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Senior Director of Operations and Finance

Posted by | November 23, 2021 |

 

About Morningside Center for Teaching Social Responsibility

We envision a society where people are active participants in creating a culture of liberation, healing, and deep connection to their communities, natural environments, and the world. Our mission is to facilitate transformative experiences for members of the school community to co-create joyful, equitable, and rigorous learning environments.

 

Since our founding in 1982, we have developed an array of programs, grounded in restorative practices and an anti-racist framework, to engage young people in learning essential social and emotional skills and to support educators in making their schools productive, supportive, and inclusive. Our programs provide sustained support for students and educators in New York City schools and in various other schools and districts throughout the country. We are part of a nationwide movement to make high quality, research-validated social and emotional learning (SEL) an integral part of every child’s education.

 

Through our engaging, research-based programs, tens of thousands of educators in hundreds of schools have brought transformative change to their classrooms, schools, and students’ lives. Major scientific studies have shown that our school-based programs have a positive impact on students’ well-being and behavior, their academic performance, and the classroom climate.

 

Our impact is possible because of our diverse, skilled, and friendly team, including 15 central office staff and approximately 30 staff developers who bring our work into schools. To learn more about the beliefs and values that bring us together, please visit https://www.morningsidecenter.org/our-beliefs-and-values.

 

Find information about Morningside Center at https://www.morningsidecenter.org/

The Opportunity

Now in a period of significant growth in our contracted services, we are seeking a Senior Director of Operations and Finance (Senior Director) who will ensure that we have strong infrastructure and efficient operations in place to support organizational, programmatic, and revenue growth. A key senior leader, the Senior Director will manage the business operations team, bringing particular expertise in contract development and negotiations and financial strategy, including budgeting and financial projections. The Senior Director will build and manage relationships with the schools and school districts that we serve, representing Morningside Center in the contracting process and partnering with clients to structure engagements that are designed and managed well. They will also provide leadership across the human resources, IT, legal, and facilities functions. The Senior Director will be responsible for working collaboratively with team members across program and business operations teams to ensure our processes and systems evolve appropriately to match our continued growth in staff, budget, and contracts. The Senior Director will report to our Executive Director and manage a cross-functional team. As a senior leader, they will also share and uphold our organizational values, demonstrating a commitment to anti-racism and social and emotional learning, and foster an inclusive, relationship-driven, and warm culture.

Key Responsibilities

Organizational Leadership

  • Act as a skilled organizational leader, manager, and coach with a high degree of emotional intelligence, developing strengths in others and modeling effective decisionmaking
  • Identify and build systems and processes that will enable contracts, program, and business teams to collaborate effectively
  • Support the ED in providing ongoing strategic updates to the Board of Directors and engaging them in special initiatives
  • Serve as a thought partner and sounding board to the Executive Director and other leaders, including serving on the senior leadership team

Contracts Leadership

  • Establish, maintain, and refine an effective process for managing the full contract cycle, working with the cross-functional team involved in the identification, development, negotiation, and implementation of contracts
  • Represent Morningside Center in contract scoping and negotiations with schools and districts
  • Support proposal development efforts

Finance Leadership

  • Work with the Director of Finance in leading the quarterly, annual, and long-term budgeting processes
  • Guide the development of financial projections based on organizational goals and strategies
  • Supervise the Finance Director, ensuring appropriate goal-setting and the supports necessary for their ongoing success and development

Talent, Culture, and Human Resources Leadership

  • Provide strategic guidance for annual performance assessment and goal-setting processes, as well as professional learning programming that supports organizational and individual staff goals
  • Partner with the senior leadership team in implementing effective practices for hiring and compensation and benefits
  • Supervise the Human Resources Director to ensure our HR processes reflect best practices, providing support for goal-setting and ongoing success and development

Organizational Infrastructure

  • Identify ways to enhance our technology infrastructure, ensuring that we are leveraging the most up-to-date tools and resources available; manage the relationship with our external IT vendor
  • Serve as liaison to legal counsel
  • Oversee vendor management, office administration, space planning, and facilities maintenance

Candidate Profile

As the incoming Senior Director of Operations and Finance, you will possess many, though perhaps not all, of the following skills and experiences:

  • You come to this role with at least 5 years of organizational leadership experience, including past success in roles that include cross-functional team management.
  • You are experienced in financial management, bringing substantial experience in developing budgets and financial projections and supervising finance staff. Prior success in nonprofit financial management is highly valued for this role.
  • You bring experience in negotiating contracts and representing an organization to external clients or partners; prior success in negotiating with complex bureaucracies will be especially beneficial.
  • You are a skilled leader among cross-functional teams, identifying appropriate processes, systems, and tools to promote collaboration and building alignment around shared goals.
  • You are a strong staff manager, experienced in building and developing team members to ensure their success. As an organizational leader, you are a positive role model and effective coach for others.
  • You are motivated by the opportunity to provide leadership across finance, contracts, HR, IT, legal, and facilities, and you demonstrate the ability to work at both a strategic level and to be more hands-on as needed.
  • You share our commitment to anti-racism and racial equity, demonstrating thoughtfulness about how to integrate these commitments and values into organizational operations and culture.
  • You hold a bachelor’s degree or equivalent professional experience. An advanced degree in a relevant field such as organizational management, business administration, finance, or law is preferred but not required.

 

Compensation & Benefits

The salary range for this position is $110,000 – $130,000  and will be determined commensurate with experience. Morningside Center offers a generous benefits package that includes fully paid health insurance and 4 weeks of vacation.

 

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Occupational Therapist

Posted by | November 23, 2021 |

Summary:

The Occupational Therapist provides occupational therapy treatment to children in the pre-school setting, performs occupational therapy assessments, supervises Occupational Therapy Assistants and students.

Minimum Qualifications:

Master’s Degree in occupational therapy, a New York State License, NBCOT certification, experience and/or training in pediatrics.

Supervisory Role:

This position does not have supervisory responsibilities.

Principal Responsibilities:

The below enumerated principal responsibilities are inclusive of both program specific and firm-wide related administration, as applicable.

  1. Implements the occupational therapy intervention plan directly or in collaboration with others.
  2. Screens and evaluates children to obtain and interpret data necessary for planning intervention and for treatment planning. Performs advanced, specialized evaluations or assessments as indicated by an individual child’s needs.
  3. Documents services as required by Volunteers of America as well as third party payers.
  4. Follows to the Occupational Therapy Code of Ethics and Standards of Practice as well as Volunteers of America policies and procedures.
  5. Maintains treatment areas, and equipment as required.
  6. Supervises occupational therapy practitioners (OTA’s), occupational therapy students and other staff performing supportive services as a part of service provision.
  7. Participate in professional development activities as mandated by the Volunteers of America and by the requirements for the continuation of occupational therapy licensure.
  8. Perform other related duties as requested.
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Teacher Assistant

Posted by | November 23, 2021 |

MINIMUM QUALIFICATIONS

High School diploma and New York State Certification as a Teacher Assistant.

PRINCIPAL RESPONSIBILITIES

  1. Work with individual children or groups of children on special instructional projects and activities as planned in conjunction with the teacher.

  2. Write individual anecdotal records and/or keep record of discrete trial instruction of students by providing the teacher with information about the children that will assist the teacher in the development of appropriate learning experiences.

  3. Meet with teacher to plan instructional activities and materials thereby utilizing their own special skills and abilities by assisting in instructional programs in such areas as: foreign languages, arts, crafts, music, and similar subjects.

  4. Escort students to and from the school buses at arrival and dismissal time. Escort students throughout the building outside of the classroom.

  5. Communicate with parents verbally and in writing under the direction of the teacher, or in absence of the teacher.

  6. Participate in staff development activities.

  7. Attend team meeting conferences as appropriate.

  8. Assume the position of teacher-in-charge of a classroom for up to 40 days during the school in the absence of a certified classroom teacher.

Comments Off on Occupational Therapist

Occupational Therapist

Posted by | November 23, 2021 |

Summary:

The Occupational Therapist provides occupational therapy treatment to children in the pre-school setting, performs occupational therapy assessments, supervises Occupational Therapy Assistants and students.

Minimum Qualifications:

Master’s Degree in occupational therapy, a New York State License, NBCOT certification, experience and/or training in pediatrics.

Supervisory Role:

This position does not have supervisory responsibilities.

Principal Responsibilities:

The below enumerated principal responsibilities are inclusive of both program specific and firm-wide related administration, as applicable.

  1. Implements the occupational therapy intervention plan directly or in collaboration with others.
  2. Screens and evaluates children to obtain and interpret data necessary for planning intervention and for treatment planning. Performs advanced, specialized evaluations or assessments as indicated by an individual child’s needs.
  3. Documents services as required by Volunteers of America as well as third party payers.
  4. Follows to the Occupational Therapy Code of Ethics and Standards of Practice as well as Volunteers of America policies and procedures.
  5. Maintains treatment areas, and equipment as required.
  6. Supervises occupational therapy practitioners (OTA’s), occupational therapy students and other staff performing supportive services as a part of service provision.
  7. Participate in professional development activities as mandated by the Volunteers of America and by the requirements for the continuation of occupational therapy licensure.
  8. Perform other related duties as requested.
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Speech Therapist

Posted by | November 23, 2021 |

Summary:

Develop, implement, and evaluate treatment plans for students with speech/language needs.

