post-secondary planning support in coordination with the School Counselors, staff, administration.
  • Schedule office hours during the regular school day and out of school time. This includes some Saturdays
  • Develop partnerships with local industries, non-profit organizations, colleges/universities and AIM II staff to ensure successful program implementation.
  • Participate in committees, work groups, and events that are relevant to post-secondary success.
  • Be up to date with information relevant to undocumented students and their access to resources for college and other post-secondary opportunities.
  • Develop and implement evaluation, tracking tools and satisfaction surveys to continuously adapt to the needs/interests of students and their families.
  • Invite, monitor and support cross-school, course-alike teams for CTE classes.
  • Work with School Counselors and College and Career Advisors to support post-secondary goals.
  • Work with Scheduling/School Counselors, AP, Principal to coordinate students taking CTE classes that are not offered onsite.
  • Work with leadership teams to observe, give feedback and support instruction in CTE classes.
  • Monitor course taking patterns, pass rates, proportionality within courses, and pathways to help determine program priorities.
  • Manage and review XELLO
  • Guide and counsel students in vocational and career exploration tasks
  • Serve as liaison to all partner community colleges and organizations.
  • Support development of articulation agreements and make sure they work to the benefit of post-secondary success for students.
  • Provide referral for employment goals for eligible non-traditional students.
  • Manage student interns (hours, sites, timesheets, etc)

Required Education and Experience:

  • Bachelor’s Degree
  • At least 3 years experience with post-secondary, preferably at an urban high school
  • Experience with developing and managing partnerships
  • Serves as a expert guide and resource for local community organization and colleges
  • Willingness to develop, implement and facilitate programs

Who We Are

At New Visions for Public Schools, we work to make great public schools common in New York City. We believe that all of New York City’s students deserve public schools that make successful futures possible, especially Black, Latinx, and low-income students who have historically had inequitable access to a great public education. Since 1989, New Visions has been a driving force behind some of the most significant reforms to public education in New York City.  Today, our diverse team of professionals develop and scale innovative tools and approaches that help educators address common challenges.  Learn more about New Visions HERE

We operate ten public charter schools in the Bronx, Brooklyn, and Queens and, as a trusted partner of the NYC DOE, we help 1,600 public district schools plan for the success of over a million students citywide.   In 2020-21, graduation rates in our Charter and Affinity networks were 95.4% and 89.2% and our support for postsecondary readiness has expanded exponentially.

Equal Employment Opportunity Statement

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

New Visions believes that our teams should reflect the diverse communities we serve and that our culture and internal structures should be inclusive and equitable for all employees. We also recognize that perspectives from communities that have been historically marginalized are critical to the work we do. Hence, we strongly encourage applications from individuals living in the communities that we serve or who are members of historically marginalized communities.

New Visions provides a comprehensive and competitive compensation and benefits package in addition to the opportunity to make a significant impact on education reform and in the lives of urban youth.

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8th Grade Teacher

Posted by | June 9, 2022 |

POSITION:                              8th GRADE TEACHER – The New LIFE School

REPORTS TO:                         Principal of The New LIFE School

CLASSIFICATION:                  Full Time

EXEMPT/NONEXEMPT:         Exempt

===================================================================

GENERAL DESCRIPTION:

The New LIFE School provides an intensive educational and therapeutic environment for students with special needs in the 8th grade.  The Teacher addresses the academic, instructional, remedial, behavioral and adaptive needs of our students.  With expertise in the content area of instruction, the Teacher must also possess strong behavioral management skills and techniques that promote the classroom instructional process.  The Teacher must also understand and meet all reporting mandates of various governmental agencies.  The Teacher works cooperatively with fellow staff, parents, guardians, outside agencies and the Committee on Special Education (CSE) to better serve our students.

 

MAJOR DUTIES AND RESPONSIBILITIES:

  1. Plan and implement appropriate and adapted classroom instruction for students in accordance with the mandates of each student’s Individualized Education Plan (IEP).
  2. Prepare and implement short-term objectives to meet each student’s annual IEP goals.
  3. Handle clerical tasks related to the IEP in accordance with school procedures.
  4. Prepare daily lesson plans for all instructional periods in a format developed in collaboration with the school administration.
  5. Keep accurate records of individual student progress throughout the school year.
  6. Provide students and parents with feedback on student progress on at least a quarterly basis.
  7. Communicate on a regular basis with Related Services staff regarding each student’s social-emotional development in school and in the community.
  8. Maintain an appropriate physical environment in classroom and work areas.
  9. Effectively integrate the Teacher Assistant into all classroom activities.
  10. Develop curricula throughout the school year suitable for the class profile.
  11. Actively participate in regular student progress conference sessions.
  12. Assist and supervise students as required throughout the school day, including arrival and dismissal processes.
  13. Participate in the intake screening process as requested for potential new enrollees.
  14. Become familiar with each student’s initial case record review.
  15. Communicate on a regular basis with the parents and guardians of each student.
  16. Attend staff meetings before and after regular school hours and at other required meeting times and places.

 

SUPERVISES:

+          Teacher Assistants

 

EDUCATION:

+          Bachelor’s Degree required, preferably in content area; Master’s Degree preferred.

+          Dual NYS Certification in Special Education and content specialty preferred; candidates actively working towards teacher certification may be considered.

 

EXPERIENCE:

+          Minimum of 2 years’ classroom experience teaching students with special needs or related experience working with children and adolescents

 

SKILLS & ABILITIES:

+          Demonstrated ability to understand and implement NYS Learning Standards through the instructional classroom process

+          Demonstrated ability to provide effective classroom management skills and techniques for 8th grade special needs student population

+          Demonstrated ability to effectively communicate with school administration, fellow teachers, Related Services staff, parents and guardians

+          Demonstrated ability to implement the mandates of each student’s IEP

+          Demonstrated ability to write appropriate and targeted student progress reports

+          Demonstrated ability to provide critical analysis of each student’s progress to CSE representatives, outside agencies, prescribing doctors, parents and guardians

+          Demonstrated ability to provide a safe and orderly classroom haven for our special needs students

+          Demonstrated ability to implement the school’s policies and procedures regarding Child Abuse identification and reporting

This position description contains the major responsibilities required to perform this job.  These responsibilities may change at any time to meet the needs of our students or agency.

*MUST BE FULLY VACCINATED

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7th Grade Teacher

Posted by | June 9, 2022 |

POSITION:                              7th GRADE TEACHER – The New LIFE School

REPORTS TO:                         Principal of The New LIFE School

CLASSIFICATION:                  Full Time

EXEMPT/NONEXEMPT:         Exempt

 

===================================================================

GENERAL DESCRIPTION:

The New LIFE School provides an intensive educational and therapeutic environment for students with special needs in 7th grade.  The Teacher addresses the academic, instructional, remedial, behavioral and adaptive needs of our students.  With expertise in the content area of instruction, the Teacher must also possess strong behavioral management skills and techniques that promote the classroom instructional process.  The Teacher must also understand and meet all reporting mandates of various governmental agencies.  The Teacher works cooperatively with fellow staff, parents, guardians, outside agencies and the Committee on Special Education (CSE) to better serve our students.

 

MAJOR DUTIES AND RESPONSIBILITIES:

  1. Plan and implement appropriate and adapted classroom instruction for students in accordance with the mandates of each student’s Individualized Education Plan (IEP).
  2. Prepare and implement short-term objectives to meet each student’s annual IEP goals.
  3. Handle clerical tasks related to the IEP in accordance with school procedures.
  4. Prepare daily lesson plans for all instructional periods in a format developed in collaboration with the school administration.
  5. Keep accurate records of individual student progress throughout the school year.
  6. Provide students and parents with feedback on student progress on at least a quarterly basis.
  7. Communicate on a regular basis with Related Services staff regarding each student’s social-emotional development in school and in the community.
  8. Maintain an appropriate physical environment in classroom and work areas.
  9. Effectively integrate the Teacher Assistant into all classroom activities.
  10. Develop curricula throughout the school year suitable for the class profile.
  11. Actively participate in regular student progress conference sessions.
  12. Assist and supervise students as required throughout the school day, including arrival and dismissal processes.
  13. Participate in the intake screening process as requested for potential new enrollees.
  14. Become familiar with each student’s initial case record review.
  15. Communicate on a regular basis with the parents and guardians of each student.
  16. Attend staff meetings before and after regular school hours and at other required meeting times and places.

 

SUPERVISES:

+          Teacher Assistants

 

EDUCATION:

+          Bachelor’s Degree required, preferably in content area; Master’s Degree preferred.

+          Dual NYS Certification in Special Education and content specialty preferred; candidates actively working towards teacher certification may be considered.

 

EXPERIENCE:

+          Minimum of 2 years’ classroom experience teaching students with special needs or related experience working with children and adolescents

 

SKILLS & ABILITIES:

+          Demonstrated ability to understand and implement NYS Learning Standards through the instructional classroom process

+          Demonstrated ability to provide effective classroom management skills and techniques for 7th grade special needs student population

+          Demonstrated ability to effectively communicate with school administration, fellow teachers, Related Services staff, parents and guardians

+          Demonstrated ability to implement the mandates of each student’s IEP

+          Demonstrated ability to write appropriate and targeted student progress reports

+          Demonstrated ability to provide critical analysis of each student’s progress to CSE representatives, outside agencies, prescribing doctors, parents and guardians

+          Demonstrated ability to provide a safe and orderly classroom haven for our special needs students

+          Demonstrated ability to implement the school’s policies and procedures regarding Child Abuse identification and reporting

 

This position description contains the major responsibilities required to perform this job.  These responsibilities may change at any time to meet the needs of our students or agency.

*MUST BE FULLY VACCINATED

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Admissions/Exmissions Assistant Position

Posted by | June 6, 2022 |

Admissions/Exmissions Assistant Position

Unique opportunity at a nationally acclaimed, small, independent middle school in East Harlem, New York!

The East Harlem School is seeking an organized, detail-oriented, and self-motivated individual to assist with admissions and exmissions at The East Harlem School for the 2022-2023 school year. In addition to admissions and high school placement, the Admissions/Exmissions Assistant will also be responsible for many elements of reenrollment and programmatic logistics. The Admissions/Exmissions Assistant will work closely with students, families, and faculty and will have the opportunity to take an active role in daily school life by running computer labs, coaching sports, substituting, and chaperoning field trips.

 Responsibilities include:

 

  • Assisting in all aspects of the admissions process for prospective students. This includes scheduling and carrying out Open Houses, managing applications and paperwork, coordinating student visit days, and scheduling interviews with families and the Head of School.
  • Assisting with the high school placement of 8th graders at public, parochial, private, and boarding schools by managing applications, financial aid forms, and other paperwork. Depending on boarding school’s policies regarding visitors during the Covid-19 pandemic, the position will likely require traveling with students to visit boarding school campuses throughout New England.
  • Communicating with student and parents about all matters related to admissions and high school placement.
  • Advocating on behalf of EHS students.
  • Keeping detailed and highly organized records of all matters related to admissions and high school placement.
  • Managing all reenrollment paperwork for all students.
  • Assisting Program Director with academic program including covering book clubs, computer labs, math groups, coaching sports, chaperoning field trips, covering study hall, tutoring, substituting, and more.

 Qualifications

Qualified applicants should have:

  • A Bachelor of Arts/Science Degree
  • Spanish fluency
  • Outstanding organization skills and systems
  • Excellent verbal and written communication skills
  • Ability to work on multiple projects simultaneously
  • Interest in working with and on behalf of middle school students from low income families
  • Be fully vaccinated and boosted against Covid-19

Salary: $50,000 min, $50,000 max 

About EHS

Our mission: The East Harlem School challenges students to develop a balanced physical, moral, and intellectual strength that they will use to adapt to change – and for the final purpose of creating and sharing lives of deep meaning, dynamic actions, and transcendent joy. We are a middle school (grades 4-8) that recruits children from families with low income and the highest values, and we give preference to those who keep to the traditional belief that creative flight can only be sustained by grounded discipline.

Our history: Exodus House has been an anchoring and iconic institution in Harlem since its founding in 1963 by Reverend Dr. Lynn and Mrs. Leola Hageman as a drug rehabilitation center. Due to a heightened concern for the welfare and well-being of the community’s many underserved, at-risk children, Exodus House was converted in 1984 to an after-school and summer program facility. Then, in the fall of 1993, inspired by the steadfast commitment of the Hagemans to the East Harlem community, the couple’s sons, Hans and Ivan, opened an independent year-round middle school on the original Exodus House site to better address the critical needs of these children and their families. Today, EHS is chartered by the New York State Department of Education and accredited by the Middle States Association of Colleges and Schools. The East Harlem School is a 501(c)(3) nonprofit organization.

Comments Off on Middle School Visual Art Teacher Position for 2022-2023 School Year

Middle School Visual Art Teacher Position for 2022-2023 School Year

Posted by | June 6, 2022 |

Visual Art Teaching Position Available for 2022-2023 School Year

Unique opportunity at a nationally acclaimed, small, independent middle school in East Harlem, New York!

The East Harlem School at Exodus House is seeking an energetic and passionate art teacher for the 2022-2023 school year. Applicants must have a strong academic foundation, as well as a commitment to teaching students from East Harlem and the surrounding community. The Visual Art Program uses the foundation of observational drawing to generate skillful artistic discipline, creativity, and confidence of expression. The Visual Art teacher provides guidance and instruction for a multimedia curriculum that develops students from 4th to 8th grade.

Qualified applicants will have at least a Bachelor of Arts (B.A.) Degree in Fine Arts or a related field, strong written and oral communication skills and a desire to collaborate with colleagues. The position offers a competitive compensation and benefits package with a minimum salary of $50,000 and maximum of $66,800. Salary is commensurate with experience and education level.

Candidates are not required to have a teaching certification. Candidates must attend Faculty Orientation August 29 through September 1, 2022. The school year will begin Tuesday, September 6, 2022.

About the East Harlem School

Our mission: The East Harlem School challenges students to develop a balanced physical, moral, and intellectual strength that they will use to adapt to change – and for the final purpose of creating and sharing lives of deep meaning, dynamic actions, and transcendent joy. We are a middle school (grades 4-8) that recruits children from families with low income and the highest values, and we give preference to those who keep to the traditional belief that creative flight can only be sustained by grounded discipline.

Our history: Exodus House has been an anchoring and iconic institution in Harlem since its founding in 1963 by Reverend Dr. Lynn and Mrs. Leola Hageman as a drug rehabilitation center. Due to a heightened concern for the welfare and well-being of the community’s many underserved, at-risk children, Exodus House was converted in 1984 to an after-school and summer program facility. Then, in the fall of 1993, inspired by the steadfast commitment of the Hagemans to the East Harlem community, the couple’s sons, Hans and Ivan, opened an independent year-round middle school on the original Exodus House site to better address the critical needs of these children and their families. Today, EHS is chartered by the New York State Department of Education and accredited by the Middle States Association of Colleges and Schools. The East Harlem School is a 501(c)(3) nonprofit organization.

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Algebra Success Program Manager

Posted by | June 3, 2022 |

Role Overview

The Urban Assembly (UA) is seeking an energetic and inspired Algebra Success Program Manager, who will contribute to the UA’s efforts to increase postsecondary opportunities for 8th and 9th graders by ensuring students are equipped with the content and opportunity to experience success in Algebra. This is an opportunity to join an engaged, collaborative, mission-driven staff and to take part in the critical work of advancing the social and economic mobility of NYC students and students around the country. This position reports to the Director of Algebra Success, collaborates with staff across the Program team, and involves on-site work with schools (in the Bronx, Manhattan and Brooklyn; with the majority of schools for this role likely located in the Bronx), days at Urban Assembly’s office in Manhattan’s Financial District, and work from home.

The Urban Assembly

The Urban Assembly’s mission is to advance students’ social and economic mobility by improving public education. The UA provides schools and districts with innovative data-driven, student-centered approaches to career and technical education, academics, social-emotional learning, and postsecondary access and success. The (UA) founded a network of unique, small public secondary schools throughout 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’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 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. 

Role Description:

The Algebra Success Program Manager is deeply committed to UA’s mission and commitment to equity. The Program Manager will execute the expansion of our highly successful Algebra Success program by coaching and leading professional learning. All of the Program Manager’s work will be grounded in these key beliefs:

  • We believe that students should be at the center of the classroom, and that every student must have access to rigorous mathematical content.
  • We support pedagogical practices which give all students opportunities to engage in the mathematical practices around meaningful mathematical ideas in ways that increase student voice and agency.

The ideal candidate is excellent at building relationships, highly organized, a talented coach, and is relentless in improving student outcomes through supporting planning, pedagogy, and analysis of formative student work. This role calls for an agile contributor, who can split their time coaching at school sites, leading professional development (virtually and in person), and collaborating with teammates at our central office in downtown Manhattan and remotely.

Responsibilities:

  • Lead a professional learning community that creates buy-in and community around the Algebra Success model
  • Establish and maintain relationships across a portfolio of 8-10 schools
  • Coach teachers in the Algebra Success model
  • Liaise with school and district leaders to ensure programming is aligned with other priorities
  • Maintain excellent records on coaching and follow up with schools in a timely fashion
  • Collect and analyze data to determine the impact of coaching and professional learning
  • Work with schools to coordinate the administration of benchmark assessments for Algebra and support teachers to analyze the results to inform classroom practice
  • Manage projects and responsibilities with independence
  • Monitor the impact of work through network metrics and adjust programmatic inputs based on data and feedback
  • Adjust and refine Algebra Success curriculum, as needed
  • Collaborate with the UA team to ensure alignment with organizational goals

Qualifications:

  • 5+ years of teaching experience preferred
  • 2+ years of coaching experience, and/or equivalent adult development work prefered
  • Content and pedagogy expertise in middle and/or high school mathematics, with specific focus and background in Algebra
  • Fluency with using data to support decision making

Due to a non-compete clause, we are unable to hire staff directly out of DOE schools or central offices, but former DOE staff (out of the system for more than 1 year) are encouraged to apply.

Please note that as contractors of the New York City Department of Education, all employees of the Urban Assembly are required to be vaccinated against COVID-19 or request a Religious or Medical Accommodation.

This is a full-time, exempt position. Salary range for this position is $78,000 – $88,000 and includes an excellent benefits package, including: employer-funded healthcare, monthly MetroCard reimbursement, phone stipend, financial support for professional development, and generous vacation time.

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ABA Provider

Posted by | June 1, 2022 |

The ABA Service Provider will provide clinical skills instruction and behavior reduction protocols based upon the principles of Applied Behavior Analysis (ABA) to children with Autism and related developmental disabilities in the home and community settings (or via teletherapy, with parental consent). The ABA Service Provider will work one on one with the child, assist with parent training, and conduct clinical assessments as may be needed. Must have one of the following NYS licenses/certifications in order to qualify: SI, SW, RN.

Right Start offers comprehensive one-on-one and group ABA trainings. Trainings are conducted by our experienced Board Certified Behavior Analyst (BCBA/LBA). Prior experience utilizing the ABA methodology is not required. Part time, full time, per-diem and contract positions are available.

Comments Off on Middle School Math Teacher (2022-2023)

Middle School Math Teacher (2022-2023)

Posted by | May 27, 2022 |

Positions Report to: Instructional Leadership Team

Start/End Date: 2022 – 2023 School Year

Hours: 7:40 am – 4:15 pm + some out of school time responsibilities

Compensation: Please note that this is a general range. Salaries are determined based on credentials and years of experience. East Harlem Scholars Academies also offers a comprehensive benefits package.

  • Bachelors: $62,177 – $109,617
  • Bachelors w/ cert: $62,798 – $110,713
  • Masters: $68,735 – $119,424
  • Masters w/ cert: $69,422 – $120,619
  • PhD: $75,986 – $130,109

FLSA Status: Exempt

 

Who We Are

East Harlem Scholars Academies are community-based Pre-K to 12 public charter schools operated by  East Harlem Tutorial Program (EHTP). EHTP began in 1958 as a children’s reading group and has since grown into a multi-site after-school program for traditional public school students and a network of public charter schools focused on significantly increasing the college graduation rate in East Harlem. We are on track to serve at least 25% of East Harlem students by 2025, with enrollment for this year at approximately 2200 students in our schools and after school programs. In 2020, 99% of our seniors were accepted to college, and our current scholars in college are on-track to graduate at eight times the national average of their peers.