Minimum Qualifications:

New York State Certificate as a Teacher of the Speech and Hearing Handicapped or Teacher of Students with Speech and Language Disabilities and Master’s degree in speech-language pathology and/or NYS Professional License as a Speech Language Pathologist

Supervisory Role:

This position does not have supervisory responsibilities.

Principal Responsibilities:

The below enumerated principal responsibilities are inclusive of both program specific and firm-wide related administration, as applicable.

1. Assess speech-language skills as necessary to determine child’s need for therapy.

2. Provide quality speech therapy services to students as mandated on the IEP.

3. Consult and interface with colleagues at team meetings.

4. Provide parent training and ongoing communication with parents.

5. Complete all required paperwork and documentation.

6. Provide in-service training and participate in staff development activities.

7. Meet with supervisor on ongoing basis.

8. Perform other related duties as requested.

Expected Results of Principal Responsibilities:

1. Children will receive a complete evaluation as needed.

2. All children will receive quality services provided by therapy staff based on IEP mandates.

3. Speech therapy staff will share information regarding children on caseload at staff meetings.

4. Parents will be kept informed of children’s goals and progress both at home or in school.

5. All documentation will be completed and submitted in a timely manner.

6. Professional growth will be acknowledged with the provision of in-service training and staff development activities.

7. Supervisor session will encourage professional growth in a thoughtful and sensitive manner.

8. All other related tasks are completed on time and accurately.

Work Environment:

While performing the duties of the job, the employee will be in the classroom and school environment performing therapeutic services.

Physical Demands:

While performing the duties of the job, the employee is required to have adequate visual, auditory and spoken abilities to interact effectively with peers, supervisor and students. This position is active and requires movement in the classroom and in the school environment. The employee must occasionally lift or move student weighing over 30 pounds.

Position Type:

This is a full time position.

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Special Education Teacher

Posted by | November 23, 2021 |

Summary:

Implement instruction based on The Creative Curriculum and Prekindergarten Performance Standards, NYC aligned with children’s Individualized Education Program (IEP) goals and objectives. Adhere to the professional standards recommended by the National Association for the Education of Young Children to maintain accreditation.

Minimum Qualifications:

M.S. in Special Education. New York State teacher certification in Special Education K-12 (prior to February 2004), an internship or COVID emergency certificate, initial or professional certification in Students with Disabilities, Birth-Grade 2.

Supervisory Role:

This position does have supervisory responsibilities.

Principal Responsibilities:

The below enumerated principal responsibilities are inclusive of both program specific and firm-wide related administration, as applicable.

  1. Implement The Creative Curriculum and ensure that the National Association for the Education of Young Children standards are reflected in every classroom.
  2. Prepare weekly lesson plans following The Creative Curriculum format.
  3. Supervise the activities and assignment of the teacher assistants with individual children or groups of children in the classroom.
  4. Write Individualized Education Programs (IEP) and monitor children’s progress in goal areas.
  5. Write annual IEP goals for children and Quarterly reports to parents on children’s progress.
  6. Implement instructional (e.g., Applied Behavior Analysis, ESL) and behavioral (group and individual) strategies and methodology in the classroom.
  7. Collect and monitor data related to individualized behavior plans, IEPs, children’s attendance and other instructional and administrative areas as needed.
  8. Assess developmental functioning and learning skills of students in all areas, at regularly planned intervals using The Creative Curriculum assessments, The Brigance Inventories, and other formal and informal assessment tools.
  9. Attend team meetings and CPSE conferences as needed.
  10. Make parent contacts, provide for transition of instruction to home, and invite parents for school visits.
  11. Implement the policies and procedures contained in the Early Learning Center manuals.

Expected Results of Principal Responsibilities:

  1. Learning and growth are promoted.
  2. Activities are scheduled regularly and meet children’s needs.
  3. Appropriately supervise staff and activities.
  4. Student progress is monitored.
  5. Compliance with New York City, State and Federal guidelines.
  6. Individualize instruction and behavioral strategies for children to master IEP goals.
  7. Report outcomes for children using data.
  8. Monitor children’s development and learning.
  9. Promote interdisciplinary teamwork.
  10. Ensure that a partnership between the school and parents is established and continued.
  11. Ensure compliance with safety, health, and administrative issues relevant to children and staff.

Work Environment:

While performing the duties of the job, the employee will be in the classroom and school environment performing teaching responsibilities.

Physical Demands:

While performing the duties of the job, the employee is required to have visual acuity, and talking & hear while communicating with peers, supervisor and students. This position is active and requires movement in the classroom and in the school environment. The employee must occasionally lift or move student weighing over 30 pounds.

Position Type:

This is a full time position.

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Nurse – RN

Posted by | November 23, 2021 |

Summary:

Monitor the health and safety of all children and provide medical intervention as necessary.

 

Minimum Qualifications:

Graduate from an accredited nursing program, passing grade on National Council Licensure Examination and current New York State Registered Nurse License.  A minimum of two years’ experience with adolescents and/or children with developmental disabilities.

 

Supervisory Role:

This position does have supervisory responsibilities.

 

Principal Responsibilities:

The below enumerated principal responsibilities are inclusive of both program specific and firm-wide related administration, as applicable.

 

  1. Maintain all health records of students.
  2. Dispense medications and maintain records as needed.
  3. Liaison to New York City health care initiatives-e.g., asthma initiative in the Bronx
  4. Observe regularly the daily health and hygiene status of students and communicate with parents regarding health and hygiene issues.
  5. Submit written reports of incidents or injuries daily and conduct quarterly review.
  6. Monitor and maintain OSHA and Department of Health (DOH) guidelines in relation to health and safety and conduct in-service training for staff.
  7. Annually reviews  Early Learning Center health and safety policies.
  8. Perform other related duties as requested.

8.   

Expected Results of Principal Responsibilities:

  1. All students and staff medicals and immunizations are up to date as per DOH regulations.
  2. Medication is dispensed accurately and safely.
  3. Participate in studies related to childhood diseases in the community.
  4. Parents assisted with making medical appointments.
  5. Incident reports are filed and submitted in a timely manner.  Quarterly reviews are conducted, minutes taken and completed as per regulations.
  6. DOH and OSHA guidelines are maintained and staff are capable to perform CPR/First Aid in nurse’s absence.
  7. Ensure that the ELC’s policies and procedures reflect current DOH and funder requirements.
  8.  All other related tasks are completed on time and accurately.

8.   

Work Environment:

While performing the duties of the job, the employee will be in a school environment.

 

Physical Demands:

While performing the duties of the job, the employee is regularly required to have visual acuity, talk and hear while communicating with peers and/or vendors. This position is active and requires movement in in the school environment. The employee must occasionally lift or move student weighing over 30 pounds.

 

Position Type:

This is a full – time position.

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Founding High School Principal

Posted by | November 23, 2021 |

Founding High School Principal

Veritas Prep Charter School was founded as a middle school in 2012 with a mission of preparing students to compete, achieve, and succeed in high school, college, and beyond. As Veritas grew, so did the number of family members, students, and parents asking one question: When are you going to start a high school?

With our community calling on us for support at the high school level, we knew we had to act, and VPCS was approved for expansion to high school in the fall of 2022! In 20-21, we gathered a diverse high school design team, bringing together Springfield community members, current and former Veritas students and families, and Veritas teachers, leaders, and staff. With the right voices at the table we have been able to reimagine what high school can look like and create a compelling career-focused Early College model aligned to our vision of a Veritas Prep High School Graduate. We are excited to launch an innovative high school where we can continue to support our students to compete, achieve, and succeed!

The Role

Are you ready to lead the launch of a new, rigorous, and innovative Early College and career-focused high school for students in Springfield? Veritas Prep seeks a full-time Founding Principal who believes all young people can achieve great things and is ready to partner with them and the community to launch an inclusive and socially just school where all scholars succeed. Opening in the fall of 2022, Veritas Prep High School (VPHS) will enable students to complete their high school diploma while earning college credits and credentials toward high-impact degrees and careers. Please consider this exciting opportunity to build on the successes of Veritas middle schools and the VPHS Design Team recommendations and create an exemplary high school program that propels students on the path towards their dreams. 

What You’ll Do

As the Founding Principal of VPHS, you’ll build on research and existing design decisions to map out the details of the school program and prepare to launch implementation. You’ll work alongside our Director of High School Design (DHS), our High School Planning Team (HSPT), and student leaders, as well as collaborate with families, Early College Partners, industry experts, and community members to build background on our program details and dive into next steps. 