At EHTP we also aim to serve as an agent of change and thoughtfully contribute to the national fight for racial equity. Through our organization-wide commitment to anti-racism work, we prepare our scholars to effect change, challenge the status quo, and thrive in the world around them. As staff members, we face our own racial identities and conscious and unconscious biases. With this in mind, all of our professional development, curriculum, organizational materials, and processes are designed with a goal of racial justice. Read our racial equity statement here.

We ground all of our work in racial equity, in our core values, and in our four guiding pursuits: the Revolutionary Pursuit of Love, the Radical Pursuit of Knowledge, the Responsive Pursuit of Healing, and in the Relentless Pursuit of Results. These pursuits inform and are reflected in our current four key strategic priorities: to increase high-impact, high-quality academic curriculum, programming content, staff capacity, and coaching; to embrace and advance our use of technology; to deepen our embodiment of ethical and equitable radical humanity; and to efficiently operationalize teaching, learning, community, and care.

For more information about Scholars Academies, please visit us at www.eastharlemscholars.org.

About the Opportunity

As a teacher with Scholars Academies you will be student facing the majority of the day. You will work closely with your grade team and the instructional leadership team to internalize, and in some cases develop curriculum; provide high-quality instruction; track and measure student progress; create a positive classroom and school culture, and to engage in reflection and continuous improvement. As a team we will work together to prepare students with the skills, strength of character, and emotional well-being to excel academically, lead in their communities, and realize their best possible selves.

For more details about the role, please click here.

What Qualifies You

  • You hold yourself to high professional and ethical standards
  • You enjoy and/or have experience working with diverse populations of students and communities
  • You believe that every student can and will learn when provided with a quality education
  • You have demonstrated success in raising the achievement levels of students who historically have not had equitable access to education opportunities
  • You are willing to be flexible in your role and adapt to school and student needs
  • You are committed to continuous improvement and learning through professional development
  • You have a minimum of two-year’s experience in relevant educational positions
  • You have a Bachelor’s Degree, or higher
  • You hold appropriate NYS certifications – preferred 

Areas of Leadership

  • Embodiment and effective modeling of our core values for students to exhibit and practice them
  • Sets ambitious goals based on backwards planning, demonstrating locus of control, and aligned with an overall vision for student success, content to be learned, personal knowledge of students, and overall instructional context
  • Demonstrates deep knowledge of content and effective pedagogy, evidenced by clear and objective-driven instruction and meaningful student engagement through active learning practices
  • Staff member sets clear expectations and institutes routines so as to establish and maintains a purposeful, supportive, and fun environment for learning, in which students feel safe, valued, and respected by adults and their peers
  • Builds a classroom community where restorative practices are actively modeled and used to navigate student and community challenges
  • Serves as Advisor to 10-15 students, motivating students across academic skill levels and cultivating students’ social-emotional awareness and well-being
  • Demonstrates a Team First mindset, through proactive contributions to the community, and advances his/her practice through reflection, development opportunities, participation in the professional community, and actively engaging families and community members

For the safety of our students and staff, East Harlem Tutorial Program requires all staff members to be fully vaccinated against COVID-19. We do allow for medical and religious exemptions that adhere to our policy and CDC guidelines. If you have any questions and would like further information, please reach out to HR@ehtp.org.

Thank you for taking the time to submit an application.

Comments Off on Lead (LCSW) Social Worker – High School (2022-2023)

Lead (LCSW) Social Worker – High School (2022-2023)

Posted by | May 27, 2022 |

Positions Report to: Instructional Leadership Team

Start/End Date: 2022 – 2023 School Year

Hours: 7:40 am – 4:15 pm + some out of school time responsibilities

Compensation: Please note that this is a general range. Salaries are determined based on credentials and years of experience. East Harlem Scholars Academies also offers a comprehensive benefits package.

  • Masters: $68,735 – $120,619
  • PhD/DSW: $75,986 – $130,109

FLSA Status: Exempt

Who We Are

East Harlem Scholars Academies are community-based Pre-K to 12 public charter schools operated by  East Harlem Tutorial Program (EHTP). EHTP began in 1958 as a children’s reading group and has since grown into a multi-site after-school program for traditional public school students and a network of public charter schools focused on significantly increasing the college graduation rate in East Harlem. We are on track to serve at least 25% of East Harlem students by 2025, with enrollment for this year at approximately 2200 students in our schools and after school programs. In 2020, 99% of our seniors were accepted to college, and our current scholars in college are on-track to graduate at eight times the national average of their peers.

At EHTP we also aim to serve as an agent of change and thoughtfully contribute to the national fight for racial equity. Through our organization-wide commitment to anti-racism work, we prepare our scholars to effect change, challenge the status quo, and thrive in the world around them. As staff members, we face our own racial identities and conscious and unconscious biases. With this in mind, all of our professional development, curriculum, organizational materials, and processes are designed with a goal of racial justice. Read our racial equity statement here.

We ground all of our work in racial equity, in our core values, and in our four guiding pursuits: the Revolutionary Pursuit of Love, the Radical Pursuit of Knowledge, the Responsive Pursuit of Healing, and in the Relentless Pursuit of Results. These pursuits inform and are reflected in our current four key strategic priorities: to increase high-impact, high-quality academic curriculum, programming content, staff capacity, and coaching; to embrace and advance our use of technology; to deepen our embodiment of ethical and equitable radical humanity; and to efficiently operationalize teaching, learning, community, and care.

For more information about Scholars Academies, please visit us at www.eastharlemscholars.org.

About the Opportunity

The role of the School Social Worker is to develop, coordinate, and deliver a range of youth and family centered interventions for students and families in a developmentally, socially, and culturally appropriate manner. The ultimate goal is to lead the school’s efforts to provide support students need to succeed academically, socially, and emotionally to support the school’s mission and vision. The School Social Worker will collaborate with students, parents, and members of the school staff and will be supervised and provided with weekly clinical supervision.

What Qualifies You

  • You hold yourself to high professional and ethical standards.
  • You enjoy and/or have experience working with diverse populations of students and communities
  • You believe that every student can and will learn when provided with a quality education
  • You have demonstrated success in raising the achievement levels of traditionally at-risk students
  • You are willing to be flexible in your role and adapt to school and student needs
  • You are committed to continuous improvement and learning through professional development
  • You have strong clinical skills and experience providing crisis intervention and short-term treatment to children and their families
  • You have a minimum of three-year’s experience in relevant educational positions
  • You have a Master’s Degree, or higher, and appropriate LCSW certification
  • Spanish-speaking proficiency a plus
  • Experience as a school Social Worker providing counseling and supervising LMSWs

Areas of Leadership

  • Clinical Direct Practice & Supervision
    • Implement a proactive counseling program by conducting individual and group counseling (both IEP and non-mandated sessions) that support the academic and behavioral philosophies of East Harlem Scholars Academies
    • Provide crisis intervention, when needed, to ensure the safety of all students
    • Conduct bio-psycho-social intakes and preliminary assessments and when appropriate, make referrals for psychological and psychiatric evaluations
    • Use evidence-based practices to effectively develop short-term and long-term treatment and intervention plans for students.
    • Provide counseling and support for families
    • Supervise LMSWs to develop and ensure appropriate and strong practice
  • Academic and Behavioral Support
    • Support students, families and faculty, when appropriate, in the creation, coordination and implementation of written behavioral intervention plans
    • Serve as a member of the special education team by attending IEP meetings and progress monitor counseling goals
    • Serves as Advisor to 10-15 students, motivating students across academic skill levels and cultivating students’ social-emotional awareness and well-being
  • School Support
    • Work closely with the Director of School Culture & Family Engagement to create and maintain a culture of excellence for all students.
    • Contribute to school and staff morale by organizing school-wide events
    • Maintain close collaborative relationships with teachers and staff in order to provide feedback and psycho-education on how to work with all students’ needs
    • Lead school workshops for students and families in order to support social and emotional development and proactively address issues
  • Engagement and Support
    • Work with the administration team to build positive relationships with families and engage them in their students’ education.
    • Cultivate new relationships with community partners and collaborate with existing partnerships in order to help support the school, students, and their families

Thank you for taking the time to submit an application.

Comments Off on High School Inclusive Learning Teacher (2022-2023)

High School Inclusive Learning Teacher (2022-2023)

Posted by | May 27, 2022 |

Positions Report to: Instructional Leadership Team

Start/End Date: 2022 – 2023 School Year

Hours: 7:40 am – 4:15 pm + some out of school time responsibilities

Compensation: Please note that this is a general range. Salaries are determined based on credentials and years of experience. East Harlem Scholars Academies also offers a comprehensive benefits package.

  • Bachelors: $62,177 – $109,617
  • Bachelors w/ cert: $62,798 – $110,713
  • Masters: $68,735 – $119,424
  • Masters w/ cert: $69,422 – $120,619
  • PhD: $75,986 – $130,109

FLSA Status: Exempt

Who We Are

East Harlem Scholars Academies are community-based Pre-K to 12 public charter schools operated by  East Harlem Tutorial Program (EHTP). EHTP began in 1958 as a children’s reading group and has since grown into a multi-site after-school program for traditional public school students and a network of public charter schools focused on significantly increasing the college graduation rate in East Harlem. We are on track to serve at least 25% of East Harlem students by 2025, with enrollment for this year at approximately 2200 students in our schools and after school programs. In 2020, 99% of our seniors were accepted to college, and our current scholars in college are on-track to graduate at eight times the national average of their peers.

At EHTP we also aim to serve as an agent of change and thoughtfully contribute to the national fight for racial equity. Through our organization-wide commitment to anti-racism work, we prepare our scholars to effect change, challenge the status quo, and thrive in the world around them. As staff members, we face our own racial identities and conscious and unconscious biases. With this in mind, all of our professional development, curriculum, organizational materials, and processes are designed with a goal of racial justice. Read our racial equity statement here.

We ground all of our work in racial equity, in our core values, and in our four guiding pursuits: the Revolutionary Pursuit of Love, the Radical Pursuit of Knowledge, the Responsive Pursuit of Healing, and in the Relentless Pursuit of Results. These pursuits inform and are reflected in our current four key strategic priorities: to increase high-impact, high-quality academic curriculum, programming content, staff capacity, and coaching; to embrace and advance our use of technology; to deepen our embodiment of ethical and equitable radical humanity; and to efficiently operationalize teaching, learning, community, and care.

For more information about Scholars Academies, please visit us at www.eastharlemscholars.org.

About the Opportunity 

As a Special Education (Inclusive Learning) teacher with Scholars Academies, you will be student facing the majority of the day. You will work closely with your grade team and the instructional leadership team to internalize, and in some cases develop curriculum; provide high-quality instruction; track and measure student progress; create a positive classroom and school culture, and to engage in reflection and continuous improvement. You will also be asked to act as a class advisor for our community of students, providing mentor and support during their secondary school career. As a team we will work together to prepare students with the skills, strength of character and emotional well-being to excel academically, lead in their communities, and realize their best possible selves.

For more details about the role, please click here.

What Qualifies You

  • You have expertise teaching ELA at the Secondary Schools level, within grades 6-12
  • You have a Bachelor’s Degree or higher
  • You hold or are in the process of attaining a NYS Special Education Certification, ideally in both ICT and SETTS
  • You hold yourself to high professional and ethical standards
  • You have experience with or are excited about researching best practices in anti-racist pedagogy
  • You enjoy and/or have experience working with diverse populations of students and communities
  • You believe that every student can and will learn when provided with a quality education
  • You have demonstrated success in raising the achievement levels of students who historically have not had equitable access to education opportunities
  • You are willing to be flexible in your role and adapt to school and student needs
  • You are committed to continuous improvement and learning through professional development
  • You have a minimum of two-year’s experience in relevant educational positions

Areas of Leadership

  • Demonstrate successful partnership with classroom or subject area co-teacher and utilize multiple co-teaching models in the classroom.
  • Manage students’ academic IEP goals and IEP programming. Develop data driven IEP teacher reports that include detailed IEP goals.
  • Embodiment and effective modeling of our core values for students to exhibit and practice them
  • Sets ambitious goals based on backward planning, demonstrating locus of control, and aligned with an overall vision for student success, content to be learned, personal knowledge of students, and overall instructional context
  • Demonstrates deep knowledge of content and effective pedagogy, evidenced by clear and objective-driven instruction and meaningful student engagement through active learning practices
  • Staff member sets clear expectations and institutes routines so as to establish and maintains a purposeful, supportive, and fun environment for learning, in which students feel safe, valued, and respected by adults and their peers
  • Builds a classroom community where restorative practices are actively modeled and used to navigate student and community challenges
  • Serves as Advisor to 10-15 students, motivating students across academic skill levels and cultivating students’ social-emotional awareness and well-being
  • Thoughtfully modifies and differentiates instruction to meet the needs of the individual learners
  • Demonstrates a Team First mindset, through proactive contributions to the community, and advances his/her practice through reflection, development opportunities, participation in the professional community, and actively engaging families and community members

For the safety of our students and staff, East Harlem Tutorial Program requires all staff members to be fully vaccinated against COVID-19. We do allow for medical and religious exemptions that adhere to our policy and CDC guidelines. If you have any questions and would like further information, please reach out to HR@ehtp.org.

Comments Off on Dean, Workforce Learning & Development (2022-2023)

Dean, Workforce Learning & Development (2022-2023)

Posted by | May 27, 2022 |

Positions Report to: Instructional Leadership Team

Start/End Date: 2022 – 2023 School Year

Hours: 7:40 am – 4:15 pm + some out of school time responsibilities

Compensation: Please note that this is a general range. Salaries are determined based on credentials and years of experience. East Harlem Scholars Academies also offers a comprehensive benefits package.

  • Bachelors: $62,177 – $109,617
  • Bachelors w/ cert: $62,798 – $110,713
  • Masters: $68,735 – $119,424
  • Masters w/ cert: $69,422 – $120,619
  • PhD: $75,986 – $130,109

FLSA Status: Exempt

Who We Are

East Harlem Scholars Academies are community-based Pre-K to 12 public charter schools operated by  East Harlem Tutorial Program (EHTP). EHTP began in 1958 as a children’s reading group and has since grown into a multi-site after-school program for traditional public school students and a network of public charter schools focused on significantly increasing the college graduation rate in East Harlem. We are on track to serve at least 25% of East Harlem students by 2025, with enrollment for this year at approximately 2200 students in our schools and after school programs. In 2020, 99% of our seniors were accepted to college, and our current scholars in college are on-track to graduate at eight times the national average of their peers.

At EHTP we also aim to serve as an agent of change and thoughtfully contribute to the national fight for racial equity. Through our organization-wide commitment to anti-racism work, we prepare our scholars to effect change, challenge the status quo, and thrive in the world around them. As staff members, we face our own racial identities and conscious and unconscious biases. With this in mind, all of our professional development, curriculum, organizational materials, and processes are designed with a goal of racial justice. Read our racial equity statement here.

We ground all of our work in racial equity, in our core values, and in our four guiding pursuits: the Revolutionary Pursuit of Love, the Radical Pursuit of Knowledge, the Responsive Pursuit of Healing, and in the Relentless Pursuit of Results. These pursuits inform and are reflected in our current four key strategic priorities: to increase high-impact, high-quality academic curriculum, programming content, staff capacity, and coaching; to embrace and advance our use of technology; to deepen our embodiment of ethical and equitable radical humanity; and to efficiently operationalize teaching, learning, community, and care.

For more information about Scholars Academies, please visit us at www.eastharlemscholars.org.

 

About the Opportunity

As our organization prepares for its first graduating class of East Harlem Scholars Academy High School seniors in 2023, we are seeking a Dean, Workforce Learning & Development to develop a vision and strategic plan for the career learning, growth, and success of our East Harlem Scholars Academies students.

The Dean, Workforce Learning & Development oversees our internal internship program, Scholars Service Corps, community service opportunities, summer program placements, CDOS, and ACCES-VR process for our students in grades nine through twelve at Scholars Academy High School and in our Out-of-School-Time high school program.

 

What Qualifies You

  • You believe in EHTP’s mission, racial equity statement, and exemplify our Core Values (SCHOLAR: Service, Courage, Humility, Originality, Leadership, Achievement, Reflection)
  • You have 2-3 years of professional experience working directly with students and families, preferably in the CTE / Workforce field
  • You have a Bachelor’s Degree in education, counseling, youth development, or other related field
  • You have a strong understanding of the challenges and opportunities of working with First Generation, Black, Brown, and/or economically-vulnerable students
  • You have strong interpersonal, oral, and written communication skills
  • You experience working in a fast-moving, and entrepreneurial environment
  • You have experience facilitating workshops with high school students, families, and other staff members
  • You successfully build new employer partnerships while cultivating existing partners
  • You build key relationships with stakeholders to generate support for scholar workforce learning
  • You are open to giving and receiving constructive feedback and are consistently looking for  professional growth opportunities
  • You value teamwork and are able to work collaboratively with other instructional and support staff members in an effort to best serve your students
  • You are comfortable in communicating with students and caregivers in Spanish (preferred but not required)

 

Areas of Leadership

Strategic Planning & Visioning 20%

  • Own the vision and scope of workforce learning and career readiness for Scholars High School students by creating and executing on a multi-year strategic plan that supports students through workforce learning and is inclusive of school-year and summer career exposure opportunities and multiple pathways to postsecondary success (i.e. CTE/Vocational Programs)
  • Build institutional knowledge and teacher/staff development on workforce learning, career exploration, and industry exposure best practices and opportunities

Management, Data, and Operations 30%

  • Establish and implement systems to track students’ volunteer hours, internship or work-based learning hours; milestone achievements; and other related qualitative and quantitative data
  • Collaborate with the Registrar to analyze academic data and make recommendations for workforce learning activities
  • Maintain a database of student employment, volunteer, or internship opportunities
  • Support and manage a growing team of workforce learning professionals, including a Workforce Advisor (FY23)
  • Manage school-wide use of Thrively platform for workforce learning and collaborate with the postsecondary counselors on implementation

Scholar Work-Based Learning 40%

  • Oversee CDOS implementation, including tracking CTE hours and placement, and ensuring students are ready for the National Workforce Readiness exam
  • Manage Acces-VR process for qualifying seniors by creating a streamlined process to support students through the application process and serving as the primary liaison with Acces-VR office
  • Support all juniors and seniors in postsecondary seminar, and collaborate with the Assistant Principal, Culture and Instruction to create advisory lessons for freshmen and sophomores on career readiness
  • Manage Scholars Service Corps, EHTP’s internal internship program for scholars, including collaborating with the Public Engagement and Out-of-School Time teams on placements, performance management, and professional development cycles for interns
  • Develop and present workshops for students and caregivers at Scholars Academy High School and EHTP’s Out-of-School Time (OST) Program on 21st Century Skills, resumes, cover letters, internship searching, and other key professional development activities
  • Collaborate with the inclusive learning team

External Partnerships 10%

  • Build partnerships with internship and work-based learning organizations and sites for both the academic year and summer for students at Scholars Academy HS and OST
  • Network and create relationships with companies/organizations that support strategic organizational goals; and conduct site visits to observe scholars and maintain engagement with employer and internship partners

 

For the safety of our students and staff, East Harlem Tutorial Program requires all staff members to be fully vaccinated against COVID-19. We do allow for medical and religious exemptions that adhere to our policy and CDC guidelines. If you have any questions and would like further information, please reach out to HR@ehtp.org.

Comments Off on Upper Elementary 3rd-5th (22-23)

Upper Elementary 3rd-5th (22-23)

Posted by | May 27, 2022 |

Positions Report to: Instructional Leadership Team

Start/End Date: 2022 – 2023 School Year

Hours: 7:40 am – 4:15 pm + some out of school time responsibilities

Compensation: (Please note that this is a general range – salaries are determined based on credentials & years of experience. East Harlem Scholars Academies also offers a comprehensive benefits package): 

  • Bachelors: $62,177 – $109,617
  • Bachelors w/ cert: $62,798 – $110,713
  • Masters: $68,735 – $119,424
  • Masters w/ cert: $69,422 – $120,619
  • PhD: $75,986 – $130,109

FLSA Status: Exempt

Who We Are

East Harlem Scholars Academies are community-based Pre-K to 12 public charter schools operated by  East Harlem Tutorial Program (EHTP). EHTP began in 1958 as a children’s reading group and has since grown into a multi-site after-school program for traditional public school students and a network of public charter schools focused on significantly increasing the college graduation rate in East Harlem. We are on track to serve at least 25% of East Harlem students by 2025, with enrollment for this year at approximately 2200 students in our schools and after school programs. In 2020, 99% of our seniors were accepted to college, and our current scholars in college are on-track to graduate at eight times the national average of their peers.