You will also:

  • Finalize the details of school culture and operations
  • Contribute to the final Y1 details of our Early College and career readiness program and launch implementation aligned to our anticipated Early College Designation from the MA DESE
  • Continue to build out the multi-year plan details for Early College and career readiness and access 
  • Invest stakeholders in our shared vision and plans to launch the school in the fall of 2022

In Spring/Summer 2022

  • Review and develop remaining details of an innovative, challenging, and socially just high school program that ensures rigorous opportunities and varied learning pathways for scholars that prepare them for college and high-impact careers. This includes but is not limited to:
    • Contribute to the hiring and development of a founding team, and review and finalize the proposed talent development system
    • Finalize details of the school culture plan, including student and staff culture and family and community engagement
    • Finalize operational details, including the proposed schedule aligned to key Y1 priorities (e.g., flexibility to include a college course in the 2nd semester)
  • Work with DHSD, HS Planning Team and Student leadership Team to build background on existing program decisions and details
  • Finalize our shared vision, values, and plans for high school roll-out and collaborate with the DHSD to project manage program development and timelines
  • Collaborate with IHE partners to flesh out remaining details of EC and career readiness programming, including targeted academic pathways and program of study details, and to complete Early College MOU and DESE applications as needed 
  • Understand, leverage, and continually reflect on the Veritas Anti-Racism Standards to drive and refine all aspects of VPHS development, including culture and discipline, curriculum and academic  program, professional development, hiring, leadership, and management
  • Review and contribute to the finalization of a strategic program of study, identifying quality curricular materials and assessment tools that effectively disrupt racism in education and prepare students for a rigorous Early College and career readiness program 
  • Review and finalize detailed MTSS systems, innovative support strategies for early college, and a robust SEL and CCLR curriculum to ensure all scholars can achieve at high levels 
  • Work to develop strong family, community, and industry partnerships and integrate those partnerships into the VPHS vision and program 
  • Work with the Director of Talent to finalize hiring of a passionate and diverse team of effective teachers, operations, and support staff for year 1 of the high school
  • Participate in leadership coaching, feedback, and professional development with current Veritas leaders and external providers (ongoing)
  • Work with network and school leaders to develop a comprehensive orientation and year-long staff development plan for founding teachers, leaders, and staff

In SY 22-23

  • Lead and manage the launch of VPHS with the inaugural 9th grade class
  • Effectively lead, manage, support, and inspire staff through shared and distributed leadership to ensure all scholars receive excellent instruction 
  • Implement a year-long high-quality professional learning strategy and schedule for teachers and staff
  • Implement our strategic academic program and use data and a targeted assessment systems to continuously monitor and improve scholar success 
  • Implement a robust and systematic approach to school culture, including SEL and CCLR curriculum, student life and leadership, and a tiered behavior support system
  • Continue to foster family, community, and organizational partnerships that enhance our program and scholar experience and create effective pathways to successful careers
  • Work collaboratively with scholars, high school and network staff, and IHE and industry partners to build out details for sophomore year and beyond 

What You’ll Need (Qualifications)

  • Our 20-21 Design Team established the following Leadership Must-Haves:
    • Commitment ot centering students in all aspects of the program with an unwavering belief that they can achieve amazing things
    • Experience successfully developing and leading diverse people and teams
    • A track record of investing others in a shared vision and strategically executing on that vision 
    • Deep understanding of systemic racism and its impact in education and a commitment to anti-racist curriculum, practices, and policies
  • A passion for continuous growth as a leader
  • Strong track record with culturally responsive and trauma-informed practices
  • Commitment and knowledge or experience with innovation in secondary education, including high-impact college and career pathways for traditionally underserved students and strategies to enable students to maximize their progress towards future success in high school 
  • Bachelor’s degree, master’s preferred (Education/Psych.)
  • Five years of secondary teaching experience (preferred)
  • Three years of school leadership experience at the high school level (preferred)
  • Expertise in high school curriculum and programming in at least one content area
  • Expertise in implementing continuous improvement cycles to achieve strategic goals
  • A track record of success leveraging the talents of a team to execute multi-layered, complex plans  
  • Have or be eligible for a MA/DESE administrator license (Principal/Assistant Principal, Grades 5-12), including SEI endorsement
  • Current authorization to work in the United States – a candidate must have such authorization by his or her first day of employment

Wondering if you should apply? Are you an experienced leader who is passionate about giving every child access to an education that will prepare them for wherever life takes them? Are you a life-long learner who thrives on feedback? If you answered yes, you should apply!

Think you don’t quite meet all the qualifications listed above? Apply anyway! We are looking for a truly diverse team of leaders, and research shows that historically marginalized groups are less likely to apply if they don’t meet every requirement. We want to recruit and support a diverse staff, to understand the history of inequity in education, and to ensure students see teachers, staff, and leaders who look like them working in their schools.

Still not sure? Set up a call with a recruiter by emailing recruitment@vpcs.org.

Veritas Prep is an equal opportunity employer and does not discriminate against employees or qualified job applicants on the basis of race, religion, color, sex, age, national origin, disability, veteran or military status, marital status, sexual orientation, genetic information, gender identity or expression, or any other status or condition protected by applicable law. This policy extends to, but is not limited to, recruitment, selection, compensation, benefits, promotion, training, and termination.

About Veritas Prep

Veritas Prep Charter School (VPCS) was founded in Springfield in 2012 with the mission to prepare students in grades 5-8 to compete, achieve, and succeed in high school, college, and beyond. VPCS now serves more than 370 Springfield students and is one of Massachusetts’ top-performing middle schools. Building on the success of VPCS, Friends of Veritas Prep partnered with the Holyoke Public Schools, launching Veritas Prep Holyoke (VPH) in 2018 as part of Holyoke’s innovative turnaround efforts. VPH is a neighborhood enrollment school serving grades 5-8.

Launching in August of 2022, Veritas Prep High School will open its doors to 100 Springfield students in Grade 9, adding roughly 100 students and one grade level per year. We are committed to centering students and community in all we do. Over the past year, we engaged in a unique and innovative design process that put students and community at the center of decision making. The VPHS 20-21 Design Team, composed of more than  ⅓ students, ⅓ family and community members and several staff, worked with additional community members and alumni to shape our Portrait of a Veritas Graduate and establish the central design priorities of VPHS. We are committed to fostering graduates who are College, Career and Future Ready; Woke Citizens; Innovators; Learners for Life and the Leaders of Tomorrow. To prepare them most efficiently and effectively for their futures, VPHS will offer a Wall-to-Wall (serving all students) Early College and career readiness program that puts all students on a pathway to high-impact careers through strategic college credits, work-place credentials and when possible, an Associates degree.  

Veritas Prep schools provide a college prep curriculum in a safe, positive, and rigorous learning environment that allows students to thrive both academically and socially. Our educators believe in expecting the best from every student and in the power of building strong relationships with students and families, creating a community that supports the achievement of all. To learn more about Veritas Prep and the close-knit academic community of teachers and scholars in Springfield and Holyoke, visit www.veritasprepma.org.

 

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Robin Hood Project – Staff Attorney

Posted by | November 19, 2021 |

Advocates for Children of New York, Inc. (AFC) seeks a Staff Attorney to join AFC’s Robin Hood Project to provide direct representation at special education hearings, advocacy, and technical assistance on a variety of education issues, and community outreach/training to improve access to educational services for students ages 0-21 from low-income backgrounds in New York City. 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’s Robin Hood Project partners with roughly 20 other Robin Hood-funded organizations (such as domestic violence shelters, hospitals, tutoring agencies, and social service providers) to help their staff assist clients who 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.

The Project, which also includes another staff attorney, an advocate, and a project director, works directly with families served by these organizations, providing legal representation and advocacy. Legal representation for families consists primarily of special education hearings and conferences pursuant to the Individuals with Disabilities Education Act (IDEA). Additionally, the Project builds the capacity of these organizations through training and technical assistance so they can better address the educational needs of current and future clients. This attorney will use the Project’s integrated strategies to advocate for the educational needs of students involved with the various partner agencies and assist agency staff in supporting the educational needs of their clients.

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 include, but are not limited to:

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

Qualifications:

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

Compensation:

Salary is commensurate with experience and includes generous benefits.

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, visit our website at www.advocatesforchildren.org

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Executive Director

Posted by | November 16, 2021 |

Background:

The Children’s Storefront has a storied history of changing lives in Harlem through education innovations. In 1966 a young poet, Ned O’Gorman, opened a one-room center for young children in a Harlem storefront on Madison Avenue – The Children’s Storefront. This grew into a preschool program that led to a tuition-free private K-8 elementary school, eventually known as Storefront Academy Harlem, that educated Harlem children until 2018.

To further the educational success of children in historically underserved communities, The Children’s Storefront assisted in creating a new organization that stands on its own, Storefront Academy Charter Schools. Today, the educational philosophy developed by The Children’s Storefront over 50 years provides the foundation for two charter schools in Harlem and the South Bronx.

Recognizing that many Storefront Academy Harlem students entered its former school with learning deficits that could have been mitigated through Early Childhood Education, The Children’s Storefront has launched new in-person and virtual programming built on principles developed at Harvard Center for the Developing Child which reinforce cognitive, learning and social skills to provide a strong foundation for lifelong success.

With this renewed focus on Early Childhood learning The Children’s Storefront is once again charting new waters, this time engaging parents and caregivers with their children around research-driven brain development in the first thousand days of life. And, most importantly, providing the know-how and confidence with which to spur the growth of their children’s brains.

Shifting its focus to strengthening children’s brains during their first three years after decades of operating a vibrant and acclaimed K-8 school, The Children’s Storefront is once again in start-up mode. It is moving to a new location on the north side of Harlem’s Marcus Garvey Park, bringing with it a deep appreciation for all it has accomplished over many years and tremendous enthusiasm for new opportunities to enrich the lives of Harlem’s youngest children.