At EHTP we also aim to serve as an agent of change and thoughtfully contribute to the national fight for racial equity. Through our organization-wide commitment to anti-racism work, we prepare our scholars to effect change, challenge the status quo, and thrive in the world around them. As staff members, we face our own racial identities and conscious and unconscious biases. With this in mind, all of our professional development, curriculum, organizational materials, and processes are designed with a goal of racial justice. Read our racial equity statement here.

We ground all of our work in racial equity, in our core values, and in our four guiding pursuits: the Revolutionary Pursuit of Love, the Radical Pursuit of Knowledge, the Responsive Pursuit of Healing, and in the Relentless Pursuit of Results. These pursuits inform and are reflected in our current four key strategic priorities: to increase high-impact, high-quality academic curriculum, programming content, staff capacity, and coaching; to embrace and advance our use of technology; to deepen our embodiment of ethical and equitable radical humanity; and to efficiently operationalize teaching, learning, community, and care.

For more information about Scholars Academies, please visit us at www.eastharlemscholars.org.

About The Opportunity

As a teacher with Scholars Academies you will be student facing the majority of the day. You will work closely with your grade team and the instructional leadership team to internalize, and in some cases develop, curriculum; provide high-quality instruction; track and measure student progress; create a positive classroom and school culture, and to engage in reflection and continuous improvement. As a team we will work together to prepare students with the skills, strength of character, and emotional well-being to excel academically, lead in their communities, and realize their best possible selves.

For more details about the role, please click here.

What Qualifies You

  • You hold yourself to high professional and ethical standards
  • You enjoy and/or have experience working with diverse populations of students and communities
  • You believe that every student can and will learn when provided with a quality education
  • You have demonstrated success in raising the achievement levels of traditionally at-risk students
  • You are willing to be flexible in your role and adapt to school and student needs
  • You are committed to continuous improvement and learning through professional development
  • You have a minimum of three-year’s experience in relevant educational positions
  • You have a Bachelor’s Degree or higher, and hold or are in the process of obtaining a NYS Certification

Areas of Leadership

  • Demonstrate successful partnership with classroom co-teacher and utilize multiple co-teaching models in the classroom
  • Embodiment and effective modeling of our core values for students to exhibit and practice them
  • Sets ambitious goals based on backwards planning, demonstrating locus of control, and aligned with an overall vision for student success, content to be learned, personal knowledge of students, and overall instructional context
  • Demonstrates deep knowledge of content and effective pedagogy, evidenced by clear and objective-driven instruction.and meaningful student engagement through active learning practices
  • Staff member sets clear expectations and institutes routines so as to establish and maintain a purposeful, supportive, and fun environment for learning, in which students feel safe, valued, and respected by adults and their peers
  • Builds a classroom community where restorative practices are actively modeled and used to navigate student and community challenges
  • Demonstrates a Team First mindset, through proactive contributions to the community, and advances his/her practice through reflection, development opportunities, participation in the professional community, and actively engaging families and community members

For the safety of our students and staff, East Harlem Tutorial Program requires all staff members to be fully vaccinated against COVID-19. We do allow for medical and religious exemptions that adhere to our policy and CDC guidelines. If you have any questions and would like further information, please reach out to HR@ehtp.org.

Thank you for taking the time to submit an application.

Comments Off on Pre-K Assistant Teacher (2022-2023)

Pre-K Assistant Teacher (2022-2023)

Posted by | May 27, 2022 |

Positions Report to: Instructional Leadership Team

Start/End Date: 2022 – 2023 school year

Hours: 7:40 am – 4:15 pm

Compensation: $55,000 – $66,000 (Please note that this is a general range – salaries are determined based on credentials & years of experience). East Harlem Scholars Academies also offers a comprehensive benefits package.

FLSA Status: Exempt

 

Who We Are

East Harlem Scholars Academies are community-based Pre-K to 12 public charter schools operated by  East Harlem Tutorial Program (EHTP). EHTP began in 1958 as a children’s reading group and has since grown into a multi-site after-school program for traditional public school students and a network of public charter schools focused on significantly increasing the college graduation rate in East Harlem. We are on track to serve at least 25% of East Harlem students by 2025, with enrollment for this year at approximately 2200 students in our schools and after school programs. In 2020, 99% of our seniors were accepted to college, and our current scholars in college are on-track to graduate at eight times the national average of their peers.

At EHTP we also aim to serve as an agent of change and thoughtfully contribute to the national fight for racial equity. Through our organization-wide commitment to anti-racism work, we prepare our scholars to effect change, challenge the status quo, and thrive in the world around them. As staff members, we face our own racial identities and conscious and unconscious biases. With this in mind, all of our professional development, curriculum, organizational materials, and processes are designed with a goal of racial justice. Read our racial equity statement here.

We ground all of our work in racial equity, in our core values, and in our four guiding pursuits: the Revolutionary Pursuit of Love, the Radical Pursuit of Knowledge, the Responsive Pursuit of Healing, and in the Relentless Pursuit of Results. These pursuits inform and are reflected in our current four key strategic priorities: to increase high-impact, high-quality academic curriculum, programming content, staff capacity, and coaching; to embrace and advance our use of technology; to deepen our embodiment of ethical and equitable radical humanity; and to efficiently operationalize teaching, learning, community, and care.

For more information about Scholars Academies, please visit us at www.eastharlemscholars.org.

About the Opportunity

As an Associate Teacher with Scholars Academies, you will be student facing the majority of the day. You will work closely with your grade team and the instructional leadership team to internalize, and in some cases develop curriculum; provide high-quality instruction; track and measure student progress; create a positive classroom and school culture, and to engage in reflection and continuous improvement. As a team we will work together to prepare students with the skills, strength of character and emotional well-being to excel academically, lead in their communities, and realize their best possible selves.

For more details about the role, please click here.

What Qualifies You

  • You hold yourself to high professional and ethical standards
  • You have experience with, or are excited about researching best practices in anti-racist pedagogy
  • You enjoy and/or have experience working with diverse populations of students and communities
  • You believe that every student can and will learn when provided with a quality education.
  • You have demonstrated success in fostering the artistic proficiency of students who historically have not had equitable access to education opportunities
  • You are willing to be flexible in your role and adapt to school and student needs
  • You are committed to continuous improvement and learning through professional development
  • You have a minimum of two-year’s experience in relevant educational positions
  • You have a Bachelor’s Degree, or higher, and appropriate NYS certifications (preferred)

Areas of Leadership

  • Fill in for any absent staff member on both a short-term and long-term basis
  • Provide instructional support as outlined by lead teachers when absent and collaborate with the grade level team to improve students’ success as needed
  • Reinforce classroom expectations through the use of positive behavior support
  • Support daily living skills
  • Guide and assist student(s) in instruction settings with class routines and in transitioning from one activity to the next
  • Assist students with ambulation within the school premises and on class trips, as needed
  • Collect and share data documenting student behavior to inform possible interventions
  • Support classroom communities that maintain East Harlem Scholars Academies’ high expectations and social expectations for students
  • Build relationships with families of East Harlem Scholars Academies’ students through frequent communication and students’ progress and ways that families can support their children’s learning
  • Builds a classroom community where restorative practices are actively modeled and used to navigate student and community challenges
  • Thoughtfully modifies and differentiates instruction to meet the needs of the individual learners
  • Demonstrates a Team First mindset, through proactive contributions to the community, and advances his/her practice through reflection, development opportunities, participation in the professional community, and actively engaging families and community members

For the safety of our students and staff, East Harlem Tutorial Program requires all staff members to be fully vaccinated against COVID-19. We do allow for medical and religious exemptions that adhere to our policy and CDC guidelines. If you have any questions and would like further information, please reach out to HR@ehtp.org.

Comments Off on Director of Admissions

Director of Admissions

Posted by | May 26, 2022 |

Admissions Director (K-12)  

 

The Lang School is a progressive independent school located in lower Manhattan serving grades K-12. Our high potential and gifted learners also have learning challenges, such as ADHD, anxiety, EF difficulties, dyslexia, or high functioning autism. 

 

Twice-exceptional (“2e”) learners have a unique set of social-emotional and intellectual needs. We meet students where they are in both areas of strength and challenge, and we empower them to achieve their next levels of excellence with research-based supports, acceleration, and a robust Talent Development Program.

 

Our students are both unique and diverse, and we seek out and celebrate diversity in our community — in our identities (race, ethnicity, gender expression, socioeconomic status), as well as our backgrounds, experiences, and perspectives.

 

We are seeking an individual with training and experience in education or psychology who would define themselves as a social entrepreneur. This is a 12-month position. The ideal candidate will h

 

Role Description:

 

  • Lead and take part hands-on in the full admissions cycle (inquiry to enrollee);
  • Partner with school leadership, faculty, and therapy team in making admissions decisions consonant with the school’s mission and current practices;
  • Represent the school’s distinctive mission and program with professionalism and passion to prospects, peers, and the general public;
  • Heavy video conference and in-person outreach with prospective families and their child’s service providers (e.g., teachers, psychologists, psychiatrists, etc.);
  • Heavy video conference and in-person outreach to referring professionals and schools;
  • Ongoing communication about the status of the entire admissions pipeline with key stakeholders
  • Conduct and convey to school leadership and the board regular analyses of all data indicators of success and aspects of the admissions process to improve (including marketing);
  • Design and host recruitment-oriented events, such as Open Houses for parents and professionals(1 evening/month);

 

All Staff and Faculty at The Lang School:

 

  • Take personal responsibility for ensuring that each child is supported, feels embraced by the school community, and excels;
  • Enjoy working with children (especially those who present challenges) and like getting to know and “unravel” the mystery of 2e learners;
  • Proactively seek and integrate feedback.
  • Are intelligent, accomplished, exceptionally committed to their work,and profoundly curious;
  • Have deep knowledge in their area(s) of specialty – in this case, private school admissions trends nationally and locally, gifted and special education programs in NYC, and public and private tuition funding streams. 
  • Have exemplary communication skills, written and spoken;
  • Value diversity in all forms and understand that people learn and grow best in an environment rich in differences — different racial and socioeconomic backgrounds, experiences, cultures, abilities, genders, inclinations, interests, expertise, and perspectives;
  • Embrace inclusive practices and an inclusive mindset, extending that mindset to all staff, students, and their families;
  • Are committed to examining their work through an equity lens: looking at the intersections of their identities and the identities of students and colleagues, and reflecting on opportunities to learn and grow in that analysis.

Required Qualifications:

  • Master’s or doctoral degree in psychology, education, or school leadership;
  • Five or more years of experience in student recruitment and admissions (including at least three years at the leadership level);
  • Well versed in current best practices in education (general, special, and gifted) and developmental psychology;
  • Eager and able to quickly become conversant in the school’s mission, programs, practices, and unique characteristics as compared to competitor schools;
  • Driven to identify and enroll only good-fit students and families;
  • Fluent (or ready to become so) in the functions and use of CRM systems (e.g., Salesforce);
  • Fluent in using Google Suite.

COMPENSATION:

Compensation is competitive and based on credentials and experience. We offer a competitive benefits package, including fully paid health and life insurance, employer-matched 401K, and ample opportunities for paid professional development.

 

TO APPLY:

Please submit a resume and cover letter specific to our population and program to employment@thelangschool.org. All applicants follow the same process for submitting materials, and we review them using the same lens and rubrics.

 

Job Type: Full-time

Pay: $75,000.00 — $175,000.00 per year

The Lang School is an Equal Opportunity Employer. Lang does not discriminate on the basis of an applicant’s 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.

COVID-19 considerations:

Lang students and staff must get vaccinated (barring medical exclusion) as vaccines become available.

 

Comments Off on Math Learning Specialist (Part-Time, school-based)

Math Learning Specialist (Part-Time, school-based)

Posted by | May 26, 2022 |

Math Learning Specialist (Part-Time, school-based)

The Lang School (thelangschool.org) is a progressive independent school located in lower Manhattan serving grades K-12. Our high potential and gifted learners also have learning challenges, such as ADHD, anxiety, EF difficulties, dyslexia, or high functioning autism. These twice-exceptional (“2e”) learners have a unique set of social-emotional and intellectual needs. We meet students where they are and empower them to achieve their next levels of excellence with research-based supports & a robust Talent Development Program.

Our MISSION is to create a safe and engaging learning environment for students with an emphasis on creative thinking and assets-based approaches. Our students are both unique and diverse, and we seek out and celebrate diversity in our community — in our identities (race, ethnicity, gender expression, socioeconomic status), as well as our backgrounds, experiences, and perspectives.

We have an opening for a part-time Math Learning Specialist to support students 1:1 and in small groups (on a pull-out and push-in basis) in grades K-8 (two days weekly, hours flexible between 9 am until 3 pm), especially those who struggle with foundational mathematics (e.g., fluency and cardinality), recalling learned procedures, or math anxiety. These students may have a formal diagnosis of dyscalculia, and they tend simultaneously to be sophisticated conceptual math thinkers. The Math Learning Specialist must have targeted training and experience in remediating math challenges. At Lang, we want our students to see themselves as “math people,” as well as to see math as the stand-alone discipline and language it is.

 

REQUIREMENTS:

  • MA/MS in education psychology, education, mathematics, or a related field, including coursework on diverse learners
  • Training and experience in remediating math challenges, from a formal diagnosis of dyscalculia, to difficulties remembering processes, to remediating fluency issues, and addressing math anxiety
  • Understanding of neuropsychological evaluations
  • Genuine interest in special education, gifted, and/or 2e learners
  • US teaching certification (consideration may be made for candidates with significant full-time, lead-teaching of mathematics to grades K-8)
  • Minimum commitment of two years

 

RESPONSIBILITIES:

  • Work closely with colleagues to develop rigorous and engaging plans and projects for students on a push-in and pullout basis
  • Submit curricular materials for faculty and administrative review and reference
  • Maintain careful records of student progress
  • Provide regular feedback and updates to all interested parties
  • Proactively identify and work towards resolving student and learning challenges
  • Build and maintain strong relationships with students and colleagues
  • Participate wholeheartedly in all school and grade meetings, as well as opportunities for professional development
  • Be highly organized, with careful attention to detail
  • Write Progress Reports & take part in parent-teacher conferences twice each school year
  • The Math Learning Specialist is a part-time position

 

QUALIFICATIONS:

  • Authentic connection with The Lang School mission and population
  • Absolute tenacity — a “whatever it takes” attitude to student learning
  • Genuine appreciation for the perspectives of others
  • Adaptability, flexibility
  • Willingness to put a child and class’s needs about ego and inclinations
  • Exhaustive self-reflection
  • Exemplary time-management
  • Excellent classroom management
  • Facility in incorporating multi-sensory approaches
  • Commitment to Positive Behavioral Interventions and Supports (PBIS)
  • Dedication to Universal Design for Learning (UDL) principles and practices
  • Profound kindness and patience
  • Proficient with classroom technologies (e.g., SMARTBoard, Chromebooks, Google Suite) and eager to learn more

All Lang Therapeutic Staff & Faculty:

  • Take personal responsibility to ensure that each child is supported and feels good about themselves, their learning, and their school community;
  • Enjoy working with youngsters, especially those who present challenges; they like getting to know and “unraveling” the mystery of 2e learners;
  • Value diversity in all forms and understand that people learn and grow best in an environment rich in differences — different racial and socioeconomic backgrounds, experiences, cultures, abilities, genders, inclinations, interests, expertise, and perspectives;
  • Embrace inclusive practices and an inclusive mindset, extending that mindset to all staff, students, and their families;
  • Are committed to examining their work through an equity lens: looking at the intersections of their identities and the identities of their students and colleagues, and reflecting on opportunities to learn and grow in that analysis;
  • Are innovative outside-the-box thinkers — both in the way they approach content and topics and in the way they interact with students, colleagues, and families;
  • Work collaboratively to ensure that each child’s disparate needs are met, they are challenged, they achieve at a high level, and that they experience a sense of personal and academic achievement;
  • Have exemplary communication skills, written and spoken;
  • Are intelligent, accomplished, and profoundly curious;
  • Have deep knowledge in their area(s) of specialty;
  • Proactively seek, welcome, and integrate feedback.

 

COMPENSATION:

Compensation is competitive and based on credentials and experience. We offer a competitive benefits package, including fully paid health and life insurance, employer-matched 401K, and ample opportunities for paid professional development.

 

TO APPLY:

Please submit a resume and cover letter specific to our population and program to employment@thelangschool.org. All applicants follow the same process for submitting materials, and we review them using the same lens and rubrics.

Job Types: Part-time, Contract

Pay: $20,000.00 – $50,000.00 per year

The Lang School is an Equal Opportunity Employer. Lang does not discriminate on the basis of an applicant’s 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.

COVID-19 considerations:

Lang students and staff must get vaccinated (barring medical exclusion) as vaccines become available.

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​​School Psychologist 

Posted by | May 26, 2022 |

​​School Psychologist 

The Lang School is a progressive independent school located in lower Manhattan serving grades K-12. Our high potential and gifted learners also have learning challenges, such as ADHD, anxiety, EF difficulties, dyslexia, or high functioning autism. 

 

Twice-exceptional (“2e”) learners have a unique set of social-emotional and intellectual needs. We meet students where they are in both areas of strength and challenge, and we empower them to achieve their next levels of excellence with research-based supports, acceleration, and a robust Talent Development Program.

 

Our students are both unique and diverse, and we seek out and celebrate diversity in our community — in our identities (race, ethnicity, gender expression, socioeconomic status), as well as our backgrounds, experiences, and perspectives.

We are looking for an experienced Psychologist (Clinical, School, or dually licensed) to work collaboratively with our School Psychology, Therapy, and Education Teams, as well as with students, parents, and outside providers. This is a full-time position from 8 am until 4 pm weekdays beginning in late August 2022.

 

REQUIREMENTS:

  • Full NYS licensure as a Clinical or School Psychologist at the PsyD or PhD-level required. (ABD or master’s level Psychologists will not be considered.)
  • Five+ years of post-licensure experience working in or with schools required.  
  • Expertise and experience in best practices for working with ASD children and adolescents (with no intellectual disability) required.
  • Demonstrated alignment with our mission and core SEL & EF programs — CPS, PBIS, CBT, DBT, OST/OTMP, DRCs) are required. Summer 2022 training will be provided at the School’s expense.

RESPONSIBILITIES:

  • Conduct regular observations and collect/interpret data to identify the current developmental and cognitive needs of a small caseload of 17 students;
  • Based on all information and current evaluations, create/update Transition Plans and Learner Profiles;
  • Provide at least weekly 1:1 counseling onsite to student caseload, including crisis intervention & support;
  • Collaborate in compassionately but directly communicating student needs with all stakeholders and translating observations and data into best practices that demonstrably improve student wellbeing and success;
  • Communicate regularly with all parents and school leadership;
  • Participate in the Admissions process via student observations or 1:1 meetings, and feedback to Admissions Team;
  • Lead or co-lead weekly psychoeducational classes for small student groups;
  • Lead or co-lead periodic workshops for parents via Zoom.

 

QUALIFICATIONS:

  • Absolute tenacity — a “whatever it takes” attitude to student progress
  • A genuine appreciation for the perspectives of colleagues
  • Adaptability, flexibility, ability to improvise
  • Exemplary time-management skills
  • Strong classroom management skills

 

ALL THERAPEUTIC STAFF & FACULTY:

  • Value diversity in all forms and understand that people learn and grow best in an environment rich in differences – different racial and socioeconomic backgrounds, experiences, cultures, abilities, genders, inclinations, interests, expertise, and perspectives;
  • Embrace inclusive practices and an inclusive mindset, extending that mindset to all staff, students, and their families;
  • Are committed to examining their work through an equity lens: looking at the intersections of their identities and the identities of their students and colleagues, and reflecting on opportunities to learn and grow in that analysis;
  • Work collaboratively to make sure that each child’s set of needs is met, that they are challenged, that they achieve at a high level, and that they experience personal and academic achievement;
  • Have exemplary communication skills, written and spoken;

 

COMPENSATION:

Compensation is competitive and based on credentials and experience. We offer a competitive benefits package, including fully paid health and life insurance, employer-matched 401K, and ample opportunities for paid professional development.