Position:

The Children’s Storefront is seeking an upbeat Executive Director who will have the unique opportunity to shape all aspects of growing and positioning this evolving organization.

The Executive Director will have a commitment to early childhood development, with a particular focus on underserved and under-represented communities.  They must be committed to the science behind the programmatic work, and able to build a broad range of partnerships to further The Children’s Storefront mission. They will be a respected professional who advocates passionately and successfully on behalf of the people they serve and the organization in the local community, across all sectors and within philanthropy.

The Executive Director will be an intelligent and mission-driven self-starter. Excellent interpersonal, communication and negotiation skills are critical, along with patience, compassion and a sense of humor. They will be diplomatic, of the highest integrity, and possess sound judgment; comfortably balancing their confidence and ego.

The Executive Director will be entrepreneurial and practical, creative and analytical in their approach to programming. They will understand that while programs are improving the life trajectories of children, the clientele is actually the parent. They will be sensitive to and respectful of parents’ needs, and will be comfortable and tactful communicating with families who participate in their programs.

The Executive Director will be just as comfortable rolling up their sleeves as they are facilitating internal strategy sessions, participating in community affairs and elevating the organization within the broader Early Child Education sector.

The Executive Director will report to a very engaged and supportive Board of Directors, mindful of and flexible in dealing with Board priorities. They will manage and develop a Staff of committed Program and Administrative professionals, half of whom have joined the organization since the Covid crisis. They will work with the Board, Staff and Contractors in a transparent, honest fashion that promotes inclusiveness, equity, cooperation, and teamwork.

Specific Responsibilities:

  • Board of Trustees: Work with the Board to set the long-term vision and short-term goals for the organization. Support the Board’s transition from a hands-on approach to one more focused on vision, strategy, resource development, policy and oversight. Support Board Nominating & Governance Committee efforts to strengthen the Board’s effectiveness as a Governance body.
  • Programs: Work with the Staff to develop, promote and evaluate community-responsive programs consistent with Board Education Committee priorities. Develop strategies for attracting and retaining participants. Build relationships within the local community and beyond that reinforce participation, elevate our visibility, expand their reach and improve effectiveness.
  • Staff: Directly supervise the Administrative & Finance Manager, Program Coordinator, contracted Controller and Special Projects Consultant. Oversee the Employee Performance Review system and modify Staff position descriptions and compensation as appropriate. Work to strategically expand the Staff, with special attention to development and marketing. Explore options for leveraging volunteers. Foster a positive and productive organizational culture.
  • Administration & Finance: Work with Staff on day-to-day operations, striving to improve system efficiencies and cost-effectiveness. Ensure that all Government filings are accurate and timely. Work with the Board Finance Committee and contracted Controller to develop budgets, financial forecasts and reports. Oversee the annual Financial Audit process.
  • Resources: In tandem with the Board Development Committee, set the long-term fundraising strategy and establish near term plans to achieve it. Identify and cultivate individual and institutional funders, including grants. Explore the feasibility of special events and move forward as practical. Explore ways to broaden and diversify revenue streams, including in-kind.
  • External Affairs & Communications: Serve as the public face of the organization and point person for media. Develop and maintain beneficial relationships with non-profits, community and civic organizations, government and other stakeholder groups. Work with the Board Communications Committee to articulate overall communication, marketing, press and social media priorities. Develop collateral material and targeted presentations to achieve goals.

Qualifications:

  • Minimum of 8-10 years delivering solid leadership, management and fundraising results
  • Demonstrated organizational leadership ability, which includes effectively managing and motivating Staff to achieve organizational goals
  • Outstanding organizational skills, adept at prioritizing multiple and varied responsibilities
  • Able to work both independently, and in collaboration with an active Board and committed Staff in a direct, supportive and respectful manner
  • Ability to effectively represent The Children’s Storefront with funders, in public settings and with a broad range of organizations in the New York area
  • Ability to balance a hands-on, entrepreneurial start-up environment with our 50-year history
  • Strong strategic thinking, problem solving and implementation skills
  • Excellent oral and written communication skills, as well as strong interpersonal, relationship-building and networking skills
  • Tech savvy and comfortable with systems that support Office and Program environments
  • Thrive in an achievement-oriented, entrepreneurial, and fast-paced environment

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

For more information about The Children’s Storefront, please visit their website at www.thechildrensstorefront.org

 

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Sr. Associate, Instructor Support

Posted by | November 16, 2021 |

The GWC Curriculum Team is searching for a passionate and curious Instructor Support, Sr. Associate to prepare and develop a growing network of educators who bring the GWC mission to the classroom. This person will be responsible for supporting the design and delivery of effective teacher onboarding, training, and in-program support to teachers through their efforts in our flagship Virtual Summer Immersion Program (SIP) and our Self-Paced Program (SPP). Outside of these two programs, the Sr. Associate, Instructor Support will support other GWC programs and initiatives as needed. In this role, you will also seasonally manage a team of 3-4 remote Site Leads to provide coaching and support to our summer teaching staff.

You will report to the Manager of Curriculum & Instruction and will work in close partnership with the Director of Curriculum, Curriculum, People & Culture, Operations, and Programs teams. The position affords a great opportunity to have a tangible impact on students and teachers and help close the gender gap in the technology sector.

This is a full time position that begins January of 2022, with a preference for candidates living in or being willing to relocate to a commutable distance to our NYC office.

Responsibilities: SIP + SPP Staff Onboarding, Teacher Training, and In-Program Support

  • Draft and send regularly scheduled email communications as part of SIP + SPP staff onboarding, training, and in-program support.
  • Support the recruitment and hiring of SIP and SPP staff by helping to lead virtual info sessions, facilitate breakout room discussions, create and review email communications as needed.
  • Collaborate with other team members to develop and provide feedback on training and support materials as needed for Instructors, TAs, Advisors and Site Leads in the SIP and SPP programs to ensure curriculum understanding and align teaching staff with GWC’s classroom approach and organizational values.
  • Support delivery of SIP and SPP training sessions for 200+ seasonal summer staff with the support of the Director of Curriculum, Curriculum & Instruction Manager, and seasonal SIP + SPP Instructional Managers.
  • Lead the design, implementation, and delivery of ongoing in-program professional development for SIP + SPP staff such as round table events and recurring office hours.
  • Support with the moderation of the SIP + SPP Teacher Slack Workspaces and incident resolution processes.
  • Manage a small team of 3-4 SIP Site Leads in order to support SIP instructors and address concerns or challenges that may arise in the classroom.
  • Check-in weekly with the Curriculum & Instruction Manager and reporting Site Leads (in the summer months) to provide additional support to the SIP teaching staff.
  • Observe GWC programs in action and use your observations to inform your training and in-program support practices.
  • Use observations to provide tangible feedback and next steps to Teaching Teams or Site Leads as needed.
  • Complete performance evaluations of Teaching staff and Site Leads.
  • Support curation and documentation of teaching and support materials from SIP and SPP.
  • Other GWC Programs: Provide instructional and training guidance and expertise to other Girls Who Code programs as needed (Clubs, Work Prep, Virtual Mentoring, etc.)

Qualifications

  • Have 1-2 years of teaching experience, for example in the classroom or as part of an after school or summer program.
  • Be highly organized and detail-oriented, clearly and regularly documenting progress, and able to identify mistakes and inefficiencies.
  • Be able to develop and implement training and support mechanisms that instill instructor confidence and competence.
  • Have strong writing skills and be able to craft engaging, age-appropriate prose for students, teachers, and volunteers.
  • Be able to learn new systems, tools, and technologies quickly in order to effectively onboard staff and build training resources.
  • Have excellent people skills with an ability to balance priorities, negotiate, and work with a variety of internal and external partners.
  • Be comfortable working and collaborating with in-person and remote team members.
  • Be able to work independently and track multiple processes and projects at the same time.
  • Embrace challenges and adopt new responsibilities with creativity, initiative, and self-direction.
  • Be an intellectually curious and responsive team contributor, delivering and receiving feedback regularly.
  • Demonstrate comfort with adjusting work to evolving priorities in a dynamic work environment.
  • Believe that all girls can code, and be excited to work to close the gender gap in tech.

Preferred Qualifications

  • Experience teaching STEM/CS subjects and/or working with high-school students and adults.
  • Experience designing or delivering training and/or support resources for educators or adult learners (e.g. technology lead or department lead at your school).
  • Have familiarity with Understanding by Design, Universal Design for Learning, and/or Agile Development Methodologies.
  • Hold a degree in a Science, Technology, Engineering, Math, or Education field, or have commensurate or demonstrable experience in STEM.
  • Have knowledge of computer science education space.

Girls Who Code is committed to building a truly diverse and inclusive organization with a focus on valuing, serving, and understanding our target constituents, while challenging all stakeholders to think inclusively for the betterment of our programs.

Girls Who Code is an equal opportunity employer committed to a policy of equal treatment and opportunity in every aspect of its hiring and promotion process without regard to race, color, creed, religion, sexual orientation, partnership status, gender and/or gender identity or expression, marital, parental or familial status, national origin, ethnicity, veteran or military status, age, disability, or any other legally protected basis. Racial and ethnic minorities and men are encouraged to apply for vacant positions at all levels.  GWC is not able to sponsor employment visas.