 

TO APPLY:

Please submit a resume and cover letter specific to our population and program to employment@thelangschool.org. All applicants follow the same process for submitting materials, and we review them using the same lens and rubrics.

Job Type: Full-time

Pay: $90,000.00 — $150,000.00 per year

The Lang School is an Equal Opportunity Employer. Lang does not discriminate on the basis of an applicant’s 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.

COVID-19 considerations:

Lang students and staff must get vaccinated (barring medical exclusion) as vaccines become available.

 

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K/1 Special Education Teacher

Posted by | May 26, 2022 |

K/1 Special Education Teacher

The Lang School is a progressive independent school located in lower Manhattan serving grades K-12. Our high potential and gifted learners also have learning challenges, such as ADHD, anxiety, EF difficulties, dyslexia, or high functioning autism. 

Twice-exceptional (“2e”) learners have a unique set of social-emotional and intellectual needs. We meet students where they are in both areas of strength and challenge, and we empower them to achieve their next levels of excellence with research-based supports, acceleration, and a robust Talent Development Program.

Our students are both unique and diverse, and we seek out and celebrate diversity in our community — in our identities (race, ethnicity, gender expression, socioeconomic status), as well as our backgrounds, experiences, and perspectives.

We have an opening for a Kindergarten/1st Grade Co-Teacher to work in our bridge K/1 class. Though technically an early childhood position, teachers in this position must be prepared to deliver content at a high level due to the strengths of our precocious learners. The K/1 Co-Teacher must exhibit absolute patience and a genuine interest in helping young children explore and achieve success across content areas. The position has growth potential; strong performers will likely transition to lead teaching over time. The K/1 bridge class is co-taught and capped at 12 students. The position will start in August 2022.

All Faculty at The Lang School:

  • Take personal responsibility to ensure that each child is supported and feels good about themselves, their learning, and their school community;
  • Enjoy working with children, especially those who present challenges; they like getting to know and “unravel” the mystery of 2e learners;
  • Value diversity in all forms and understand that people learn and grow best in an environment rich in differences — different racial and socioeconomic backgrounds, experiences, cultures, abilities, genders, inclinations, interests, expertise, and perspectives;
  • Embrace inclusive practices and an inclusive mindset, extending that mindset to all staff, students, and their families;
  • Are committed to examining their work through an equity lens: looking at the intersections of their identities and the identities of their students and colleagues, and reflecting on opportunities to learn and grow in that analysis;
  • Are innovative outside-the-box thinkers — both in the way they approach content and topics and in the way they interact with students, colleagues, and families;
  • Work collaboratively to make sure that each child’s disparate needs are met, they are challenged, they achieve at a high level, and that they experience a sense of personal and academic achievement;
  • Have exemplary communication skills, written and spoken;
  • Are intelligent, accomplished, and profoundly curious;
  • Have deep knowledge in their area(s) of specialty;
  • Proactively seek and integrate feedback.

Teaching Position Responsibilities:

  • Work closely with others to develop rigorous and engaging plans and projects
  • Submit curricular materials for faculty and administrative review and reference
  • Maintain careful records of student progress
  • Provide regular feedback and updates to all interested parties
  • Proactively identify and work towards resolving student and learning challenges
  • Build and maintain strong relationships with students and colleagues
  • Participate wholeheartedly in all school and grade meetings, school functions, and opportunities for professional development
  • Be highly organized, with careful attention to detail

Qualifications — Mind & Skills:

  • Authentic connection with The Lang School mission and population
  • Excellent classroom management
  • Absolute tenacity — a “whatever it takes” attitude to student learning
  • Genuine appreciation for the perspectives of others
  • Adaptability, flexibility
  • Willingness to put a child and class’s needs about ego and inclinations
  • Exhaustive self-reflection
  • Exemplary time-management
  • Facility in incorporating multi-sensory approaches
  • Commitment to Positive Behavioral Interventions and Supports (PBIS)
  • Dedication to Universal Design for Learning (UDL) principles and practices
  • Absolute kindness and patience
  • Proficiency with classroom technologies (eg, SMARTBoard, Chromebooks, Google Suite)

Requirements — Education, Certification, & Work Experience:

  • MA/MS in education or a related field, including substantive coursework on diverse learners
  • Three+ years full-time lead-teaching experience
  • Special Education Degree, Certification, and/or extensive experience
  • Experience with Orton-Gillingham based reading remediation
  • Experience with TC Readers/Writers Workshop
  • Genuine interest in special education, gifted, and/or 2e learners
  • Willing to pursue to both OG certification and TCWRP training summer 2022 (school subsidized)
  • US teaching certification (consideration may be made for candidates with significant full-time lead-teaching in a K-2 classroom)
  • Minimum commitment of three years

COMPENSATION:

Compensation is competitive and based on credentials and experience. We offer a competitive benefits package, including fully paid health and life insurance, employer-matched 401K, and ample opportunities for paid professional development.

TO APPLY:

Please submit a resume and cover letter specific to our population and program to employment@thelangschool.org. All applicants follow the same process for submitting materials, and we review them using the same lens and rubrics.

 

Job Type: Full-time

Pay: $45,000.00 — $85,000.00 per year

The Lang School is an Equal Opportunity Employer. Lang does not discriminate on the basis of an applicant’s 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.

COVID-19 considerations:

Lang students and staff must get vaccinated (barring medical exclusion) as vaccines become available.

 

Comments Off on High School ELA Teacher

High School ELA Teacher

Posted by | May 26, 2022 |

The Lang School is a progressive independent school located in lower Manhattan serving grades K-12. Our high potential and gifted learners also have learning challenges, such as ADHD, anxiety, EF difficulties, dyslexia, or high functioning autism. These twice-exceptional (“2e”) learners have a unique set of social-emotional and intellectual needs. We meet students where they are and empower them to achieve their next levels of excellence with research-based support & a robust Talent Development Program.

Our students are both unique and diverse, and we seek out and celebrate diversity in our community — in our identities (race, ethnicity, gender expression, socioeconomic status), as well as our backgrounds, experiences, and perspectives.

We have a fall 2022 opening for a truly exceptional High School ELA teacher to lead-teach English Language Arts to our 8th through 12th grade students. The right candidate must be able to teach and differentiate for a group of students with unexpected sophistication in their thinking and, at times, significant challenges in executive functions and writing anxiety. Some of our high school students are brilliant at inference and higher level critical thinking, but are dyslexic, as well. We teach all of our students at their intellectual level, and we meet them where they are in terms of their need for supports.

At Lang, we prepare all of our students for a life of the mind that is guided by passion, ethics, hard work, and commitment. Our curricula, pedagogy, and research-driven academic and social-emotional supports all serve this mission in a way that is tailored to meet the needs of each of our twice-exceptional students in partnership with their parents.

All Faculty at The Lang School:

Are committed to examining their work through an equity lens: looking at the intersections of their identities and the identities of their students and colleagues, and reflecting on opportunities to learn and grow in that analysis;

Work collaboratively to ensure that each child’s unique needs are met, that they are challenged, that they are sufficiently supported so they can achieve at a high level, and that they reflect on their accomplishments with a growth mindset;

Have exemplary communication skills, written and spoken;

Have deep knowledge in and passion for their area(s) of specialty.

Requirements:

  • Completed MS.Ed.;
  • Undergraduate degree in English or Comparative Literature;
  • Three+ years of full-time, lead-teaching ELA experience;
  • Exceptional classroom management and classroom community-building skills;
  • Proficiency with classroom technologies (e.g., SMARTBoard, Google Suite);
  • Absolute tenacity — a “whatever it takes” attitude to individual student learning that is proximal (i.e., Vygotsky’s ZPD);
  • Genuine appreciation for the perspectives of students, colleagues, and leadership;
  • Adaptability, flexibility, and ability to improvise;
  • A genuine commitment to Positive Behavioral Interventions and Supports (PBIS);
  • Dedication to Universal Design for Learning (UDL) principles and practices.
  • Training or willingness to undertake training in research-based reading and writing programs to support learning challenges.

Responsibilities:

  • Collaborate with colleagues and staff developers to create rigorous and engaging unit/lesson plans and projects;
  • Submit all curricular materials for staff developer and leadership review upon request;
  • Maintain detailed records of curricular successes/failures/adjustments;
  • Maintain detailed records of student progress and other noticings;
  • Consistently provide students with feedback and opportunities to improve their work with research-based supports designed to be faded and adjusted over time;
  • Provide student updates to all interested parties on request;
  • Proactively identify and work toward resolving student learning challenges, including the integration of appropriate staff partners (doctoral-level school psychologists, reading & writing specialists, OT, SLP, college counselor, staff developers, dir. for education, school leadership);
  • Build and maintain strong, trusting relationships with students, colleagues, and parents;
  • Participate wholeheartedly in all school and grade meetings, and in opportunities for professional development;
  • Write twice-yearly progress reports (narrative & numerical) for all high school ELA students, and participate in twice-yearly parent-teacher conferences;
  • Advisory responsibilities for seven to eight students in a co-led homeroom class.

Compensation:

Compensation is competitive and based on credentials and experience. We offer a competitive benefits package, including fully paid health and life insurance, employer-matched 401K, ample PTO, and generous opportunities for paid professional development.

TO APPLY:

Please submit a resume and cover letter specific to our population and program. All applicants follow the same process for submitting materials, and we review them using the same lens and rubrics.

Job Types: Full-time, Contract

Pay: $75,000.00 – $150,000.00 per year

COVID-19 considerations:

All Lang students and staff are expected to get vaccinated and boosted timely (barring medical exclusion) as vaccines become available.

Comments Off on Multiple Roles

Multiple Roles

Posted by | May 19, 2022 |

Our Network Schools are hiring!  Please review the jobs listed below and apply directly to the schools you are interested in working with.

NYC Outward Bound Schools transforms schools and changes live by bringing our educational approach to NYC’s young people and their public schools, with a focus on students from educationally under-resourced communities.

Our uniquely powerful approach joins together demanding and engaging learning with an emphasis on community and character. We honor our students’ roots and dreams while preparing them for success in college, careers, and citizenship, and simultaneously working to redefine what educational excellence looks like in New York City’s public schools.

Brooklyn Collaborative Studies:

  • We are looking for interested candidates in the following licenses:
    • Math (with a desire to teach Computer Science)
      Special Education (with a desire to teach ICT Math/Science)
      Physical Education/Health
      TESOL/ENL and Spanish
      We welcome resumes for all candidates in any license area interested in working in our community.
    • Link to our posting/site

Leaders High School:

  • Special Education Teacher, ENL Teacher, and Parent Coordinator
  • Please send your information to  hiring@leaders6-12.org,  for more information about our school www.leadersschool.net and @LeadersHighSchool on Instagram.

MAELS:

  • Math, Social Studies, Science, ELA, Technology, Special Education, Paraprofessionals. (7-12 certifications preferred)
  • Please share a copy of your resume and cover letter with recruitment@maels.net.
  • Feel free to check out our school website for more information about our school culture and the application process!

MELS:

MS 839: 

  • We are currently accepting resumes in all license areas for consideration, especially those who are dually certified
  • For more information, please visit our website htt s://ms839.org/ to learn more about our community. Interested candidates, please email your resume and cover letter to hiring@ms839.org.

The James Baldwin School: 

  • We are currently accepting resumes in all license areas for consideration, especially dually certified ones.
  • For more information, please look at this info sheet and visit our website www.thejamesbaldwinschool.org to learn more about our community.  Interested candidates, please email your resume and cover letter to hiring@baldwinnyc.org.
Comments Off on Multiple Roles

Multiple Roles

Posted by | May 19, 2022 |

Our Network Schools are hiring. Please review the listed jobs below and apply if you are interested in joining our Crew!

NYC Outward Bound Schools transforms schools and changes live by bringing our educational approach to NYC’s young people and their public schools, with a focus on students from educationally under-resourced communities.

Our uniquely powerful approach joins together demanding and engaging learning with an emphasis on community and character. We honor our students’ roots and dreams while preparing them for success in college, careers, and citizenship, and simultaneously working to redefine what educational excellence looks like in New York City’s public schools.

Brooklyn Collaborative Studies:

    • We are looking for interested candidates in the following licenses:
      Math (with a desire to teach Computer Science)
      Special Education (with a desire to teach ICT Math/Science)
      Physical Education/Health
      TESOL/ENL and Spanish
      We welcome resumes for all candidates in any license area interested in working in our community.
    • Link to our posting/site 

Leaders High School:

    • Job titles: Special Education Teacher, ENL Teacher, and Parent Coordinator
    • Please send your information to  hiring@leaders6-12.org,  for more information about our school www.leadersschool.net and @LeadersHighSchool on Instagram. 

MAELS:

    • Job titles: Math, Social Studies, Science, ELA, Technology, Special Education, Paraprofessionals. (7-12 certifications preferred)
    • Please share a copy of your resume and cover letter with recruitment@maels.net.
    • Feel free to check out our school website for more information about our school culture and the application process! 

MELS:

MS 839: 

    • Job titles: We are currently accepting resumes in all license areas for consideration, especially those who are dually certified
    • For more information, please visit our website htt s://ms839.org/ to learn more about our community. Interested candidates, please email your resume and cover letter to hiring@ms839.org

The James Baldwin School: 

    • Job titles: We are currently accepting resumes in all license areas for consideration, especially dually certified ones.
    • For more information, please look at this info sheet and visit our website www.thejamesbaldwinschool.org to learn more about our community.  Interested candidates, please email your resume and cover letter to hiring@baldwinnyc.org.
Comments Off on Multiple Roles

Multiple Roles

Posted by | May 18, 2022 |

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Comments Off on Nagaslot138 Hiring Member

Nagaslot138 Hiring Member

Posted by | May 18, 2022 |

Nagaslot138 adalah situs resmi Judi Slot terbesar dan terpercaya di Indonesia serta menjadi tempat yang banyak dipilih oleh petaruh di dalam melakukan taruhan uang asli. Selain beragam pilihan permainan terlengkap hadiah jackpot yang ditawarkan oleh situs resmi ini cukup besar.

Comments Off on Humanities Teaching Position at The East Harlem School in 2022-23

Humanities Teaching Position at The East Harlem School in 2022-23

Posted by | May 17, 2022 |

Unique opportunity at a nationally acclaimed, small, independent middle school in East Harlem, New York!

The East Harlem School at Exodus House is seeking a dynamic and reflective Humanities teacher for the 2022-2023 school year.

Applicants must have a strong academic foundation, as well as a commitment to teaching students from East Harlem and the surrounding community. Humanities classes at The East Harlem School combine history, literature, and writing instruction. Qualified applicants will have at least a Bachelor of Arts (B.A.) Degree, strong written and oral communication skills and a desire to collaborate with colleagues. Applicants with English backgrounds preferred. The position offers a competitive compensation and benefits package with a minimum salary of $50,000 and maximum of $76,000. Salary is commensurate with experience and education level.

Candidates are not required to have a teaching certification. Candidates must attend Faculty Orientation August 29 through September 1, 2022.The school year will begin Tuesday, September 6, 2022.

About The East Harlem School:

Our mission: The East Harlem School challenges students to develop a balanced physical, moral, and intellectual strength that they will use to adapt to change – and for the final purpose of creating and sharing lives of deep meaning, dynamic actions, and transcendent joy. We are a middle school (grades 4-8) that recruits children from families with low income and the highest values, and we give preference to those who keep to the traditional belief that creative flight can only be sustained by grounded discipline.

Our history: Exodus House has been an anchoring and iconic institution in Harlem since its founding in 1963 by Reverend Dr. Lynn and Mrs. Leola Hageman as a drug rehabilitation center. Due to a heightened concern for the welfare and well-being of the community’s many underserved, at-risk children, Exodus House was converted in 1984 to an after-school and summer program facility. Then, in the fall of 1993, inspired by the steadfast commitment of the Hagemans to the East Harlem community, the couple’s sons, Hans and Ivan, opened an independent year-round middle school on the original Exodus House site to better address the critical needs of these children and their families. Today, EHS is chartered by the New York State Department of Education and accredited by the Middle States Association of Colleges and Schools. The East Harlem School is a 501(c)(3) nonprofit organization.

Comments Off on Executive Director

Executive Director

Posted by | May 12, 2022 |

Executive Director

Horizons at Saint David’s

New York, NY

 

About Horizons at Saint David’s

 

Horizons at Saint David’s was founded by Saint David’s School in 2012 as a commitment to the local community. The first Manhattan affiliate of the Horizons network, Horizons at Saint David’s works with boys from Harlem to close the opportunity gap and fuel curiosity, inspire a love of learning, build self-confidence, and expose boys to a variety of cultural experiences.

 

With the mission to prevent academic slide by providing a rich academic and cultural experience from kindergarten through 8th grade for boys from low-income, diverse families. Horizons provides a six-week summer academic program in which boys start as rising first graders and return each summer throughout their elementary school years, completing their final year of summer programming as rising ninth graders, with a full enrollment of 130 boys. The program provides structured lessons in reading, writing, and math and reinforces these fundamental skills through hands-on experiences in STEM, art, music, and other enrichment activities. Sports and swimming are a part of the weekly curriculum. In addition, teachers place a strong emphasis on the social and emotional development of each boy. Recently developed academic year-round programming provides opportunities for additional enrichment and support for boys, strategies for parents, and community-building with Horizons families. To learn more, please visit www.sdhorizons.org.

 

Horizons at Saint David’s is one of 60 Horizons programs that serve over 5,700 students across 19 states. The programs, run and hosted by private schools, colleges and universities, are part of a network supported by Horizons National. In contrast to the summer learning loss typically experienced by children from low-income families, Horizons students achieve consistent gains in reading and math each summer, have an increase in their attendance and self-confidence, and a high school graduation rate of 97%.

 

The Opportunity

 

The Executive Director role is an exciting leadership opportunity for an individual who is passionate about preventing summer learning loss and closing the opportunity and achievement gaps for students from low-income families. The Executive Director will work with a dedicated, talented team to guide an established, successful program to its next level. The Executive Director will lead Horizons at Saint David’s through effective partnership with a variety of stakeholders, including Horizons students and families, staff, Board, and donors; Saint David’s School’s leadership and broader community; our partner schools; and Horizons National and Horizons New York City. The Executive Director will continue to refine the summer program, expand year-round programming, develop a comprehensive process for maintaining contact with alums, and build the volunteer base. They will ensure the effectiveness of all of the program’s operations.

 

Key responsibilities:

 

Program Leadership:

  • Drive the continued evolution and refinement of our academic curriculum and program, with a particular focus on ensuring an engaging and rigorous experience for students in grades one through eight
  • Lead all aspects of our summer program, including:
  • Recruiting, training, and supervising teaching staff to deliver a high-quality academic program, working across this team to oversee curriculum, goals, and daily schedules and to maintain appropriate records on the academic, social, and emotional progress of each student
  • Overseeing volunteer coordination
  • Planning off-campus trips
  • Coordinating with Saint David’s School for use of facilities
  • Managing contracts and coordination with all vendors (including food service, swimming pool facilities, and bus companies)
  • Ensuring compliance with all regulatory and licensing requirements
  • Guide the continue development and delivery of our academic-year and alumni programs
  • Build strong partnerships with feeder schools in order to support recruitment of Horizons students and families
  • Build and maintain supportive relationships with Horizons students and families through effective and responsive communication and a deep understanding of their needs

 

Organizational Leadership:

  • Partner with the Board to establish and meet short-term goals and set the future strategic direction of the program
  • Report at board meetings, serve on all board committees, and ensure all members are engaged and supported effectively
  • Manage budgeting, financial controls, and reporting for the program, collaborating with Saint David’s School’s finance department to ensure accurate record keeping and approval of all revenue and expenses
  • Coordinate with Horizons National, fulfilling all Horizons National reporting requirements, implementing Horizons National best practices where applicable, and attending Horizons National conferences

 

Development and Communications:

  • Create and implement a sustainable fundraising strategy
  • Research and solicit new sources of funding, prepare grant proposals and reports, and build and maintain strong relationships with donors
  • Plan and oversee Horizons at Saint David’s fundraising events in collaboration with the Event Committee of the Board
  • Collaborate with the Saint David’s School’s development office to ensure effective donor management, appropriate development strategies, and accurate reporting and acknowledgment of all gifts
  • Create and execute an annual communications plan, including website, marketing videos, social media, email newsletters, and public relations activities, as well as effective communications with Horizons families

 

Candidate Profile

 

As the incoming Executive Director, you will possess many, though perhaps not all, of the following characteristics and qualifications:

  • You demonstrate a strong commitment to Horizons’ mission and a belief in the value of high-quality summer learning to help low-income students reach their full potential. Experience with students and families from East Harlem or similar communities is a strong benefit for this leader.
  • You come to this role with 7+ years of experience in education, with success in educational leadership or teaching and curriculum design positions.
  • You bring excellent interpersonal skills, with a demonstrated ability to build and support positive and respectful relationships, a strong sense of cultural competency, and experience working with a diverse range of stakeholders. You also offer the ability to act as a spokesperson for Horizons to a broad public audience.
  • You have experience with financial management, including budgeting, financial controls, and reporting, or you demonstrate an interest and aptitude for this area of responsibility.
  • You have experience with nonprofit fundraising or you demonstrate an interest and aptitude for this area of responsibility. In addition, you offer strong interpersonal and communication skills (oral and written).
  • You are a self-starter who demonstrates high levels of initiative, organization, and accountability. You are flexible and effective whether working independently, leading teams, or collaborating with peers.
  • You possess strong computer skills that allow you to comfortably navigate different platforms.
  • Spanish language skills are preferred.
  • Bachelor’s degree or equivalent experience is required.

 

Compensation & Benefits

 

The salary range for this position is $110,000 – $125,000, commensurate with experience and skills. A benefits package is provided. This position is full-time, with some flexibility of starting date in summer or fall 2022.

 

During the summer months, the Executive Director is required to be on-site full-time. At other times, the expectation is that the Executive Director will be on-site part-time each week, with the flexibility to balance time at the Horizons at Saint David’s office, located at Saint David’s School, with the ability to work from home. This is an excellent opportunity for a motivated candidate who prefers to set their own work schedule.

 

Equal Employment Opportunity

Horizons at Saint David’s is committed to equal employment opportunities for all individuals. The program will make all employment decisions for employees and applicants without unlawful discrimination as to race, color, religion, sex, sexual orientation, national origin, citizenship, disability, pregnancy, age, marital status, military or veteran status, gender identity and expression, creed, genetic predisposition, being the victim of domestic violence, stalking or sex offenses, or any other basis protected by law. This policy applies to all terms and conditions of employment, including but not limited to recruiting, hiring, compensation, training and development, benefits, promotion, demotion, transfer, discipline or termination. All employees of Horizons at Saint David’s, regardless of position, are expected to maintain and live up to the true meaning of non-discrimination.

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Director, Algebra Success

Posted by | May 12, 2022 |

Role Overview

The Urban Assembly (UA) is seeking an energetic and inspired Director of Algebra Success, who will lead the UA’s efforts to increase postsecondary opportunities for 8th and 9th graders by ensuring students are equipped with the content and opportunity to experience success in Algebra.

This is an opportunity to join an engaged, collaborative, mission-driven staff and to take part in the critical work of advancing the social and economic mobility of NYC students and students around the country. This position collaborates with and reports to the Managing Director, Programs, staff across the Program team, and involves onsite work with schools, days at Urban Assembly’s central office in Manhattan’s Financial District, and work from home.

The Urban Assembly

The Urban Assembly’s mission is to advance students’ social and economic mobility by improving public education. The UA provides schools and districts with innovative approaches to career and technical education, academics, social-emotional learning, and postsecondary readiness. The (UA) founded a network of unique, small public secondary schools throughout 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’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 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.  

Role Description

The Algebra Success Director is deeply committed to UA’s mission and commitment to equity, and will lead the team responsible for high-impact implementation in schools, cultivate partnerships, and lead the expansion of our highly successful Algebra Success program. All of the Director’s work will be grounded in these key beliefs:

  • Students should be at the center of the classroom, and that every student must have access to rigorous mathematical content.
  • All students have opportunities to engage in the mathematical practices around meaningful mathematical ideas in ways that increase student voice and agency.

Responsibilities:

  • Cultivate and Sustain Partnerships Within and Outside of NYC
    • Engage and convene potential partners
    • Develop key collateral in collaboration with the Advancement team
    • Represent the UA at national and local conventions and conferences, with intentionality about engaging and cultivating new partnerships
    • Develop or maintain lead generation system and systems to track and cultivate partner engagement 
    • Negotiate value propositions with potential partners and funders, including cost, mutual benefit, and investments
  • Develop and Supervise a High-performing Team
    • Set vision for the team
    • Allocate resources, including time and fiscal resources
    • Design and facilitate onboarding, internal learning, and capacity building for team
    • Build strong working relationships and systems within and across teams at UA
    • Effectively supervise and develop your team towards program outcomes, and individual goals
  • Oversee High Quality Program Design and Implementation
    • Oversee codification, mid-course adjustments, end of year reflection and revision
    • Lead team in contextualizing/ adapting program content and models for local need and context
    • Maintain program fidelity (holding the non-negotiables and being clear about what is required for impact) and be able to contextualize/adapt programs for new partnerships 
    • Navigate and negotiate various constraints; have familiarity and comfort with educational systems and structures and policies, including bureaucracies
    • Innovate and creatively respond to evolving needs, identify and harness solutions already in the market, and create new solutions where needed
  • Lead a World-class Algebra Program
    • Maintain and refine a clear vision for the Algebra Success Program
    • Have Math expertise; prior experience teaching math, preferably algebra
    • Have Coaching expertise, and skill and ability to train and oversee a team of coaches

Preferred Qualifications: 

  • 3+ years of non profit/education leadership experience or similar, including experience managing a team
  • 5+ years of education experience, ideally including teaching experience and work coaching adults 
  • Content and pedagogy expertise in middle and/or high school mathematics, with specific focus and background in Algebra

We expect the work to be broad-ranging, requiring someone who can pivot into different roles at a moment’s notice. As a growing organization, we expect that the specific needs and job description will shift over time and other duties may be assigned by the Managing Director. A flexible and curious mindset will be essential for success.

Due to a non-compete clause, we are unable to hire staff directly out of DOE schools or central offices, but former DOE staff (out of the system for more than 1 year) are encouraged to apply. 

Please note that as contractors of the New York City Department of Education, all employees of the Urban Assembly are required to be vaccinated against COVID-19 or request a Religious or Medical Accommodation.

This is a full-time, exempt position. Salary range for this position is $100,000 – $110,000 and includes an excellent benefits package, including: employer-funded healthcare, monthly MetroCard reimbursement, phone stipend, financial support for professional development, and generous vacation time.

Comments Off on Community Roots Charter School, K-5 Teaching Position 2022-2023

Community Roots Charter School, K-5 Teaching Position 2022-2023

Posted by | May 11, 2022 |

About the Position:

We are looking for K-8 classroom teachers with certification in elementary school, secondary school content area certification (Art, Humanities, Math, Science, Performing Arts, Physical Education, and Spanish) and special education for the upcoming 2022-2023 school year. Community Roots offers Integrated Co-Taught (ICT) classes for all K-5 classrooms and all 6-8 grade core content areas.

 

About Us:

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

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

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

 

Benefits and Compensation:

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

 

Qualifications:

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

 

Community Roots seeks individuals who:

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

 

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Math Teachers for 6th-8th grade ICT Classrooms at Small Progressive Charter School

Posted by | May 11, 2022 |

Community Roots is hiring:

Math teachers with content area certification and/or Special Education certification for our middle school classrooms. Community Roots offers Integrated Co-Taught (ICT) classes for all middle school core content areas.

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
  • Preference for dual certification in Math and Teaching Students with Disabilities (Special Education)

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 Community Roots Charter School, Family Leave Teaching Position 7th/8th Grade Math, 2022-2023

Community Roots Charter School, Family Leave Teaching Position 7th/8th Grade Math, 2022-2023

Posted by | May 11, 2022 |

About the Position:

We are looking for a 7th/8th Grade Math teacher for the upcoming Fall 2022 semester. This position will be an Integrated Co-Taught (ICT) class for four 7th and 8th grade math classes.

 

About Us:

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

 

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

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

 

Benefits and Compensation:

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

 

Qualifications:

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

 

Community Roots seeks individuals who:

  • Believe that all children have the right to an exceptional education, understand that children learn in different ways, and work hard to provide/create the support each student needs
  • Believe that working and educating children in a diverse and inclusive environment is essential
  • Are committed to anti-bias/anti-racist education, professionally and personally
  • Are capable of building a safe, nurturing, supportive and high achieving school culture
  • Believe that communicating and building relationships with children’s families is essential
  • Believe that a combination of creativity and research generates engaging curriculum
  • Believe in and are capable of high levels of collaboration and communication
  • See themselves as active learners committed to ongoing professional development
  • Are reflective and embrace feedback 
Comments Off on Community Roots Charter School, 6th-8th Grade Humanities, 2022-2023

Community Roots Charter School, 6th-8th Grade Humanities, 2022-2023

Posted by | May 11, 2022 |

About the Position:

We are looking for ELA, Social Studies and/or Special Education teachers for our 6th-8th grade Humanities ICT classrooms. Community Roots offers Integrated Co-Taught (ICT) classes for all middle school core content areas.

 

About Us:

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

 

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

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

 

Benefits and Compensation:

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

 

Qualifications:

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

 

Community Roots seeks individuals who:

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

 

Comments Off on New York Educator

New York Educator

Posted by | May 11, 2022 |

The Institute for Curriculum Services (ICS) is a national nonprofit initiative based in San Francisco, CA, and founded in 2005. ICS is dedicated to improving the quality of U.S. K-12 education on Jews, Judaism, Jewish history and Israel. We do this by developing standards-aligned curricula and training teachers around the country.

Overview:

We seek an experienced educator who is excited about bringing ICS’s curricula and professional development opportunities to K-12 educators across the state of New York. In this role, you will build and cultivate partnerships, plan and execute in-person and online trainings, and increase ICS’s presence across the state as you deliver professional development presentations, workshops, and seminars about Jews, Judaism, Jewish history and Israel to K-12 educators throughout the year. You will also organize and facilitate an intensive Summer Institute to increase educators’ content knowledge, competency, and comfort in teaching about the Arab-Israeli conflict and peace process in a scholarly and standards-aligned manner. Serving as a point of contact for educators, school districts, and non-Jewish private schools, you will promote ICS professional development opportunities and curricular resources, and identify and create new opportunities to provide support and service to educators.

The ICS Deputy Director serves as the point of contact for this contract. The New York Educator will work in close collaboration with ICS’s Program Coordinator, the JCRC-NY’s Director of Education, and ICS regional educators.

We are:

  •  Passionate about our mission and work
  • A small collaborative team that is intellectually curious, warm, and upbeat
  • Creative, willing to experiment with new ideas, and proactive problem solvers
  • We celebrate and appreciate the contributions of all of our team members, and seek talented and personable individuals to be a part of our team.

Anticipated Start Date

ASAP

Key Responsibilities

  • Identify and build relationships with relevant stakeholders (school districts, conference organizations, independent private schools, and community partners) to deliver ICS’s professional development offerings and curricular resources.
  • Leverage network/relationships to set up professional development opportunities for schools/districts across New York.
  • Maintain calendar of key educator conferences, submit proposals for presentations in consultation with Deputy Director, prepare and deliver ICS presentations.
  • Recruit for and lead annual Summer Institutes.
  • Maintain a deep knowledge of ICS content and professional development program offerings.
  • Participate in conversations with ICS and New York teams.
  • This position involves travel around the state of New York and flexibility to work evenings/weekends for training events

Qualifications and Requirements

You are:

  • Passionate about accuracy in history education and about supporting teachers’ professional learning
  • Confident and enthusiastic about building relationships and promoting professional development opportunities
  • An engaging and adaptable public speaker
  • Tenacious and a proactive problem solver
  • Highly organized and can juggle multiple projects while meeting deadlines
  • Quick to think on your feet and respond to challenging questions in a productive and respectful manner
  • Able to work both independently and collaboratively

You have:

  • A bachelor’s degree or beyond in education or a related field
  • At least five years of relevant experience working with/training K-12 educators in-person and online
  • A solid understanding of current pedagogical theories and practices, as well as technological tools and resources to enhance learning
  • An awareness of the challenges and realities facing social studies teachers
  • Some knowledge of and experience teaching topics related to Jews, Judaism, Jewish history and Israel
  • Strong interpersonal skills in the context of developing and maintaining relationships with stakeholders, including educational administrators and teachers
  • Strong oral and written communication skills
  • A high level of competency using technology
  • Classroom experience teaching social studies to middle school or high school students (strongly preferred)

We are:

  • Passionate about the mission and the work that we do
  • A small collaborative team that is intellectually curious, warm, and upbeat
  • Creative, willing to experiment with new ideas, and proactive problem solvers
  • We celebrate and appreciate the contributions of all of our team members, encourage professional development, and seek talented and personable individuals to be part of our team.

Salary Range

$60,000

Comments Off on New Visions Charter High School Assistant Principal

New Visions Charter High School Assistant Principal

Posted by | May 10, 2022 |

Who We Are

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

 

Who You Are

You’re an experienced educator looking to take on a leadership opportunity at one of our charter high schools.  You thrive in high-energy, fast-paced environments.  You inspire your teams to strive higher than they thought possible. You’re passionate, entrepreneurial and motivated by data and results.  You’re a creative problem solver and open to experimentation to accomplish goals.  You know how to build relationships with students, families and staff and connect them to a common goal.  You believe in our mission to provide best-in-class education to all students and won’t let anything stand in your way of making that a reality.  

 

What You’ll Do

You’ll lead school efforts to provide students with the skills, knowledge, and experience necessary to succeed academically and socially. You will adeptly assist in facilitating and collaborating with faculty and staff, teach using alternative pedagogy, and identify and use diagnostic and formative assessments.  You’ll engage in and support classroom and organizational level inquiry to inform impactful decision-making. You will lead a grade group cohort from 9th-12th grades, in conjunction with the school counselor.  You will challenge young people to succeed academically and provide them with the support they need to excel.

 

Requirements

  • Master’s degree in Education, School Leadership or Education Administration/Management
  • 7+ years experience (teaching, counseling, leadership) at the high school level, with a history of improving student outcomes 
  • 2+ years coaching and supervising educators
  • New York State School Building Leader or School District Leader certification required
  • Experience in an urban public school strongly preferred

Why New Visions?

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

Comments Off on New Visions Charter High School Principal

New Visions Charter High School Principal

Posted by | May 10, 2022 |

New Vision is building a pool of experienced, passionate and highly successful organizational leaders to consider joining our network in the near future.  Ideal candidates will have demonstrated successful school leadership experience and alignment with the New Visions mission to empower young people by challenging them academically and providing them with the support they need to excel.  Candidates interested in learning more about leadership opportunities at New Visions should submit an application today.  Our Talent Acquisition Team will follow up with proposed next steps in our process as we build a pool of potential candidate candidates.

 

About the role

Principals at New Visions are ultimately responsible for ensuring that their 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. Principals 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.  

 

Core Responsibilities

  • 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
  • Create a professional community that focuses on instruction and assessment as the primary vehicles for improving student achievement and school culture
  • Motivate teachers to continue to develop their content knowledge and instructional repertoire, and to provide the resources needed for them to do so
  • 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
  • Collaborate with the Board of Trustees to ensure the academic and fiscal success of the school

 

Qualifications

  • 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 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, team-building and professional development skills
  • 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
  • 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
  • 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

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

Comments Off on High School Math Teacher

High School Math Teacher

Posted by | May 9, 2022 |

Job description

The School

The New York City Charter High School for Architecture, Engineering, and Construction Industries is a small 9-12 high school located in the South Bronx. AECI primarily serves an at-risk and in-need student population from The Bronx.

Our mission is to prepare students for post-secondary success while introducing them to architecture, engineering, and construction programs. Our small school environment and support structures for students have allowed our school to annually achieve a graduation rate of over 95% with many of our students going on to attend top universities.


The Position: Math Teacher, Grades 9-12

Instructional Responsibilities

  • Collaboratively plan with teachers, counselors, and support staff to meet the needs of our students
  • Provide a range of instructional, management, and assessment strategies to meet the different needs of students
  • Plan units and lessons for all classes that will develop skills aligned to the Common Core Standards and New York State Regents
  • Work with at-risk students as well as students with disabilities
  • Participate as part of Pupil Personnel Committee in develop intervention strategies (Kid Talk)
  • Review/grade student work and provide meaningful feedback in order to improve student skills
  • Incorporate literacy into all units of instruction
  • Develop relationships and consistently communicate with students’ families

 

Other Professional Responsibilities

  • Ensure the safety of students under your supervision
  • Continues to acquire professional knowledge and learn of current developments in the educational field by attending seminars, workshops or professional meetings, or by conducting research.
  • Assist with non-instructional supervision of students, as needed, such as hallway monitoring, substitute teaching, supervision of extracurricular activities and dismissal
  • Develop relationships and consistently communicate with students’ families
  • Assist in moving students to proper locations during fire drills, special assemblies and events
  • Collaborate as scheduled with other staff members (Common Planning Time)
  • Inspect equipment and field areas used to ensure they are in good and safe working order.
  • Keep accurate and organized records for student attendance and progress
  • Provide tutoring to small student groups as needed
  • Model the AECI Core Values of Perseverance, Achievement, Integrity and Respect at all times.
  • enhance and progress
  • Provide tutoring to small student groups as needed

Qualifications

  • Bachelor’s Degree (Master’s preferred)
  • High School experience preferred but not required
  • Urban teaching experience or other similar experience in a similar setting preferred
  • Desire to work in a teacher-driven, student-centered environment
  • Ability to collaborate well with colleagues
  • Ability to communicate effectively and often with parents and families
  • Belief that all students can learn and achieve at high levels

Compensation: Competitive and commensurate with experience and certification(s)

Comments Off on High School Math Teacher

High School Math Teacher

Posted by | May 9, 2022 |

Job description

The School

The New York City Charter High School for Architecture, Engineering, and Construction Industries is a small 9-12 high school located in the South Bronx. AECI primarily serves an at-risk and in-need student population from The Bronx.

Our mission is to prepare students for post-secondary success while introducing them to architecture, engineering, and construction programs. Our small school environment and support structures for students have allowed our school to annually achieve a graduation rate of over 95% with many of our students going on to attend top universities.


The Position: Math Teacher, Grades 9-12

Instructional Responsibilities

  • Collaboratively plan with teachers, counselors, and support staff to meet the needs of our students
  • Provide a range of instructional, management, and assessment strategies to meet the different needs of students
  • Plan units and lessons for all classes that will develop skills aligned to the Common Core Standards and New York State Regents
  • Work with at-risk students as well as students with disabilities
  • Participate as part of Pupil Personnel Committee in develop intervention strategies (Kid Talk)
  • Review/grade student work and provide meaningful feedback in order to improve student skills
  • Incorporate literacy into all units of instruction
  • Develop relationships and consistently communicate with students’ families

 

Other Professional Responsibilities

  • Ensure the safety of students under your supervision
  • Continues to acquire professional knowledge and learn of current developments in the educational field by attending seminars, workshops or professional meetings, or by conducting research.
  • Assist with non-instructional supervision of students, as needed, such as hallway monitoring, substitute teaching, supervision of extracurricular activities and dismissal
  • Develop relationships and consistently communicate with students’ families
  • Assist in moving students to proper locations during fire drills, special assemblies and events
  • Collaborate as scheduled with other staff members (Common Planning Time)
  • Inspect equipment and field areas used to ensure they are in good and safe working order.
  • Keep accurate and organized records for student attendance and progress
  • Provide tutoring to small student groups as needed
  • Model the AECI Core Values of Perseverance, Achievement, Integrity and Respect at all times.
  • enhance and progress
  • Provide tutoring to small student groups as needed

Qualifications

  • Bachelor’s Degree (Master’s preferred)
  • High School experience preferred but not required
  • Urban teaching experience or other similar experience in a similar setting preferred
  • Desire to work in a teacher-driven, student-centered environment
  • Ability to collaborate well with colleagues
  • Ability to communicate effectively and often with parents and families
  • Belief that all students can learn and achieve at high levels

Compensation: Competitive and commensurate with experience and certification(s)

Comments Off on Blogger

Blogger

Posted by | April 28, 2022 |

Avast gives auto-renewal mode on its exceptional plans. The auto-renewal model forestalls permit expiry. Avast gives a yearly membership permit to the client. When the permit terminates, you need to recharge it any other way you can’t utilize its exceptional devices. Be that as it may, when the client plan is under auto-renewal mode, it will automatically get restored and afterwards you can get to all the Avast apparatuses. In the event that you need to redesign your Avast plan, you really want to avast automatic renewal cancellation.