 

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Citywide Early Education Specialist

Posted by | November 16, 2021 |

Part-Time

The YMCA of Greater New York is here for all New Yorkers — to empower youth, improve health, and strengthen community. Founded in 1852, today the Y serves a diverse population of more than half a million New Yorkers who learn, grow, and thrive through programs and services at our 24 branches. Community is the cornerstone of the Y. Together, we connect active, engaged New Yorkers to build stronger communities.

We are seeking an experienced professional who will support the implementation, integration, alignment, and coordination of our Early Childhood and UPK / 3K programming. Under the supervision of the of the Vice President for Youth & Community Development, the Early Education Programs Specialist is responsible for supporting a broad portfolio of early childhood programs that will strengthen children’s wellbeing and endeavor to ensure that children are curious, inspired, and adept learners, and are well prepared for school and life.

The program portfolio includes Early Childhood Learning Center programs, UPK programs, and wrap around or Early Childhood after school programming at 8 YMCA branches and communities, including partner public schools.

The Specialist for Early Education Programs will provide leadership for the strategy, systems, and standardization of Early Childhood program structures; including, but not limited to, the overall development, administration, and evaluation of program offerings at all of the branches. This person must have a deep understanding of the New York City early childhood funding environment as well as revenue generating programming for 0–12-year old’s and their families. The Early Education Programs Specialist will strive to grow enrollment and programs in accordance with the organization’s strategic plan, and to serve more children via structured, engaging, educational, recreational, and developmentally appropriate activities that allow children to develop and progress their skills. This role will ensure a high level of quality, communication, and collaboration among all of the Early Childhood programs and family services

By strategically assessing community needs with YMCA branches and City and community stakeholders, the Specialist for Early Education Programs will successfully maintain and continue to improve the quality of all Early Learning, Early Childhood afterschool programming, Early Childhood enrichment programs and family programs

Key Responsibilities:

  • Foster and create new and innovative Early Learner, youth, family, and community programs with our branches and off-sites that meet the needs of the community, in keeping with the Branch priority objectives and strategic plan.
  • Working in collaboration with our branch program leadership, this position would develop content and curriculum, and developmentally appropriate YMCA program practices for early childhood from birth through age 12.
  • Ensure that programs meet contractual and regulatory obligations of the Department of Education and Department of Health while fulfilling the program mandates of the YMCA of Greater New York and funders.
  • Develop, manage, and successfully meet budget objectives. Seek to strategically provide for a growth in service offerings.
  • Effectively develop partnerships with community organizations and coalitions to provide services, programs, and referrals to YMCA branches, participants and families.
  • Lead and convene Leadership and Cabinet meetings and manage any subsequent workgroups.
  • Become a certified trainer in critical subject matter areas and lead training events.
  • Work with Branch and AO leadership to design, develop, and implement a marketing and communication plan which promotes the Early Learner Programs, Early Childhood after school programming, Early Childhood enrichment and family programs to local community groups.
  • Ensure branches have adequate systems and supports to maintain accurate and timely program documentation (attendance, sign in/out forms, behavior reports, incident reports, and accident reports, as appropriate).
  • Work closely with the Research, Evaluation and Strategy department and support the research/ evaluation of the initiatives by supervising and coordinating the collection of data, ensure the timely submission of reports, monitor and sustain data integrity systems, and use data to drive continuous improvement.
  • Promote an inclusive, welcoming, and respectful environment that embraces the diversity of all staff and participants.
  • Ensure the health, safety and well-being of participants by understanding, maintaining, and ensuring that staff and participants follow Risk Management and safety procedures.
  • Analyze and respond to developing trends in the fields of early childhood, youth and program development.
  • Actively participate in training sessions, designated meetings and special events.
  • Other activities and duties as needed that address the ongoing health and well-being of our staff and members.
  • Follow and maintain sanitary habits in accordance with CDC guidelines.

Desired Skills & Experience:

  • Master’s Degree in Early Childhood Education (or a related field).
  • Over 10 years of demonstrated commitment to Early Childhood education, enrichment, and effective family supports.
  • Over 5 years of staff supervisory experience, including direct and indirect reports.
  • Over 3 years of experience effectively managing revenue generating programming for children and families.
  • Strong, polished, and professional interpersonal, written and oral communication skills.
  • Ability to identify/document necessary information for program functioning and evaluation.
  • Knowledge and experience with programmatic assessment tools to drive consistent program quality results.
  • Knowledge and experience with appropriate individual assessment and screening tools to assist with identifying needs for intervention services and supports.
  • Creative, strategic, and analytical thinker with the ability to manage multiple projects.
  • Experience developing and managing budgets and hiring, training, supervising, and assessing personnel.
  • Demonstrated success in past employment.
  • Must be a self-starter, highly organized, patient and able to work well with others.
  • Develops resource lists to be utilized by parents and branches.
  • Must be a self-starter, highly organized, patient and able to work well with others.
  • Current New York City teaching license in early childhood or elementary education .
  • Knowledge of principles and practices related to Early Childhood education and socioemotional growth.
  • Knowledge of National Association for the Education of Young Children (NAEYC) program standards.
  • Knowledge of Microsoft Office, including Excel and working knowledge of Microsoft Suite.
  • Knowledge of Windows based computer applications and database management.

We offer an exciting and innovative work environment with a culture committed to serving all members of our community. As a leading not-for-profit, community service organization, our Association relies heavily on fundraising to support the wide range of programs we proudly provide the communities we serve. Our expectation is that all staff promotes participation of their branch fundraising efforts in some capacity.

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Program Manager

Posted by | November 16, 2021 |

Position Summary:

We are seeking an After-school Program Manager to lead and manage the day-to-day activities of NYJTL’s after school programs in Manhattan, Queens, Brooklyn and the Bronx. Reports to the Director of School Based Operations for NYJTL. The Program Manager will be assigned to 7 or more schools/sites locations in the four boroughs and will lead Program Directors with a staff of 15 individuals responsible for a maximum of 90 to 150 children. Program Managers are responsible for monitoring the execution of NYJTL’s program curriculum and have some latitude to innovate new programming to give children different growth experiences. Ideal candidates will be highly-motivated, organized and detail-oriented professionals with experience in youth development and knowledge of after­ school programs, familiarity with the out-of-school-time model and the mandates of the NYC Department of Youth and Community Development (DYCD) and Department of Health and Mental Hygiene (DOH).

 

Skills/Qualification Requirements:

  • Bachelor’s Degree required, in Education, child- youth development, or other relevant discipline preferred.
  • Minimum 3 plus years’ experience working with elementary or middle school-aged
  • Ability to work independently and
  • Exceptional project management, organizational skills with attention to details.
  • Strong written and oral communication skills and demonstrated ability to work with flexibility, efficiency, and diplomacy with diverse constituent groups.
  • Exemplar team-building and collaborative leadership
  • Knowledge of tennis and
  • Preferred/ Interest in tennis or willingness to learn desired; playing not
  • Must have experience working in After-school programs with Department of Youth & Community Development (DYCD) and Department of Health and Mental Hygiene (DOH).
  • Strong conflict resolution and crisis management
  • Experience working with children from diverse
  • Exceptional project management, data management and organizational
  • Excellent staff management and administrative
  • Excellent knowledge of youth development and
  • Experience in developing and managing complex budgets; ability to stay within
  • Ability to develop and maintain a positive relationship with the school administrator and school staff (e.g. principal and teachers)
  • Proficiency in Microsoft Office Suite (primarily Word and Excel)
  • Knowledge of the out-of-school-time model a plus
  • Ability to multi-task with good humor in an environment with impressionable youth
  • Positive role model to staff and the youth NYJTL
  • Must be willing to abide by and maintain the State’s qualifications and training requirement for the SACC-License in order to maintain all Agencies regulations
  • Must ensure qualified staff are on duty to meet required ratios during all child care hours. During breaks, lunch and short-term absences (three days or less).
  • Must ensure that program meets its monthly rates of participation. Elementary school rate of participation is 80%.  Middle school rate of participation is 75%

Duties and Responsibilities:

  •  Manage a staff of 7 Program Directors
  • Work in collaborations with HR to Interview and hire talented staff to work for programs
  • Evaluate Program Director, staff, as needed.
  • Ensure program meets registration goals, participants attendance input into the DYCD system in timely manner.
  • Ensure program is in compliance of DYCD and DOH
  • Ensure program meets its funding other program regulators mandates goals; from rates of participations staff training hours to maintaining accurate and current staff, program and participant records.
  • Weekly visitation of sites to assure sites compliance with NYTJL policies and procedures are intact with agency program
  • Assess and evaluates staff performance
  • Approves payroll for field
  • Facilitates interagency partnerships with schools administrators to ensure effective programming.
  • Completion of hours of
  • Ensure staff provides a positive learning experience to
  • Demonstrates key competencies including: initiative, teamwork, cooperation, preparedness, professionalism, job performance, reliability, productivity, effective communication, and the ability to continuously improve in all
  • Ensure staff complies with required training hours per program
  • Serve as positive role model, upholds professional behavior, and works closely with staff, students, and customers in a team-based, respectful setting: adheres to all NYJTL policies, practices, and
  • Ability to innovate and improve program quality, as needed, to match program participant needs and
  • Completes all other projects and task as required while ensuring the safety and security of all participants and the smooth operation of
  • Must be able to work remotely
  • Knowledge and experience with online/virtual programming preferred
  • Must maintain a working cell phone and internet access throughout your assignment
  • Perform other duties and special projects as assigned by Management
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Career Readiness Program Manager

Posted by | November 4, 2021 |

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 700 public schools and thousands of teachers, serving 450,000 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.  