Comments Off on Director, Educational Advancement and Partnerships

Director, Educational Advancement and Partnerships

Posted by | April 27, 2022 |

Director, Educational Advancement and Partnerships (Full-Time)

 

About JCRC-NY 

 

The Jewish Community Relations Council of New York (JCRC-NY), a proud UJA-Federation of NY agency, serves as the primary community relations agency for the Jewish community in the metropolitan New York area.  As an active force in New York civic and communal life, JCRC-NY operates as a central coordinating and resource body to: (1) Be a common table to cultivate understanding and joint action amongst diverse groups within the Jewish community; (2) Cultivate deeper relationships with the broader New York community to address critical issues and engender a shared society; (3) Ensure the security of the Jewish community in the face of rising antisemitism; and (4) Foster increased understanding and appreciation for the Jewish community’s relationship with Israel among diverse groups of New Yorkers. 

 

New York Education Initiative

 

The New York Education Initiative is a joint initiative of the Jewish Community Relations Council of New York (JCRC-NY) and the Institute for Curriculum Services (ICS) launched in 2021 that utilizes community relations and academic approaches to dramatically increase professional development opportunities for social studies teachers in public and non-Jewish independent schools in order to provide them with a nuanced and holistic approach to understanding and teaching about Jews, Judaism, Jewish history, and Israel.  In addition to offering ICS Professional Development opportunities, JCRC-NY seeks to amplify the voice of the New York Jewish community in education coalitions, work with school and district leaders to promote an inclusive and safe K-12 school environment in public and independent non-Jewish schools and ensure accurate and inclusive social studies instruction related to Jews, Judaism, Jewish history and Israel.

 

The Director of Educational Advancement and Partnerships is responsible for creating and implementing strategies to amplify the Jewish community’s voice and support a safe and inclusive climate in K-12 schools in New York City, Westchester, and Long Island.  This individual will work closely, support and enhance the work of ICS New York Educator by helping to identify opportunities with school and district leaders to offer K-12 professional learning using ICS materials.

 

This position reports to the Director of Strategic Affairs, and must be based in the New York metropolitan area. The position is currently hybrid and will require being in the office periodically.

 

Responsibilities include:

 

  • Build relationships with school, district, city and state education leaders to advance JCRC-NY goals.
  • Look for  opportunities to advance ICS Professional Development offerings  for social studies teachers in downstate New York 
  • Create a well-organized infrastructure to mobilize groups of parents and other stakeholders to proactively engage in their children’s schools, and respond to education-related challenges that arise
  • Connect with existing Jewish organizations in the education arena to leverage preexisting relationships with legislators in Albany and New York City to mobilize around issues of common concern
  • Build and convene a coalition of Jewish organizations to share information, resources, and strategize on issues of key concern within the public and independent non-Jewish private schools
  • Participate/represent JCRC-NY in education coalitions in New York
  • In collaboration with JCRC-NY staff, form relationships with key local and NY state education officials and interest groups in public education, with an emphasis on marginalized communities and communities of color
  • Hold periodic events to engage Jewish community with on timely issues in the education arena and through public engagement with the City and State education departments, chairs, and committees
  • Monitor education legislation at the State and City levels
  • Engage ICS as an academic resource to review curricula and education policy 
  • Additional responsibilities as assigned by the Director of Strategic Affairs

 

Requirements

  • Deep understanding of the structure of the NYS Education Department and the NYC Department of Education, their structures, and their social studies core curriculum standards 
  • Excellent meeting and group facilitation skills
  • Understanding of the Jewish community including the challenges it faces around antisemitism and Israel, and a deep commitment to JCRC-NY’s mission
  • Proven outreach and organizing capabilities and ability to work with diverse audiences
  • Ability to work and thrive in fast paced environments and coalitions balancing time across a wide range of activities and prioritizing the most impactful work
  • Proven excellence in verbal and written communication
  • Self-starter with creativity and a collaborative approach to problem solving
  • Experience teaching social studies to diverse classes of middle or high school students a plus

 

Compensation

  • Competitive benefits package, paid vacation, personal/sick days
  • Salary Range: $75,000-$100,000
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Assistant Principal (SY22-23)

Posted by | April 25, 2022 |

Who We Are

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

Who You Are

You’re an experienced educator looking to take on a leadership opportunity at one of our charter high schools.  You thrive in high-energy, fast-paced environments.  You inspire your teams to strive higher than they thought possible. You’re passionate, entrepreneurial and motivated by data and results.  You’re a creative problem solver and open to experimentation to accomplish goals.  You know how to build relationships with students, families and staff and connect them to a common goal.  You believe in our mission to provide best-in-class education to all students and won’t let anything stand in your way of making that a reality.  

What You’ll Do

You’ll lead school efforts to provide students with the skills, knowledge, and experience necessary to succeed academically and socially. You will adeptly assist in facilitating and collaborating with faculty and staff, teach using alternative pedagogy, and identify and use diagnostic and formative assessments.  You’ll engage in and support classroom and organizational level inquiry to inform impactful decision-making. You will lead a grade group cohort from 9th-12th grades, in conjunction with the school counselor.  You will challenge young people to succeed academically and provide them with the support they need to excel.

Requirements

  • Master’s degree in Education, School Leadership or Education Administration/Management
  • 7+ years experience (teaching, counseling, leadership) at the high school level, with a history of improving student outcomes 
  • 2+ years coaching and supervising educators
  • New York State School Building Leader or School District Leader certification required
  • Experience in an urban public school strongly preferred
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High School Principal

Posted by | April 19, 2022 |

High School Principal 22-23 SY

  • KIPP Albany Community Public Charter Schools, Albany, NY, United States
  • Full-time
  • Department: School Leadership
  • Grade Level: High
  • Start Date: Next year opening

Company Description

About KIPP

Together with families and communities, KIPP creates joyful, academically excellent schools that prepare students with the skills and confidence to pursue the paths they choose—college, career, and beyond—so they can lead fulfilling lives and build a more just world. KIPP is a national network of tuition-free, public charter schools open to all students. There are 255 college-preparatory KIPP schools in 20 states and the District of Columbia, serving more than 100,000 students. Nationally, KIPP students are graduating four-year colleges at three times the national average for low-income students.

About KIPP Albany Community Public Charter Schools

KIPP Albany Community Public Charter Schools (KIPP Albany) is a network of high-performing public schools that has been committed to creating joyful, academically excellent schools in Albany since 2005.  KIPP Albany is affiliated with KIPP (Knowledge is Power Program) Public Schools, a national network of over 10,000 educators serving 160,000 students and alumni. For the 2021-2022 school year, KIPP Albany schools will serve over 1,600 students in grades K-8 and will employ more than 225 staff.  We are committed to furthering anti-racism, equity, and racial justice in all our efforts, and expect all of our stakeholders to participate in this work so that we can create a future without limits for our students, together.

Further regional growth is on the horizon with the Troy Prep K-12 schools planning to join the KIPP Albany network (new name will be KIPP Capital) at the start of the 2022-23 school year. Serving over 2,500 students in grades K-12 at seven schools across the Capital Region will allow increased curriculum offerings for students, professional development for staff, and enhanced family and community partnerships.

ABOUT TROY PREP HIGH SCHOOL

Troy Prep currently manages three schools serving students in grades K through 12. Troy Prep High opened in 2017 and serves 9th-12th grade.  We believe in strong authentic relationships between teachers and students, supported by effective school systems and an engaging instructional model that enables students to flourish academically and personally. Troy Prep schools are consistently some of the city’s top-performing, with our graduates going on to attend top tier colleges and universities.

Job Description

The principal is the primary school leader responsible for driving academic and character outcomes for students with the main focus being on instructional leadership and development of school educators to improve their instruction and drive student achievement.  This role will be responsible for both leading the current high school while simultaneously being a key designer in the launch of an expanded co-ed high school.

 DUTIES & RESPONSIBILITIES

  • Oversee, lead, and communicate the vision that informs the school’s culture, goals, and behavior management.
  • Set ambitious school-wide vision and goals, aligned with the KIPP region, that lead students on a path to and through college.
  • Manage and develop a strong school leadership team (including Assistant Principals, Deans of Students, Instructional Coaches, Special Education Coordinators, and College Counselors) that supports teachers and staff to provide strong student outcomes.
  • Partner with the school’s Director of Operations to effectively co-lead the instructional and operational goals of the school.
  • Lead, problem-solve, and make determinations for school-wide issues in a solution-focused manner.
  • Plan and prioritize time and resources to meet and achieve goals timelines.
  • Model expectations for leaders, teachers, and students on school-wide practices for a positive learning culture, including pursuing challenging professional goals, open to receiving constructive feedback to develop and continually model a leadership style of excellence.
  • Cultivates and maintains collaborative relationships with internal and external business partners and stakeholders.
  • Establish and maintain an effective, collaborative team of people jointly responsible for the attainment of school goals and committed to achieving excellence.
  • Represent the district, region, or school in workgroups or projects as assigned.
  • Develop and implement an integrated plan of services that meets the academic, recreational, emotional, cultural, health, and spiritual needs of the employees, students, and families.
  • Responsible to manage and reduce risk in the area(s) of responsibility and reporting it if it is outside of the area(s) of responsibility or seeking assistance when needed to resolve the matter.
  • Assures health and safety risks are controlled or removed.
  • Responsible for building and cultivating a diverse, lasting, and sustainable organization by developing a high potential pipeline of future School Leaders and creating systems for the ongoing development of school staff by teaching and insisting that they are true owners of the work and coaching and assigning stretch activities.
  • Collaborate with Talent and HR, build systems, structures, and partnerships to recruit, hire, manage, grow and retain diverse and high achieving employees that adhere to organizational guidelines.
  • Coach, mentor and support employees to be accountable for performance expectations and follow through with organizational protocols and procedures
  • Develop own and school staff’s knowledge and expertise in effective instructional design and academic standards to provide rigorous and high-quality instruction.
  • Continually monitor progress on all measures of school and staff performance. Timely address employee’s performance expectations by holding team members accountable to the behavior and performance management system and school expectations.
  • Lead analysis of and develop teachers’ ability to analyze student data to identify strategies that will move students toward mastery. Document all feedback and observations within the schoolwide tracking system.
  • Regularly observe and coach instructional leaders to ensure they are providing high-impact, actionable and bite-sized feedback to teachers weekly.
  • Ensure teachers can collaborate, analyze their practice and their student data, and adjust instruction in content teams.
  • Manage whole-school professional development workshops that drive highest-impact improvements in teacher practice.
  • Build systems, structures, and relationships to create equitable, inclusive students, families, and employee environments that honor and support a diversity of backgrounds and perspectives through modeling and facilitating courageous conversations.
  • Complies with all federal, state, local laws and regulations
  • Adheres to organization policies and procedures; promotes and supports mission, vision, and values including developing and participating in internal surveys and data collection for continuous improvement initiatives.
  • Performs other duties as assigned.

CORE COMPETENCIES

  • Ability to set direction across an entire school and motivate others to action.
  • Proven ability to manage and implement change and continuous improvement initiatives.
  • Act as a positive role model and effectively manage emotions and demonstrate tolerance and empathy.
  • Demonstrate an understanding that changing behaviors and habits require repetition and practice.
  • Exhibit patience and flexibility with others and display a high level of social and emotional intelligence.
  • Possess excellent management and mentoring skills with a confirmed success in developing leadership capacity in an educational environment.
  • Decision making, organizational, and communication skills including attention to detail, oral and written communication skills, and listening and training skills.
  • Established computer literacy including but not limited to MS Office Suite and other database systems.
  • Facilitates opportunities to connect with students by being present and available during arrival and dismissal, by appearing at school functions, and by meeting with students.
  • Ability to handle confidential and sensitive information with extreme discretion.
  • Manage and implement change and continuous improvement initiatives.
  • Significantly demonstrated project management skills.
  • Outstanding communicator with the ability to resolve conflicts and issues.
  • Demonstrated student achievement results by managing and coaching teachers and leaders to excellence.
  • Belief that all students, regardless of background, can go to and through college or on to the career of their choosing.
  • Resilience, focus, and determination on student outcomes.
  • Exhibited commitment to the school’s unique community.
  • Adept at data analysis and ability to extract meaningful insights across school-wide data.
  • Advanced expertise in school-wide academic standards and state assessments required of students’ knowledge and skills to demonstrate mastery.
  • Ability to translate student mastery requirements into instructional plans and strategies.
  • Demonstrated passion for and a commitment to the mission and vision for high-quality public education and the character traits we value: Zest, Grit, Self-control, Hope, Love, Social Intelligence, Gratitude, and a Sense of Humor.
  • Deep understanding of appropriate application and differentiation of high-leverage instructional strategies
  • Command of instructional design and the benefits and tradeoffs of school design decisions in driving student achievement.
  • Demonstrated ability to create inclusive environments that honors and supports a diversity of backgrounds and perspectives.

 

Qualifications

ELIGIBILITY & REQUIEMENTS

  • Bachelor’s Degree required, Master’s preferred.
  • At least three (3) plus years of experience as a school principal, preferably in the high school environment, required.
  • At least ten (10) plus years in education, preferably in the high school environment, and with progressively increasing responsibilities, required
  • Proven ability to influence cross-functional teams in a rapidly changing environment.
  • Must be able to work a flexible schedule outside of regular business hours.
  • Ability to create and work within an inclusive environment that honors and supports a diversity of backgrounds and perspectives.

PHYSICAL REQUIREMENTS

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

  • Prolonged periods sitting at a desk and working on a computer.
  • Must be able to access and navigate all areas of the school and other facilities as needed.
  • Specific vision abilities required by the job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.
  • The employee needs to be able to read, write and speak English fluently.
  • While performing the duties of this job, the employee is required to stand, walk, sit, use fingers to type, handle or feel objects, tools or controls, reach with hands and arms, climb stairs, balance; stoop/bend and reach, kneel, crouch or crawl; talk, hear.
  • Dexterity to write and operate standard office machines such as computers, printers, copiers, fax machines, phones, and calculators is required.
  • Ability to occasionally lift and/or move up to 20 pounds.

 

Additional Information

Compensation Range is $114,000 – $126,000, commensurate with experience, and includes benefits.

KIPP Albany Community Public Charter Schools is an Equal Opportunity Employer and does not discriminate on the basis of race, color, religion, gender, sexual preference, national or ethnic origin, age, disability, pregnancy, or veteran status

Comments Off on Stewardship & Prospect Research Coordinator

Stewardship & Prospect Research Coordinator

Posted by | April 19, 2022 |

Nichols School is looking for a detailed oriented, energetic person to take on the full time role of Stewardship and Prospect Research Coordinator.  This person will be responsible for the oversight and implementation of a comprehensive stewardship program and the coordination of the School’s prospect research program.

Please visit www.nicholsschool.org/careers for a detailed job description.

Nichols School’s educational philosophy is guided and inspired by our mission to train minds, bodies and hearts for the work of life, and to carry into all we do the highest ideals of character and service.  We are an equal opportunity employer and all applicants will be considered for employment without attention to race, color, religion, sex, sexual orientation, gender identity, national origin, veteran or disability status.

Nichols School offers a competitive benefit package including medical, dental, group term life, retirement, tuition remission, reduced summer hours, ample time off and professional development.

Comments Off on Middle School Science

Middle School Science

Posted by | April 19, 2022 |

Nichols School is seeking a full time Middle School Science teacher for our 7th grade commencing with the upcoming 2022-2023 school year.  This experiential, hands-on, integrated science course has an emphasis on chemistry principles taught through the context of our relationship to Western New York’s environment and water resources. Applicants should have Middle School science teaching experience, be able to collaborate with colleagues, bring new ideas to the learning process and demonstrate a high level of technology proficiency.

Ideal candidates:

  • are committed to collaboration and innovation.
  • use inclusive and equitable practices to inform their approach to course design, instruction, and assessment.
  • can actively participate in a school-wide curriculum review using backward design.
  • create a student-centered classroom.
  • integrate technology into teaching and learning.
  • have a passion for teaching environmental science.
  • employ a variety of primary sources and perspectives in their courses.
  • possess a science degree or degree in a related field.
  • enjoy being part of the life of the school beyond the classroom.
  • can serve as an athletic coach or leader of student activities.

Nichols School’s educational philosophy is guided and inspired by our mission to train minds, bodies and hearts for the work of life, and to carry into all we do the highest ideals of character and service.  We are an equal opportunity employer and all applicants will be considered for employment without attention to race, color, religion, sex, sexual orientation, gender identity, national origin, veteran or disability status.

Nichols School offers a competitive benefit package including medical, dental, group term life, retirement, tuition remission, ample time off and professional development.

Nichols School offers a competitive benefit package including medical, dental, group term life, retirement, tuition remission, ample time off and professional development.

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Budget Director

Posted by | April 19, 2022 |

Budget Director

Reporting to the Manhattan Youth Comptroller and working closely with the Executive Director, the Budget Director is responsible for executing $10 million in multiple NY City contracts through the Department of Youth and Community Development, to include budget creation for each contract and submission of budgets and ancillary documentation through the NYC HHS Accelerator and PASSPort online portals.

Pay: $75,000 – $90,000 /yearly

This is an in-house position reporting to our main office

Key Responsibilities

  • Working closely with the Executive director, Education Directors, After-School Site Directors, Comptroller and finance office personnel, the Budget Director is responsible for monitoring contract expenditures, adjusting and modifying budgets as necessary, projecting each contract’s expenditures through fiscal year end and advising spending modifications to achieve balanced contract budgets.
  • The Budget Director maintains and utilizes an internally developed system of Excel spreadsheets to monitor spending and project budget outcomes.
  • Working closely with the Comptroller, the Budget Director is responsible for the supervision of staff submitting PERS vouchers for reimbursement through HHS Accelerator on a monthly basis.
  • In addition to DYCD contracts, the Budget Director is responsible for executing NY State legislative and NY City Council discretionary funding contracts awarded to Manhattan Youth middle school programs.

Skills Knowledge and Expertise

  • Previous and extensive budgeting experience
  • High-level facility with the MS Excel programming environment.
  • Facility with NY City HHS Accelerator and PASSPort web portals.
  • High-level written and verbal communication skills, including emotional intelligence to communicate effectively with disparate constituencies.
  • High-level ability to keep track of, prioritize and schedule workflows.
  • Experience in and understanding of after school programs.
  • Experience with DYCD is a plus.
  • B.A. in accounting or similar field.

Benefits

  • Medical
  • Dental
  • Vision
  • Vacation
  • Friendly and supportive work environment

About Manhattan Youth

Fostering Joy, Success & Belonging through Early Childhood, After School, Adult & Senior programming throughout New York City.