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!

Comments Off on Pre-K Associate Teacher (2022-2023)

Pre-K Associate Teacher (2022-2023)

Posted by | November 4, 2021 |

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.

Thank you for taking the time to submit an application.

Comments Off on Pre-K – 5th Grade Teachers (2022-2023)

Pre-K – 5th Grade Teachers (2022-2023)

Posted by | November 4, 2021 |

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: $59,000 – $122,000 (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 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 Middle School Teacher – All Subjects (2022-2023)

Middle School Teacher – All Subjects (2022-2023)

Posted by | November 4, 2021 |

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: $59,000 – $122,000 (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-dimensional educational program that includes five charter schools. East Harlem Scholars Academies are committed to providing youth in the neighborhood with the academic excellence and supports needed to thrive. We challenge our students with a demanding academic program, and challenge ourselves to examine issues of racism and identity and model the learning and dialogue needed to ensure a more equitable future for young people of color.

For more information about Scholars Academies, please visit us at www.eastharlemscholars.org.

What Sets Us Apart

EHTP aims 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. Furthermore, 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. To read EHTP’s Racial Equity Statement, please click here.

The Work and Why it Matters

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.

Who You Are

  • 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
  • You have experience with the NYS Regents Exam – preferred

What Success Looks Like

  • 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
  • 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 your application.

Comments Off on Inclusive Learning (also known as Special Education) Teacher – Grades 6-12 (2022-2023)

Inclusive Learning (also known as Special Education) Teacher – Grades 6-12 (2022-2023)

Posted by | November 4, 2021 |

Positions Report to: Instructional Leadership Team

Start/End Date: 2022 – 2023 School Year

Hours: 7:30 am – 4:30 pm + some out of school time responsibilities

Compensation: $59,000 – $120,000, plus a $2,500 sign-on bonus for those already holding their SPED/SWD certification (Please note that this is a general range – salaries are determined based on credentials & years of experience). East Harlem Scholars Academies offer 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 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.

Thank you for taking the time to submit an application.
Comments Off on High School Teachers – All Subjects (2022-2023)

High School Teachers – All Subjects (2022-2023)

Posted by | November 4, 2021 |

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: $59,000 – $122,000 (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.

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. You will also be asked to act as a class advisor for our community of students, providing mentor and support during their high 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 High School
  • You have a Bachelor’s Degree or higher and appropriate NYS certification
  • 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

  • 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 your application.

Comments Off on Elementary Classroom Teacher (2022-2023)

Elementary Classroom Teacher (2022-2023)

Posted by | November 4, 2021 |

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: $59,000 – $122,000 (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 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, specifically within grades 2-5
  • You have a Bachelor’s Degree or higher, and hold or are in the process of obtaining a NYS Special Education 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 Assistant Principal of Diverse Learners

Assistant Principal of Diverse Learners

Posted by | November 3, 2021 |

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 700 public schools and thousands of teachers, serving 450,000 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 educational leader who has 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.  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.  

What You’ll Do

You’ll lead efforts with the Advanced Math & Science IV school to build and maintain a school culture that is inclusive and intellectually-engaging for all students and adults.  You will establish strategies that include clear expectations and actions for inclusion, respect, compassion and achievement.  You will partner across school teams and with families to provide students with the skills, knowledge and experience necessary to succeed academically and socially.   You’ll use technology and data to increase efficiency and support school culture.

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 Continuous Improvement Coach

Continuous Improvement Coach

Posted by | November 3, 2021 |

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 700 public schools and thousands of teachers, serving 450,000 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 educational leader looking to transfer your skills to a mission-driven organization.  You’ve demonstrated success in addressing complex school challenges and coaching educational leader.  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.  

What You’ll Do

You’ll partner with school leaders across our network of Affinity schools to address complex challenges through intentional continuous improvement cycles. You’ll build relationships with principals and school leadership teams to drive student success.  You’ll develop and improve school based systems that can reliably and sustainably produce strong outcomes.  You’ll use technology and data to increase efficiency and create dynamic and continuously improving school organizations. 

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 Legal Assistant and Data Coordinator

Legal Assistant and Data Coordinator

Posted by | November 2, 2021 |

Advocates for Children of New York, Inc. (AFC) seeks a full-time, tech-savvy self-starter to support our legal services department in the representation of hundreds of families each year in the struggle to get appropriate educational services. The Legal Assistant and Data Coordinator’s (LADC’s) role is multi-faceted. The LADC supports our direct legal services work by processing and pursuing all payments that we have won through our legal advocacy, filing and tracking attorneys fees claims, and administering our client loan fund, which we use to help clients get services they urgently need.  The LADC is also in charge of coordinating the collection, analysis, and reporting of key programmatic data in our Salesforce client management database. This position presents an unique opportunity to be involved in the administration of direct services at a legal services organization while becoming an expert in the widely-used Salesforce program.

AFC is a not-for-profit organization that works 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, sexual orientation, gender identity, or involvement in the child welfare or juvenile justice systems. We use uniquely integrated strategies to advance systemic reform, empower families and communities, and advocate for the educational rights of individual students.

Major duties and responsibilities will include: 

  • Coordinating, monitoring and enforcing the payment process for money owed by the Department of Education to parents, schools and service providers as a result of settlements or hearings
  • Billing, negotiating and accounting for fees owed by the New York City Department of Education for attorneys’ time
  • Documenting, processing and accounting for AFC’s client loan funds
  • Maintaining and developing the client and case management database (Salesforce)
  • Producing reports and analytics for funders and AFC managers from the database and spreadsheets
  • Training staff on the Salesforce database

Qualifications:

  • Bachelor’s Degree
  • Excellent technical skills (Excel, Outlook, Adobe, Word, Cloud sharing, Video conferencing, PowerPoint)
  • Experience with Salesforce or similar data management system, a plus
  • Strong organizational skills including the ability to juggle multiple tasks and projects while meeting deadlines
  • Strong oral and written communication skills and the ability to work with a variety of people
  • Attentiveness to accuracy and detail
  • Ability to work well independently and in a team
  • Ability to think proactively, anticipate problems, and develop effective solutions
  • Spanish fluency preferred

Compensation:

The salary depends on experience and includes generous benefits.

AFC is an affirmative action employer that actively encourages applications from a broad spectrum of people, including people of color, with disabilities, and of diverse gender identities, sexual orientations and socioeconomic backgrounds.

 

Comments Off on Director of Public Policy and Partnerships (Bard Early Colleges, DC or NY)

Director of Public Policy and Partnerships (Bard Early Colleges, DC or NY)

Posted by | October 29, 2021 |

 

Full Job Title: Director of Public Policy and Partnerships (Bard Early Colleges, DC or NY)

Position Overview:

The Director of Public Policy and Partnerships is a full-time, exempt position of the Bard Early Colleges (BEC). 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 Director of Public Policy and Partnerships is charged with leading BEC’s policy and advocacy work at the state and federal levels, including direct support for Bard Early College campuses and work to help establish, support, sustain, and scale early college high schools and other dual enrollment programs with a focus on quality and equity. Bard views early college as a secondary and postsecondary system reform to smooth the transition between high school and college. The Senior Director  of Public Policy and Partnerships will advocate for policies to ensure that more high school students, especially students from low-income and historically underrepresented backgrounds, graduate prepared to complete postsecondary education.

In addition, the position will be involved with managing and expanding partnerships with government agencies at the state and local levels. This opportunity comes at a critical and exciting time for Bard Early College: the organization is entering its 20th year, celebrating the successful launch of new schools and initiatives, and helping to lead a national conversation on rethinking college access in the public sphere. The Director of Public Policy and Partnerships will report to the Executive Director of Bard Early College and will manage a team of one full-time and one part-time staff member as well as consultants.

About the Bard Early Colleges:

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

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

Now entering its third decade, the Bard Early College network enrolls over 3,000 young people in campuses in NYC; Newark, New Jersey; New Orleans, Louisiana; Cleveland, Ohio; Baltimore, Maryland; Washington, D.C.; and Hudson, New York. Those eight campuses are supported by a central leadership team, which is a division of Bard College.

Bard invites applications for a creative, proactive, and mission-driven individual who will join that team as Director of Public Policy and Partnerships.

Position Roles & Responsibilities:

  • Lead annual policy and advocacy efforts at the state level in each state with a BEC campus (NY, NJ, MD, DC, OH, LA) to secure funding (at or above current levels) and supportive policies for those campuses, and strengthen relationships with state agencies and representatives in those locations.
  • Develop and shepherd policy ideas to strengthen the field of early college education at the state and local levels, in coalition with partner organizations
  • Oversee BEC’s federal policy work, including developing BEC’s legislative and policy agenda and serving as Bard College’s liaison to the College in High School Alliance
  • Strengthen Bard College’s position as a leading voice in early college policy, build relationships with national education policy leaders, and provide thought leadership to the field
  • Maintain and deepen partnerships with state agencies and school systems to expand access to high-quality early college programming.