Manhattan Youth Recreation and Resources, Inc. provides the highest quality childcare and After-School programs plus academic, recreational and cultural activities for children, families and individuals who live or work in Manhattan, regardless of income.  We respond to the needs of our community through programs that stimulate, challenge and strengthen children, teens, adults, seniors, and families.  We also engage in a number of civic issues that impact community life in Manhattan.
Why Join Us
At Manhattan Youth, we treat each other as we treat the children in our programs, with kindness, compassion and respect.  We provide a fun, collaborative and nurturing environment that focuses on personal well-being and professional development.  By joining our team, you are joining a group of people dedicated to improving the lives of the people in our community.  We are looking for people with the same commitment to our mission and a desire to become part of a passionate and motivated team that genuinely gets along and loves what they do.
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Manager of Educational Parterships-NY

Posted by | April 19, 2022 |

Manager of Educational Partnerships – New York

Center for the Collaborative Classroom is seeking a New York Manager of Educational Partnerships (MEP) to support our overall sales growth, market penetration, and implementation goals in the state of New York. The ideal candidate is an experienced New York educator who brings strong literacy expertise and a commitment to both our pedagogy and expanding Collaborative Classroom’s growth.  Reporting to the Regional Director, you will be responsible for developing a sales strategy that will enable you to meet an annual revenue goal for your assigned territory.

Who We Are: 

Founded in 1980, the Center for the Collaborative Classroom is a mission-driven, nonprofit organization committed to ensuring that all students have the opportunity to become highly literate critical thinkers who learn from, care for, and respect one another. Our research-based curricula help children appreciate the ideas and opinions of others, learn to agree and disagree respectfully, and think critically about big ideas. Our work currently impacts 40 thousand classrooms, 328 thousand teachers, and 8 million students daily across the country, raising student grades and test scores, while building relationships and bolstering student and teacher engagement.

Internally, our culture reflects our philosophy in the classrooms by creating a work environment that values teamwork, collaboration, and respect for all differences that each individual brings to our organization.

What You’ll Do:

The New York MEP will be part of a dynamic relationship-building sales team focused on making an impact in school districts across the country increasing the number of Collaborative Classroom implementations within the state of New York by:

  • Developing and nurturing relationships with New York school districts to meet or exceed assigned revenue goals.
  • Researching and understanding local district funding and initiatives, aligning Collaborative Classroom programs to support those needs, and assist schools and districts with quotes,  purchase orders, professional learning plans and pilots. 
  • Collaborating to organize online sales campaigns, planning and facilitating presale events at a territory, regional, and national level.
  • Partnering with current customers on implementation, professional learning support, and expanding Collaborative Classroom programs within the district.

Who You Are & Keys to Success: 

To be successful in this job, you will excel in four key areas:

    • Relationship-building: You develop and maintain strong, collaborative working relationships with a diverse network of stakeholders.  You have excellent interpersonal skills and experience interacting with educators and key decision-makers.
  • Networking:  You are well connected with New York educators and leaders and pay close attention to the educational influences within the state to understand the importance of making those connections.  
  • Drive to achieve results:  You are a self-starter and are goal-driven.  You have a track record of accomplishing ambitious goals and getting results even when there are obstacles. You set a high bar and meet it because you think three (or 30) steps ahead to anticipate hurdles and come up with pragmatic solutions. You plan backwards and involve stakeholders appropriately. 
  • Commitment to equity and inclusion:  You understand the importance of and prioritize the role of addressing systemic inequities in internal and external interactions and are committed to contributing to a culture that fosters equitable processes, practices, and experiences. 

Additional requirements include:

  • Must reside in New York
  • 5 years of experience in K-12 teaching, coaching, and/or administration 
  • Basic relationship-sales knowledge with ability to influence decision makers
  • Knowledge of K–8 pedagogy and best practices in literacy instruction 
  • Ability to travel throughout the assigned territory and occasionally nationally 
  • Strong written and oral communication skills 
  • Data savvy and able to prioritize, plan and execute sales strategies in assigned territory and in a fast-paced work environment        
  • Technology Skills: Facility with Google Suite, Mac OS and shared filing systems; Salesforce (preferred)  

Education, Certification: 

  • Bachelor’s degree or equivalent 
  • Teaching Credential (preferred) 
  • Administrative Credential (preferred) 
  • Master’s/Doctorate (preferred) 

Physical demands: 

  • Lift at least 25 pounds 
  • Car available 

What Else You Should Know: 

This is a full-time position working remotely in New York. Salary will be commensurate with experience. The benefits package provides a rich, comprehensive program that includes: Paid time off (sick, vacation, 10 holidays, disability), Healthcare (medical, dental, vision), disability, life insurance, and 403b retirement plan.   

Center for the Collaborative Classroom is an equal opportunity employer and is committed to racial equity and social justice. We believe that each of us has a responsibility to drive Equality in our communities and in our work environment and are committed to creating a workforce that reflects society through our inclusive programs.

Comments Off on [2022-2023] Science Teacher – High School

[2022-2023] Science Teacher – High School

Posted by | April 19, 2022 |

Company Description

KIPP NYC Public Schools is a non-profit network of free, public charter schools that prepares students for success in college and life. In 1995 we started our first middle school, KIPP Academy, in The Bronx.  Our goal was to graduate students with the strength of character and academic abilities needed to succeed in high school, college and beyond – and in so doing, to prove what is possible for all students.  Today, our New York City network is comprised of eight elementary schools, nine middle schools, one high school, and KIPP Forward, a comprehensive support program for our alumni. KIPP NYC Public Schools currently serves more than 9,350 students and alumni and has a staff of more than 850. KIPP NYC is continuing to grow and opened two new middle schools and an elementary school August 2021!

About KIPP NYC College Prep High School:

KIPP NYC College Prep is a free college-preparatory public school serving students from KIPP NYC’s five middle schools. In July 2009, KIPP NYC College Prep opened its doors to its founding 9th grade class. Now fully grown, the high school serves over 1000 students. We have set ambitious goals for our students: 95% will graduate from high school, 85% will matriculate to college, and 75% will graduate from college. Year over year, we have exceeded both our graduation and matriculation goals, and are on track for over 50% of our alumni to graduate from college (5x the national average for low-income students), while continuing to work towards our ultimate 75% college graduation goal for our students.

Job Description

KIPP NYC College Prep High School seeks experienced educators for the 2022-2023 school year. Teachers who join our team will be part of content-specific departments as KIPP NYC College Prep enters its 12th year. We are seeking teachers of all content areas.

General responsibilities include (but are not limited to):

  • Planning a college preparatory curriculum that combines the school’s standards, New York State Standards, and, most importantly, fosters critical thinking.
  • Executing thoughtful, rigorous daily college preparatory lessons.
  • Assessing student progress, and communicating results to students, families, and colleagues.
  • Providing individual and small group instruction until all students achieve mastery.
  • Modeling the school’s values in all communications with students, families, and staff.
  • Modeling a “whatever it takes” spirit to ensure that each student is successful.
  • Advising a small group of students to success through their four years of high school.

Qualifications

  • Strong interpersonal skills that contribute to a collegial working environment and a healthy measure of the character traits we value: zest, grit, hope, love, social intelligence, gratitude and a sense of humor.
  • At least two years of teaching experience strongly preferred
  • New York State teacher certification in the appropriate content area
  • Bachelor’s degree required
  • A passion for being part of a team-oriented, mission-driven school culture
  • A strong desire to become a better teacher by joining the KIPP NYC team and family
  • Demonstrated success in raising the achievement levels of students within our KIPP NYC communities

Additional Information

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

KIPP NYC LLC is an anti-racist organization that believes in the importance of being diverse, equitable, and inclusive. We are committed to creating a welcoming environment that includes employees with diverse backgrounds and experiences. We believe that enables us to better meet our mission and values while serving students and families throughout New York City. BIPOC, women, gender expansive, LGBTQIA+, veterans, and persons with disabilities are encouraged to apply.

KIPP NYC LLC is an Equal Opportunity Employer. KIPP NYC LLC is committed to the principles of equal employment opportunity for all employees and applicants for employment.

Comments Off on [2022-2023] Special Education Math Teacher – Middle School

[2022-2023] Special Education Math Teacher – Middle School

Posted by | April 19, 2022 |

Company Description

KIPP NYC Public Schools is a non-profit network of free, public charter schools that prepares students for success in college and life. In 1995 we started our first middle school, KIPP Academy, in The Bronx.  Our goal was to graduate students with the strength of character and academic abilities needed to succeed in high school, college and beyond – and in so doing, to prove what is possible for all students.  Today, our New York City network is comprised of eight elementary schools, nine middle schools, one high school, and KIPP Forward, a comprehensive support program for our alumni. KIPP NYC Public Schools currently serves more than 9,350 students and alumni and has a staff of more than 850. KIPP NYC is continuing to grow and opened two new middle schools and an elementary school August 2021!

About KIPP NYC Middle Schools:

Job Description

KIPP NYC is currently looking for teachers in all subjects who combine the ability to motivate and educate, who develop academic as well as character skills, and who make college preparatory education relevant both now and for the future.

Duties and Responsibilities:

  • Teaching and planning a rigorous college preparatory curriculum which combines the school’s standards and the New York State standards
  • Teaching students in a high-quality, exciting way
  • Committing to constant professional and personal growth through working closely as part of a team of teachers
  • Using data to drive decisions
  • Constantly assessing student progress, and communicating results to families and colleagues
  • Providing individual or small group instruction for students who need additional assistance
  • Modeling a “whatever it takes” spirit to ensure that each student is successful.
  • Modeling the school’s values in all communications with students, families, and staff

Qualifications

  • Strong interpersonal skills that contribute to a collegial working environment and a healthy measure of the character traits we value: zest, grit, hope, love, social intelligence, gratitude and a sense of humor.
  • At least two years of teaching experience strongly preferred
  • New York State teacher certification in the appropriate content area
  • Bachelor’s degree required
  • A passion for being part of a team-oriented, mission-driven school culture
  • A strong desire to become a better teacher by joining the KIPP NYC team and family
  • Demonstrated success in raising the achievement levels of students from the communities KIPP NYC serves

Additional Information

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

KIPP NYC LLC is an anti-racist organization that believes in the importance of being diverse, equitable, and inclusive. We are committed to creating a welcoming environment that includes employees with diverse backgrounds and experiences. We believe that enables us to better meet our mission and values while serving students and families throughout New York City. BIPOC, women, gender expansive, LGBTQIA+, veterans, and persons with disabilities are encouraged to apply.

KIPP NYC LLC is an Equal Opportunity Employer. KIPP NYC LLC is committed to the principles of equal employment opportunity for all employees and applicants for employment.

Comments Off on [2022-2023] Lead Teacher – Elementary School

[2022-2023] Lead Teacher – Elementary School

Posted by | April 19, 2022 |

Company Description

KIPP NYC Public Schools is a non-profit network of free, public charter schools that prepares students for success in college and life. In 1995 we started our first middle school, KIPP Academy, in The Bronx.  Our goal was to graduate students with the strength of character and academic abilities needed to succeed in high school, college and beyond – and in so doing, to prove what is possible for all students.  Today, our New York City network is comprised of eight elementary schools, nine middle schools, one high school, and KIPP Forward, a comprehensive support program for our alumni. KIPP NYC Public Schools currently serves more than 9,350 students and alumni and has a staff of more than 850. KIPP NYC is continuing to grow and opened two new middle schools and an elementary school August 2021!

All of the KIPP NYC elementary schools are adding a grade each year until they are fully grown schools with grades K-4.

Job Description

KIPP NYC is looking for teachers who combine the ability to motivate and educate, to develop academic as well as character skills, and to make a college preparatory education relevant both now and for the future.

General responsibilities include (but are not limited to):

  • Planning and implementing a rigorous college preparatory curriculum aligned with Common Core standards.
  • Bringing joy and hope to the classroom.
  • Committing to constant professional and personal growth through reflection, feedback, and collaboration.
  • Constantly assessing student progress, communicating results to families and colleagues, and adjusting instruction accordingly.
  • Modeling a “whatever it takes” spirit to ensure that each student is successful.
  • Modeling KIPP NYC’s character strengths in all interactions and communications with students, families, and staff.

Qualifications

  • Strong interpersonal skills that contribute to a collegial working environment and a healthy measure of the character traits we value: zest, grit, hope, love, social intelligence, gratitude and a sense of humor.
  • At least two years of teaching experience strongly preferred
  • New York State teacher certification in the appropriate content area
  • Bachelor’s degree required
  • A passion for being part of a team-oriented, mission-driven school culture
  • A strong desire to become a better teacher by joining the KIPP NYC team and family
  • Demonstrated success in raising the achievement levels of students from the communities KIPP NYC serves

Additional Information

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

KIPP NYC LLC is an anti-racist organization that believes in the importance of being diverse, equitable, and inclusive. We are committed to creating a welcoming environment that includes employees with diverse backgrounds and experiences. We believe that enables us to better meet our mission and values while serving students and families throughout New York City. BIPOC, women, gender expansive, LGBTQIA+, veterans, and persons with disabilities are encouraged to apply.

KIPP NYC LLC is an Equal Opportunity Employer. KIPP NYC LLC is committed to the principles of equal employment opportunity for all employees and applicants for employment.

Comments Off on [2022-2023] ELA Teacher – High School

[2022-2023] ELA Teacher – High School

Posted by | April 17, 2022 |

Company Description

KIPP NYC Public Schools is a non-profit network of free, public charter schools that prepares students for success in college and life. In 1995 we started our first middle school, KIPP Academy, in The Bronx.  Our goal was to graduate students with the strength of character and academic abilities needed to succeed in high school, college and beyond – and in so doing, to prove what is possible for all students.  Today, our New York City network is comprised of eight elementary schools, nine middle schools, one high school, and KIPP Forward, a comprehensive support program for our alumni. KIPP NYC Public Schools currently serves more than 9,350 students and alumni and has a staff of more than 850. KIPP NYC is continuing to grow and opened two new middle schools and an elementary school August 2021!

About KIPP NYC College Prep High School:

KIPP NYC College Prep is a free college-preparatory public school serving students from KIPP NYC’s five middle schools. In July 2009, KIPP NYC College Prep opened its doors to its founding 9th grade class. Now fully grown, the high school serves over 1000 students. We have set ambitious goals for our students: 95% will graduate from high school, 85% will matriculate to college, and 75% will graduate from college. Year over year, we have exceeded both our graduation and matriculation goals, and are on track for over 50% of our alumni to graduate from college (5x the national average for low-income students), while continuing to work towards our ultimate 75% college graduation goal for our students.

 

Job Description

KIPP NYC College Prep High School seeks experienced educators for the 2022-2023 school year. Teachers who join our team will be part of content-specific departments as KIPP NYC College Prep enters its 12th year. We are seeking teachers of all content areas.

General responsibilities include (but are not limited to):

  • Planning a college preparatory curriculum that combines the school’s standards, New York State Standards, and, most importantly, fosters critical thinking.
  • Executing thoughtful, rigorous daily college preparatory lessons.
  • Assessing student progress, and communicating results to students, families, and colleagues.
  • Providing individual and small group instruction until all students achieve mastery.
  • Modeling the school’s values in all communications with students, families, and staff.
  • Modeling a “whatever it takes” spirit to ensure that each student is successful.
  • Advising a small group of students to success through their four years of high school.

Qualifications

  • Strong interpersonal skills that contribute to a collegial working environment and a healthy measure of the character traits we value: zest, grit, hope, love, social intelligence, gratitude and a sense of humor.
  • At least two years of teaching experience strongly preferred
  • New York State teacher certification in the appropriate content area
  • Bachelor’s degree required
  • A passion for being part of a team-oriented, mission-driven school culture
  • A strong desire to become a better teacher by joining the KIPP NYC team and family
  • Demonstrated success in raising the achievement levels of students within our KIPP NYC communities

Additional Information

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

KIPP NYC LLC is an anti-racist organization that believes in the importance of being diverse, equitable, and inclusive. We are committed to creating a welcoming environment that includes employees with diverse backgrounds and experiences. We believe that enables us to better meet our mission and values while serving students and families throughout New York City. BIPOC, women, gender expansive, LGBTQIA+, veterans, and persons with disabilities are encouraged to apply.

KIPP NYC LLC is an Equal Opportunity Employer. KIPP NYC LLC is committed to the principles of equal employment opportunity for all employees and applicants for employment.

Comments Off on [2022-2023] Spanish Teacher – High School

[2022-2023] Spanish Teacher – High School

Posted by | April 17, 2022 |

Company Description

KIPP NYC Public Schools is a non-profit network of free, public charter schools that prepares students for success in college and life. In 1995 we started our first middle school, KIPP Academy, in The Bronx.  Our goal was to graduate students with the strength of character and academic abilities needed to succeed in high school, college and beyond – and in so doing, to prove what is possible for all students.  Today, our New York City network is comprised of eight elementary schools, nine middle schools, one high school, and KIPP Forward, a comprehensive support program for our alumni. KIPP NYC Public Schools currently serves more than 9,350 students and alumni and has a staff of more than 850. KIPP NYC is continuing to grow and opened two new middle schools and an elementary school August 2021!

About KIPP NYC College Prep High School:

KIPP NYC College Prep is a free college-preparatory public school serving students from KIPP NYC’s five middle schools. In July 2009, KIPP NYC College Prep opened its doors to its founding 9th grade class. Now fully grown, the high school serves over 1000 students. We have set ambitious goals for our students: 95% will graduate from high school, 85% will matriculate to college, and 75% will graduate from college. Year over year, we have exceeded both our graduation and matriculation goals, and are on track for over 50% of our alumni to graduate from college (5x the national average for low-income students), while continuing to work towards our ultimate 75% college graduation goal for our students.

Job Description

KIPP NYC College Prep High School seeks experienced educators for the 2022-2023 school year. Teachers who join our team will be part of content-specific departments as KIPP NYC College Prep enters its 12th year. We are seeking teachers of all content areas.

General responsibilities include (but are not limited to):

  • Planning a college preparatory curriculum that combines the school’s standards, New York State Standards, and, most importantly, fosters critical thinking.
  • Executing thoughtful, rigorous daily college preparatory lessons.
  • Assessing student progress, and communicating results to students, families, and colleagues.
  • Providing individual and small group instruction until all students achieve mastery.
  • Modeling the school’s values in all communications with students, families, and staff.
  • Modeling a “whatever it takes” spirit to ensure that each student is successful.
  • Advising a small group of students to success through their four years of high school.

Qualifications

  • Strong interpersonal skills that contribute to a collegial working environment and a healthy measure of the character traits we value: zest, grit, hope, love, social intelligence, gratitude and a sense of humor.
  • At least two years of teaching experience strongly preferred
  • New York State teacher certification in the appropriate content area
  • Bachelor’s degree required
  • A passion for being part of a team-oriented, mission-driven school culture
  • A strong desire to become a better teacher by joining the KIPP NYC team and family
  • Demonstrated success in raising the achievement levels of students within our KIPP NYC communities

Additional Information

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

KIPP NYC LLC is an anti-racist organization that believes in the importance of being diverse, equitable, and inclusive. We are committed to creating a welcoming environment that includes employees with diverse backgrounds and experiences. We believe that enables us to better meet our mission and values while serving students and families throughout New York City. BIPOC, women, gender expansive, LGBTQIA+, veterans, and persons with disabilities are encouraged to apply.

KIPP NYC LLC is an Equal Opportunity Employer. KIPP NYC LLC is committed to the principles of equal employment opportunity for all employees and applicants for employment.

Comments Off on [2022-2023] Science Teacher – High School

[2022-2023] Science Teacher – High School

Posted by | April 17, 2022 |

Company Description

KIPP NYC Public Schools is a non-profit network of free, public charter schools that prepares students for success in college and life. In 1995 we started our first middle school, KIPP Academy, in The Bronx.  Our goal was to graduate students with the strength of character and academic abilities needed to succeed in high school, college and beyond – and in so doing, to prove what is possible for all students.  Today, our New York City network is comprised of eight elementary schools, nine middle schools, one high school, and KIPP Forward, a comprehensive support program for our alumni. KIPP NYC Public Schools currently serves more than 9,350 students and alumni and has a staff of more than 850. KIPP NYC is continuing to grow and opened two new middle schools and an elementary school August 2021!

About KIPP NYC College Prep High School:

KIPP NYC College Prep is a free college-preparatory public school serving students from KIPP NYC’s five middle schools. In July 2009, KIPP NYC College Prep opened its doors to its founding 9th grade class. Now fully grown, the high school serves over 1000 students. We have set ambitious goals for our students: 95% will graduate from high school, 85% will matriculate to college, and 75% will graduate from college. Year over year, we have exceeded both our graduation and matriculation goals, and are on track for over 50% of our alumni to graduate from college (5x the national average for low-income students), while continuing to work towards our ultimate 75% college graduation goal for our students.

Job Description

KIPP NYC College Prep High School seeks experienced educators for the 2022-2023 school year. Teachers who join our team will be part of content-specific departments as KIPP NYC College Prep enters its 12th year. We are seeking teachers of all content areas.

General responsibilities include (but are not limited to):

  • Planning a college preparatory curriculum that combines the school’s standards, New York State Standards, and, most importantly, fosters critical thinking.
  • Executing thoughtful, rigorous daily college preparatory lessons.
  • Assessing student progress, and communicating results to students, families, and colleagues.
  • Providing individual and small group instruction until all students achieve mastery.
  • Modeling the school’s values in all communications with students, families, and staff.
  • Modeling a “whatever it takes” spirit to ensure that each student is successful.
  • Advising a small group of students to success through their four years of high school.

Qualifications

  • Strong interpersonal skills that contribute to a collegial working environment and a healthy measure of the character traits we value: zest, grit, hope, love, social intelligence, gratitude and a sense of humor.
  • At least two years of teaching experience strongly preferred
  • New York State teacher certification in the appropriate content area
  • Bachelor’s degree required
  • A passion for being part of a team-oriented, mission-driven school culture
  • A strong desire to become a better teacher by joining the KIPP NYC team and family
  • Demonstrated success in raising the achievement levels of students within our KIPP NYC communities

Additional Information

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

KIPP NYC LLC is an anti-racist organization that believes in the importance of being diverse, equitable, and inclusive. We are committed to creating a welcoming environment that includes employees with diverse backgrounds and experiences. We believe that enables us to better meet our mission and values while serving students and families throughout New York City. BIPOC, women, gender expansive, LGBTQIA+, veterans, and persons with disabilities are encouraged to apply.

KIPP NYC LLC is an Equal Opportunity Employer. KIPP NYC LLC is committed to the principles of equal employment opportunity for all employees and applicants for employment.

Comments Off on Academic Lead Teacher, Newcomer Youth Summer Academy

Academic Lead Teacher, Newcomer Youth Summer Academy

Posted by | April 14, 2022 |

Background/IRC Summary:  Since 1999, the IRC has developed partnerships with New York City public schools, community-based organizations and local colleges and universities to support the positive development of refugee youth and their communities in New York City.  The Education and Learning Program provides year-round programming working directly with refugee youth, their parents and families, and their schools.

Job Overview/Summary: The Newcomer Youth Summer Academy (NYSA) is a six-week program focusing on preparing newly arrived refugee youth to succeed at their grade level in the New York City public school system. Up to 130 students from ages 5 – 21 from over 20 countries will participate in academic, creative arts, physical education, and social emotional learning classes. Field trips are held on Fridays.

At the Lower School levels (K-1st, 2-3rd, and 4-5th) the NYSA Academic Lead Teachers will teach a self-contained classroom, teaching Phonics, Literacy, and Math. At the Upper School levels (6-8th, 9-10th, and 11-12th) Academic Lead Teachers will be responsible for specialized content instruction in one of three specific subjects: English Language Arts, Math, or Social Studies.  Exact grade level groupings are subject to change based on student enrollment demographics.

Each Academic Lead Teacher is expected to drive collaboration with the Dean of Instruction to design pre- and post-assessments.  Academic Lead Teachers are responsible for creating and submitting culturally relevant daily lesson plans and associated slide decks and materials for a class of approximately 15-25 students. Given the varied English language acquisition levels, life, and formal education experiences of the student body, the Academic Lead Teacher must consistently plan for differentiated, trauma-informed instruction and utilize a sheltered instructional approach for teaching English Language Learners. Throughout their classroom activities, Academic Lead Teachers will be expected to contribute to the Program’s goals of fostering students’ social-emotional development and building a strong sense of community among the students and staff. 

Position term:         July 6th – August 19th, 2022 

Hours:            

·         Training: July 6th , 7th , 8th: Up to 24 hours of training, 9:00AM – 5:00PM 

o    Foundational online training modules to be completed independently ahead of synchronous staff training dates 

·         Main Program: July 11th – August 19th, 2022: 4.5 hours per day plus 1 evening of parent/teacher conferences.  Expect 2-3 hours per week of additional external planning, grading, and data analysis.  

Major Responsibilities:

  • Participate in the mandatory Teachers Meet & Greet (tentatively scheduled for June 23, 2022), instructional planning sessions, pre-program All Staff trainings, and all program meetings and staff development activities, thereafter

·         Plan 6 weeks of culturally responsive, trauma-informed lesson plans for a class of approximately 15-25 students, utilizing the sheltered instructional model (SIOP) for teaching Multilingual Language Learners

·         Submit detailed, daily lesson plans, slide decks, and associated materials utilizing the NYSA lesson planning format, weekly, in advance of date of instruction

·         Administer pre-, formative, and summative assessments and record all data, including content area pre-assessments of students to inform curriculum and lesson design

·         Complete all staff program evaluations

·         Regularly review student progress and maintain bodies of evidence for each student including work samples

·         Supervise students in cafeteria during lunch in the event of an in-person program

·         Engage in instructional coaching cycles with the Dean of Instruction and/or the Dean of Student Support, as needed

·         Complete all required reporting on time. Comply with all IRC policies and protocols

·         Effectively plan for and incorporate Classroom Culture Lead Teacher(s) and volunteer Peer Mentors into classroom instruction

·         Participate in 1-2 Caregiver/Teacher Conferences throughout the Academy

·         Complete weekly progress reports and final report cards for each student

Key Working Relationships:

Position Reports to:  Youth Education Coordinator

Position directly supervises:  N/A

Indirect Reporting: N/A
Other Internal and/or external contacts: 
The Academic Lead Teacher actively collaborates with the Classroom Culture Lead Teacher(s) and will provide assessment data to the Education & Learning Manager

Job Requirements:

·         Master’s degree in education or related field

·         New York State teaching certification

·         A minimum of three years teaching in the New York City Department of Education (or other accredited school system)

·         Proven success planning and delivering culturally responsive, trauma-informed, sheltered-instructional curricula for classes of diverse beginner to intermediate ELLs/multilingual learners

·         Strong cultural competency

·         Ability to work independently and as part of a team

·         Fluency in written and spoken English required. Second language proficiency in relevant language highly desirable (including Spanish, French, Dari, Farsi, Pashto, Arabic, Mandingo, Bambara, Wolof, Fulani, Tibetan, Russian, Urdu, Bengali, Haitian Creole, Burmese and Nepali)

·         Certification or commensurate experience in Responsive Classrooms or Classroom Mindfulness, desirable

Working Environment:  In the event of an in-person program, NYSA takes place in a centrally located public school (TBD) in New York City. In the event of a virtual program, NYSA will take place primarily on Zoom.  All applicants must be willing to relocate to New York City for the entirety of the Academy in the event of an in-person program.

COVID-19 Vaccination Requirement: In accordance with IRC’s duty to provide and maintain a workplace that is free of known hazards and our commitment to safeguard the health of our employees, clients, and communities, IRC requires candidates who are selected for interview to furnish proof of vaccination against COVID-19 in order to be considered for this position.  

Commitment to Diversity and Inclusivity: IRC is committed to building a diverse organization and a climate of inclusivity.  We strongly encourage applications from candidates who can demonstrate that they can contribute to this goal.  

Equal Opportunity Employer: We are an equal opportunity employer and value diversity at our company. We do not discriminate on the basis of race, religion, color, national origin, sex, gender, gender expression, sexual orientation, age, marital status, veteran status, or disability status. We will ensure that individuals with disabilities are provided reasonable accommodation to participate in the job application or interview process, to perform essential job functions, and to receive other benefits and privileges of employment. Please contact us to request accommodation. 

Comments Off on Classroom Culture Lead Teacher, Newcomer Youth Summer Academy

Classroom Culture Lead Teacher, Newcomer Youth Summer Academy

Posted by | April 14, 2022 |

Background/IRC Summary: Since 1999, the IRC has developed partnerships with New York City public schools, community-based organizations and local colleges and universities to support the positive development of refugee youth and their communities in New York City.  The Education and Learning Program provides year-round programming working directly with refugee youth, their parents and families, and their schools.

Job Overview/Summary: The Newcomer Youth Summer Academy (NYSA) is a six-week program focusing on preparing newly arrived refugee youth to succeed at their grade level in the New York City public school system. Up to 130 students from ages 5 – 21 from over 20 countries will participate in academic, creative arts, physical education, and social emotional learning classes. Field trips are held on Fridays.

Classroom Culture Lead Teachers play an important, highly visible role in the Newcomer Youth Summer Academy. Classroom Culture Lead Teachers work with a single class level throughout the program (K-1st, 2nd-3rd, 4th-5th, 6th-8th, 9th-10th, or 11th-12th grades) providing support and continuity for their class throughout the day, week, and program. Grade level groupings are subject to change based on student enrollment demographics. Classroom Culture Lead Teachers are responsible for planning and leading daily mindfulness, facilitating small-group instruction as per the Academic Lead Teacher’s plans, working with students one-on-one, providing additional sheltered instruction support for multilingual learning, and for setting the bar and leading classroom culture, rituals, and routines.

Classroom Culture Lead Teachers are directly responsible for driving classroom culture and behavior management in alignment with Academy philosophy and classroom guidelines.  Classroom Culture Lead Teachers are primarily responsible for leading their classroom Peer Mentors and they play a critical role in ensuring consistent, timely communication among Academic Lead Teachers, Peer Mentors, Administration, and students’ families.

In addition, Classroom Culture Lead Teachers are responsible for observing, assessing, recording, and monitoring students’ individual progress on the IRC’s School Readiness goals.  This requires understanding of the IRC School Readiness indicators, gathering input from other staff to accurately assess individual students’ school readiness assets and needs, and fostering School Readiness growth through implementation of IRC’s Multi-Tiered Systems of Support (MTSS), Response to Intervention (RTI), and School Readiness Strategies.

Hours: 

·         Training: July 6th , 7th , 8th : Up to 24 hours of training, 9:00AM – 5:00PM 

o    Foundational online training modules to be completed independently ahead of synchronous staff training dates 

·         Main Program: July 11th – August 19th, 2022: 7.5 hours per day plus 1 evening of parent/teacher conferences.  Expect 2-3 hours per week of additional external planning, grading, and assessment analysis. 

Major Responsibilities:

  • Participate in the mandatory Teachers Meet & Greet (tentatively scheduled for June 23, 2022), planning sessions, pre-program All Staff trainings, and all program meetings and staff development activities, thereafter

·         Plan and lead (30 minutes x2 – x3, daily) whole-group mindfulness lessons

·         Lead weekly family-communication plan for all students in assigned class

·         With input from IRC Staff and the Academic Lead Teacher, assist in the implementation of a 6 week curriculum

·         Complete on pre- and post-School Readiness observational assessments for each student in assigned class

·         Collaborate with Academic Lead Teacher(s) in planning, coordinating classroom activities, and reviewing student progress

·         Lead classroom climate and culture in accordance with Academy philosophy and protocols

·         Drive management of volunteer Peer Mentors, young people who model effective student behavior and support students in the classroom

·         Manage dismissal protocols

·         Supervise students in cafeteria during breakfast in the event of an in-person program

·         Engage in instructional coaching cycles with the Dean of Instruction and/or the Dean of Student Support, as needed

·         Participate in weekly Classroom Culture Lead Teacher meetings lead by the Dean of Instruction, as well as all weekly whole-school events

·         Complete weekly progress reports and all required reporting on time. Comply with all IRC policies and protocols.

Key Working Relationships:

Position Reports to:  Youth Education Coordinator

Position directly supervises:  N/A

Indirect Reporting: N/A
Other Internal and/or external contacts: 
The Classroom Culture Lead Teacher drives guidance of Peer Mentors and will provide assessment data to the Education & Learning Manager.

Job Requirements:

·         Bachelor’s degree in Education or related field required; candidate for Master’s degree preferred

·         2+ years of classroom teaching experience, required

·         Experience teaching English Language Learners/multilingual learners is required

·         Experience teaching in New York City public schools is highly desirable

·         Strong classroom management skills and prior professional

·         Experience teaching social emotional learning, highly desirable

·         Experience working with refugee and/or immigrant populations, highly desirable

·         Ability to work independently and as part of a team

·         Highly organized, dependable, responsive, and collaborative work style

·         Fluency in written and spoken English required. Second language proficiency in relevant language highly desirable (including Spanish, French, Dari, Farsi, Pashto, Arabic, Mandingo, Bambara, Wolof, Fulani, Tibetan, Russian, Urdu, Bengali, Haitian Creole, Burmese and Nepali)

·         Strength in cultural competency-building

·         Certification/experience with Responsive Classrooms or Classroom Mindfulness, highly desirable

Working Environment:  In the event of an in-person program, NYSA takes place in a centrally located public school (TBD) in New York City. In the event of a virtual program, NYSA will take place primarily on Zoom.  All applicants must be willing to relocate to New York City for the entirety of the Academy in the event of an in-person program.

COVID-19 Vaccination Requirement: In accordance with IRC’s duty to provide and maintain a workplace that is free of known hazards and our commitment to safeguard the health of our employees, clients, and communities, IRC requires candidates who are selected for interview to furnish proof of vaccination against COVID-19 in order to be considered for this position.  

Commitment to Diversity and Inclusivity: IRC is committed to building a diverse organization and a climate of inclusivity.  We strongly encourage applications from candidates who can demonstrate that they can contribute to this goal.  

Equal Opportunity Employer: We are an equal opportunity employer and value diversity at our company. We do not discriminate on the basis of race, religion, color, national origin, sex, gender, gender expression, sexual orientation, age, marital status, veteran status, or disability status. We will ensure that individuals with disabilities are provided reasonable accommodation to participate in the job application or interview process, to perform essential job functions, and to receive other benefits and privileges of employment. Please contact us to request accommodation.

Comments Off on Teaching Fellowship

Teaching Fellowship

Posted by | April 13, 2022 |

Position Overview:

The LAB Corps Fellowship is an 11-month education fellowship that provides practical teaching experience in small-group settings. During a year of service, Fellows work with middle school students at Brooklyn Lab Charter School to provide personalized academic instruction and support students’ social emotional needs. Each year, we look to develop a diverse cohort of fellows who invest their time and energy in the academic success of low-income youth. The LAB Corps is an excellent experience for anyone interested in careers in education, social justice, policy, or those who plan to pursue graduate degrees in medicine, policy, business, or law.

At the end of their Fellowship year, Fellows have an opportunity to be invited to participate in the Brooklyn Lab Charter School Teacher Residency program. Participants complete their Master’s degree in Education—simultaneously apprenticing under the mentorship of Brooklyn Lab master teachers or affiliates at NYU or Relay Graduate School. Learn more about the vision for the LAB Corps Fellowship and Brooklyn Lab Teacher Residency here.

Responsibilities:

  • Provide small group instruction and classroom support to middle school students in-person in either math or reading/literacy, and work to help students develop competencies that are critical to success in college and professional life.
  • Serve as a “success coach” or mentor, helping students navigate complex life and learning transitions students continue to face due to the pandemic.
  • Assist teachers with behavior management, attendance, homework collection, and other tasks in daily homeroom/advisory periods.
  • Support school staff by taking on operational duties such as proctoring student tests, supervising lunch or recess, and supporting arrival and dismissal procedures.
  • Coordinate with teachers and school leadership to monitor student progress and update families.
  • Intellectually prepare to deliver tutoring sessions, with curriculum, lesson plans, and support provided by the school.
  • Participate in intensive training during the summer and both professional development sessions and structured coaching from supervisors throughout the school year.

Qualifications:

  • Bachelor’s degree required (all majors welcome, teaching certificate not required). We are looking for candidates with diverse interests and skills.
  • Commitment to InnovateEDU’s mission to close educational opportunity gaps and Brooklyn Lab’s mission to prepare all students for success in college and careers.
  • Experience working with low-income children/youth, children/youth with disabilities, and children/youth learning English.
  • Experience in tutoring, mentoring, coaching, and teaching.
  • Willingness to receive and strategically implement feedback.
  • Strong communication skills and interpersonal skills.
  • Strong writing and/or math skills.
  • Skill at both working independently and as part of a team.
  • Demonstrated entrepreneurial mindset, including the ability to adapt quickly to change and handle multiple tasks simultaneously.
  • Proficiency in speaking Spanish, Arabic, or Haitian Creole is helpful but not required.

Work Location:

Fellows work in person from Brooklyn Lab’s campuses in downtown Brooklyn.

Application Process:

We’re accepting applications for an August 8, 2022 start date. Candidates will be interviewed and selected on a rolling basis. Select applicants will be invited to an initial phone interview, followed by a Zoom video interview during which we ask candidates to deliver a five-minute tutorial lesson on a specific math or literacy topic.

Compensation:

Fellows receive an hourly wage of $15 an hour for approximately 36.5 hours of work per week.

COVID-19 Vaccination Policy:

Effective September 27, 2021, All InnovateEDU employees who work in person in a school building must provide proof of COVID-19 vaccination (at least one dose) prior to beginning work. Employees must be fully vaccinated against COVID-19, or have received the first dose of a two-dose vaccine prior to beginning work. Employees must also prove that they have received the second dose of that vaccine within 45 days after receiving the first dose.

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New Visions Science Teacher

Posted by | April 12, 2022 |

Who We Are

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

Who You Are

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

What You’ll Do

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

Why New Visions?

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

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New Visions Mathematics Teacher

Posted by | April 12, 2022 |

Who We Are

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

Who You Are

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

What You’ll Do

You’ll help pupils develop critical-thinking abilities by gaining an understanding of mathematics concepts and practices. You’ll use both formal and informal assessment data about student thinking to inform instruction. You’ll use an inquiry-driven approach to support student success on mathematics Regents examinations. You’ll attend professional development workshops and meet with colleagues to collaboratively analyze data and plan an instructional response.

Why New Visions?

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

 

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New Visions Special Education Teacher

Posted by | April 12, 2022 |

Why Teach With Us?

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

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

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

Who You Are

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

 

What You’ll Do

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

  • Develop relevant and accessible content-based curriculum 
  • Assess student growth through both formal and informal assessment data
  • Build students’ academic and socio-emotional skills
  • Advocate to ensure that students receive appropriate supports
  • Support plans for post-high school transition to ensure quality of life after high school

What We’re Looking For

  • Bachelor’s degree from an accredited college or university is required; Master’s degree is preferred
  • A valid New York State Certification 
  • Proven track record for planning lessons with clear learning objectives and a means for assessing whether those objectives have been met
  • Strong organizational and communication skills
  • Demonstrated content knowledge and familiarity with Common Core State Standards
  • Demonstrated success in tailoring instruction to the needs of diverse learners
  • Ability to work collaboratively with others to achieve common goals
  • Experience working with educational technology

Who We Are

At New Visions for Public Schools, we work to make great public schools common in New York City. We believe that all of New York City’s students deserve public schools that make successful futures possible, especially Black, Latinx, and low-income students who have historically had inequitable access to a great public education. Since 1989, New Visions has been a driving force behind some of the most significant reforms to public education in New York City.  Today, our diverse team of professionals develop and scale innovative tools and approaches that help educators address common challenges.  Learn more about New Visions HERE

We operate ten public charter schools in the Bronx, Brooklyn, and Queens and, as a trusted partner of the NYC DOE, we help 1,600 public district schools plan for the success of over a million students citywide.   In 2020-21, graduation rates in our Charter and Affinity networks were 95.4% and 89.2% and our support for postsecondary readiness has expanded exponentially.

Equal Employment Opportunity

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

 

New Visions believes that our teams should reflect the diverse communities we serve and that our culture and internal structures should be inclusive and equitable for all employees. We also recognize that perspectives from communities that have been historically marginalized are critical to the work we do. Hence, we strongly encourage applications from individuals living in the communities that we serve or who are members of historically marginalized communities.

New Visions provides a comprehensive and competitive compensation and benefits package in addition to the opportunity to make a significant impact on education reform and in the lives of urban youth.

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Hiring High School Teachers (All Content Areas)!

Posted by | April 12, 2022 |

Why Teach With Us?

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

 

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

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

 

Who You Are

You’re a dedicated educator who is committed to serving students from all backgrounds.  You approach learning via a growth mindset and have a proven track record