Qualifications:

The Director of Public Policy and Partnerships should be, above all, passionate about improving public education for young people and committed to educational opportunity, equity, and excellence. Successful candidates will have a background in public policy analysis and development, with experience at the state and/or federal level, and strong relationship building and communication skills that will allow them to effectively advocate and build support for BEC and early college education.

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

  • Master’s degree and 5+ years of professional experience in a policy role preferred
  • Strong interpersonal skills, including relationship building and meeting facilitation
  • Strong communication and writing skills
  • Responsive and reliable, with strong project management and time management skills
  • Demonstrated ability to work successfully in multi-faceted, team-oriented environment, as well as the ability to work proactively and independently
  • Proven ability to advance an initiative or cause
  • Close attention to detail and accuracy

Compensation:

While salary will be commensurate with experience, the expected range is between $90,000 and $110,000.

Location:

Flexible, with a preference for Washington, D.C. or NYC

Expected start Date: November / December  / January 2021-2022

Travel:

We anticipate that travel will constitute around 30-40% of time, health conditions permitting

Questions

For questions about the position, please send your inquiries to earlycollege@bard.edu

Equal Employment Opportunity Statement

Bard College is an equal opportunity employer and we welcome applications from those who contribute to our diversity. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, mental, or physical disability, age, sexual orientation, gender identity, national origin, familial status, veteran status, or genetic information.

Bard is committed to providing access, equal opportunity, and reasonable accommodation for all individuals in employment practices, services, programs, and activities. (AA/EOE)

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3-K Group Teacher

Posted by | October 21, 2021 |

The Group Teacher must meet the requirements set by Department of Health & Mental Hygiene (DOH), the New York City Department of Education (DECE) and East Harlem Block Nursery, Inc. (EHBN). Teachers promote Early Childhood Education for children and families both in and out of the classroom by providing sound supervision, developmentally appropriate lessons, and community outings and ensuring the health and safety of all children.

EDUCATION REQUIREMENTS:

1) BA in Early Childhood Education and State certification OR

2) A BA in Early Childhood Education or a related filed and a valid certification issued by DOE and 2 years of supervised and documented relevant experience in a pre-school program OR

3) Be on an approved study plan, as stipulated in Article 47.13.3

PREFERRED ADDITIONAL QUALIFICATIONS: 3+ years of teaching experience preferred; bilingual in Spanish and/or French.

ADDITIONAL QUALIFICATIONS:

Must be computer literate.

Must be able to effectively prioritize to manage multiple assignments with simultaneous deadlines.

 

In addition, the ideal candidate will demonstrate the following: Ability to remain calm in difficult and/or stressful situations; working knowledge of early childhood development and appropriate practices; patience and warmth towards young children; ability to work well with others; outgoing personality; ability to create and maintain positive relationship with children, parents and staff.

DUTIES AND RESPONSIBILITIES: Under the supervision of the Education Director, the Group Teacher must develop and maintain positive parent relations and continuously encourage parental involvement and the professional growth of classroom associates.  In addition, the Group Teacher is responsible for the following:

  • Planning and implementing developmentally appropriate lesson plans
  • Working with classroom team to provide stimulating environment and activities
  • Encouraging parent involvement
  • Setting individual goals and record anecdotal observations for each child
  • Conducting parent/teacher conferences
  • Keeping room clean
  • Helping with diaper changing and toileting
  • Conducting and documenting observations, assessments and complete all necessary paperwork
  • Attending staff meetings
  • Seeking out professional development opportunities to meet the needs of the classroom
  • Perform other required duties, as assigned, consistent with the above.
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Recruitment and Selection Specialist

Posted by | October 21, 2021 |

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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Middle School Teacher ($5,000 Signing Bonus!)

Posted by | October 21, 2021 |

Location: Harlem Hebrew Language Academy (HHLA)  147 St. Nicholas Avenue, New York, NY 10026

Positions Available:

  • STEM ICT Teacher
  • Humanties ICT Teacher
  • ELA Teacher
  • Social Studies Teacher

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

Start Date: Immediate

Signing Bonus: $5,000

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 Middle School Teacher for the 2021-2022 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 learning
  • Provide clear and consistently high-quality 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
  • A minimum of 2 years teaching experience is required; experience in an urban school setting in which the students were selected by lottery and not by entrance exam or by discretionary criteria is preferred
  • Hold NYS certification in content area or working towards certification is preferred
  • Excellent oral and written communication skills
  • Passionate about teaching and learning your subject area

COMPENSATION AND BENEFITS:

Salary and benefits will be highly competitive and commensurate with experience.

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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Database Manager – Office of Advancement

Posted by | October 20, 2021 |

Nichols School is seeking applications for a full-time Database Manager for our Office of Advancement.  Our 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.

This person oversees all aspects of the Advancement database, ensuring quality, consistency and accuracy of data.  Previous experience working within a fundraising department and with Raiser’s Edge and Blackbaud databases preferred. This position will require impeccable detail to data entry and generating queries.

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

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.

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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Fourth Grade Humanities Teaching Position & Program Assistant

Posted by | October 20, 2021 |

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 organized, ambitious, detail-oriented and self-motivated individual to support our Program office and teach Humanities to our fourth-grade students. In Program, this person will assist the Director in running the day-to-day operations of the school and will interact with students and faculty daily. As a faculty member, this individual will be responsible for teaching Humanities to one section of fourth grade students. Humanities classes at The East Harlem School combine history, literature, and writing instruction.

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.

Candidates are not required to have a teaching certification. Applicants who are able to coach soccer, wrestling, lacrosse, or track should note it in their resume or cover letter.

Please note that eligible candidates must be fully vaccinated against Covid-19 in order to apply. Candidates will be asked to provide proof of vaccination prior to being invited to the school for an in-person visit.

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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Elementary Special Education Coordinator

Posted by | October 20, 2021 |

Who we are:

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

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

What you’ll be doing:

●     Collaborating with colleagues in developing purposeful and engaging daily and long-term plans that reflect differentiation and accommodations needed for the growth and success of all students.

●     Utilizing student IEPs to inform instructional assessments that provide meaningful measurements of students’ growth towards goals

●     Keeping families well-informed of student performance and progress through professional communication methods

●     Integrating feedback and goal-setting into lesson delivery

●     Demonstrating commitment to creating an inclusive environment for all students

●     Supporting Classroom Assistants with bussing, arrivals, dismissals, and transitions

●     Providing targeted push-in and pull-out academic support, which may include but is not limited to ensuring that all Special Education mandates are met, writing lessons for small groups based on grade-level curriculum and supplemental instructional materials, and collaborating with classroom teachers for push-in and pull-out groups

●     Working with teachers around monthly academic Intervention Service (IS) recommendations, quarterly progress monitoring for IEPs, and documentation

●     Convening and facilitating monthly IS meeting

●     Onboarding all service providers, collecting progress reports, and coordinating schedules with teachers

●     Supporting teachers with the completion of teacher reports and the creation of measurable content-specific goals

●     Participating and contributing to meetings as member of the IEP team

About you:

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

●     Open to collaborating with and learning from colleagues who have a variety of backgrounds, experiences, strengths, and talents

●     Successfully able to handle multiple projects concurrently in a fast-paced environment, and ability to be self-directed and take initiative

●     Attentive to detail

●     Have a knowledge and understanding of basic principles of curriculum design, child learning theory and behavioral approaches

●     Value and are committed to diversity in the workplace and classroom

●     Effective skills in self-management including but not limited to meeting deadlines, effective prioritization of tasks, self-organization, managing up, and efficient time and task management

●     Ability to establish communication and build warm individual relationships with students and families, colleagues, and external partners

 

Qualifications:

●     Bachelor’s degree from an accredited college or university required

●     New York State teaching certification in Student with Disabilities. VOICE will also consider (a) strong candidates who are completing or have recently completed a NY State teacher training program and who can show that they will be fully certified by the first day of employment, and (b) strong candidates with teacher training or credentials/licenses from another state who can demonstrably commit to working toward and achieving NY State teaching certification by a reasonable deadline.

●     Teaching or student teaching experience in a school required

●     Master’s Degree from an accredited college or university preferred

●     Experience with and interest in working with high needs students preferred

●     Working knowledge of SESIS preferred

What you’ll enjoy:

●     A competitive total rewards package that values your experience and credentials, your work-life balance and sustainability to serve VOICE students and families to your best abilities, as well as your learning and development as a person and professional, including:

○      Participation in the New York City Teachers Retirement System pension program

○      3 or more prep periods per day to ensure you have time to collaborate with your colleagues, develop/adjust your lessons for your students, and other miscellaneous tasks

○      Comprehensive benefits package, including participation in a pre-tax commuter benefits program and partial reimbursement for monthly commuting expenses

○      Gym reimbursement

○      Cultural enrichment reimbursement

○      Access to tickets at a free or reduced cost to numerous events throughout New York

○      Paid maternity leave, child care leave, and other generous leave policies

○      Benefits options include: Choice of four (4) Medical plans, FSA/HSA and Dependent Care FSA accounts, vision insurance as well as fully paid dental, life and disability insurance

○      Many opportunities to get to know your VOICE colleagues!

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Middle School Special Education Teacher

Posted by | October 20, 2021 |

Who we are:

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

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

What you’ll be doing:

●     Collaborating with colleagues in developing purposeful and engaging daily and long-term plans that reflect differentiation and accommodations needed for the growth and success of all students.

●     Utilizing student IEPs to inform instructional assessments that provide meaningful measurements of students’ growth towards goals

●     Developing and leading an advisory group of 12-15 students that is focused on the social/emotional well-being of students

●     Developing and leading an elective course that is within the teacher skill set and matches student interest as well

●     Keeping families well-informed of student performance and progress through professional communication methods

●     Integrating feedback and goal-setting into lesson delivery

●     Demonstrating commitment to creating an inclusive environment for all students

●     Supporting Classroom Assistants with bussing, arrivals, dismissals, and transitions

●     Facilitating Academic Intervention Service (IS) Meetings

●     Compiling academic IS recommendations and provide necessary forms

●     Convening and facilitating monthly IS meeting

About you:

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

●     Open to collaborating with and learning from colleagues who have a variety of backgrounds, experiences, strengths, and talents

●     Successfully able to handle multiple projects concurrently in a fast-paced environment, and ability to be self-directed and take initiative

●     Attentive to detail

●     Have a knowledge and understanding of basic principles of curriculum design, child learning theory and behavioral approaches

●     Value and are committed to diversity in the workplace and classroom

●     Effective skills in self-management including but not limited to meeting deadlines, effective prioritization of tasks, self-organization, managing up, and efficient time and task management

●     Ability to establish communication and build warm individual relationships with students and families, colleagues, and external partners

 

Qualifications:

●     Bachelor’s degree from an accredited college or university required

●     New York State teaching certification in Students with Disabilities required. VOICE will also consider (a) strong candidates who are completing or have recently completed a NY State teacher training program and who can show that they will be fully certified by the first day of employment, and (b) strong candidates with teacher training or credentials/licenses from another state who can demonstrably commit to working toward and achieving NY State teaching certification by a reasonable deadline.

●     Teaching or student teaching experience in a school required

What you’ll enjoy:

●     A competitive total rewards package that values your experience and credentials, your work-life balance and sustainability to serve VOICE students and families to your best abilities, as well as your learning and development as a person and professional, including:

○      Participation in the New York City Teachers Retirement System pension program

○      3 or more prep periods per day to ensure you have time to collaborate with your colleagues, develop/adjust your lessons for your students, and other miscellaneous tasks

○      Comprehensive benefits package, including participation in a pre-tax commuter benefits program and partial reimbursement for monthly commuting expenses

○      Gym reimbursement

○      Cultural enrichment reimbursement

○      Access to tickets at a free or reduced cost to numerous events throughout New York

○      Paid maternity leave, child care leave, and other generous leave policies

○      Benefits options include: Choice of four (4) Medical plans, FSA/HSA and Dependent Care FSA accounts, vision insurance as well as fully paid dental, life and disability insurance

○      Many opportunities to get to know your VOICE colleagues!

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Associate Director, AIM School Support

Posted by | October 19, 2021 |

New Visions AIM Charter High School I and New Visions AIM Charter High School II are small, close-knit, family-oriented communities where dedicated staff members work to ensure that over-age, under-credited students graduate from high school, thoroughly prepared to excel academically, professionally, and personally. Whether students have previously struggled in school or are at risk of dropping out, the schools provide the supports, experiences, and opportunities to help them excel academically and graduate high school.

The Associate Director, AIM School Support will be the primary support person for the AIMs within the New Visions Charter Management Organization (CMO).  They will facilitate regular review cycles monitoring progress towards authorizer and school goals, the effectiveness of instructional programs, and work with school leaders to identify high impact program elements, as well as develop plans for improvement.  This will be accomplished through defined cycles of coaching with the goal of supporting the schools in identifying program elements that will meet the needs of opportunity youth, developing systems to understand their effectiveness, and providing ongoing coaching to review progress. In addition, the Associate Director will co-develop, implement and monitor a multi-year strategic plan aligned to the AIM’s Key Design Elements.  This position will report directly to the Superintendent of Charter Schools. 

Education and Experience: 

  • Masters-level degree 
  • Minimum of 7-10 years of experience in public education, preferably urban schools and secondary level 
  • School Building Leader certification or comparable leadership experience strongly preferred
  • Prior experience working opportunity youth, either in or with transfer schools as Community Based Organization preferred

Required Skill Sets and Knowledge Base: 

  • Expert knowledge in systems thinking, strategy development, and school leadership practices 
  • Demonstrated ability to work with data systems to inform instructional practices 
  • Leadership in providing professional development and coaching support to educators, including school leaders
  • Excellent written, oral, organizational, and interpersonal skills including strong facilitation skills
  • Demonstrated experience working collaboratively with school and network level staff

For the full job description, visit our careers page!

Comments Off on Summer 2022 Reporting and Data Internships

Summer 2022 Reporting and Data Internships

Posted by | October 18, 2021 |

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

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

As a reporting intern, you will:

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

As a data intern, you will:

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

All interns will:

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

 

What kind of stories will I tell?

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

FAQ:

What skills do I need to have?

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

What education and prior experience do I need to have?

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

Will the internship be onsite or remote?

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

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

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

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

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

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

What does it pay? 

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

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

Interns  also receive a onetime $100 cell phone reimbursement. 

When will I know if I got it?

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

I have more questions. Whom do I ask?

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

About Chalkbeat:

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

 

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

 

Comments Off on Staff Attorney & Education Collaborative Manager – Project Achieve

Staff Attorney & Education Collaborative Manager – Project Achieve

Posted by | October 14, 2021 |

Advocates for Children of New York (AFC) seeks an attorney to manage and lead our Education Collaborative, a community of foster care agencies designed to build the capacity of these agencies to better address the educational needs of the children and youth in their care. The attorney in this position will partner with Collaborative members to support individual students who are struggling in school, improve agency practices, develop agency staff, and advocate with the NYC Department of Education (DOE) and Administration for Children’s Services (ACS) for systemic reforms that help students in foster care succeed in school.

The Education Collaborative is an initiative developed by Project Achieve, AFC’s program that has been fighting on behalf of students in New York City’s child welfare system for nearly 20 years. Project Achieve trains child welfare professionals, parents, youth, and educators; designs resources and protocols to support positive educational outcomes for students in care; and secures critical services for students in foster care through school-based advocacy and IDEA litigation when necessary. We use the lessons we learn from our on-the-ground experience to push for policy change that will benefit all students in the City’s foster care system. The attorney in this position will serve on a team with a supervising attorney, staff attorney, education specialist, and project associate.

AFC is a not-for-profit social justice organization that strives to ensure a high-quality education for all New York students, 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 justice systems. We use uniquely integrated strategies to advance systemic reform, empower families and communities, and advocate for the educational rights of individual students.

Job Responsibilities:

The Staff Attorney & Education Collaborative Manager will administer the Education Collaborative while supporting the overall work of Project Achieve. Key responsibilities include:

  • Scheduling, planning, and facilitating Collaborative meetings
  • Developing resources and conducting trainings
  • Doing outreach to Collaborative members, including traveling to foster care agencies (note that the Collaborative has been operating virtually during the pandemic)
  • Providing ongoing technical assistance and consultation to foster care agency staff
  • Advocating on behalf of individual students and families experiencing school-related difficulties involving special education, school discipline, enrollment or other issues
  • Representing students at mediation and administrative hearings
  • Serving as a liaison to the Collaborative funder, including collecting data and writing grant reports
  • Engaging in collective advocacy for changes in city policies that affect students in care

Qualifications:

  • JD. degree required
  • Experience in education advocacy or child welfare required
  • Excellent written and oral communication skills, including experience presenting to groups
  • Strong interpersonal skills; the ability to negotiate effectively in collaborative and adversarial contexts
  • The ability to set priorities, meet deadlines, and work both independently and as a member of a team
  • A commitment and ability to empower the families that are the focus of AFC’s mission
  • Spanish language fluency preferred, but not required
Comments Off on Director of Advancement Services

Director of Advancement Services

Posted by | October 13, 2021 |

Nichols School is seeking applications for a full-time Director of Advancement Services.  Our 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 Director of Advancement Services oversees all aspects of the Advancement database, ensuring quality, consistency and accuracy of data.  Previous experience working within a fundraising department and with Raiser’s Edge and Blackbaud databases preferred. This position will require impeccable detail to data entry and generating queries.

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

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.

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

Comments Off on Director of Equity and Impact

Director of Equity and Impact

Posted by | October 13, 2021 |

The Director of Equity & Impact is a new position that will expand Advocates for Children of New York’s four-person Executive Team and bring additional leadership and management capacity to the organization.  Reporting directly to the Executive Director and working closely with her and the rest of the Executive Team, this individual will drive the organization’s systemic efforts to increase equity and impact across the organization, including fostering talent, spearheading anti-racism and diversity initiatives, and leading project evaluation across the agency. They will collaborate with staff across projects to identify priority change initiatives and manage the implementation of those initiatives, involving staff throughout the organization all along the way.

 

This position will play a critical role as an organizational leader as well as a strategic thought partner to the Executive Director and the rest of the Executive Team. The individual must be both a strategist and an implementer.  The ideal candidate is a high performer who is excited by the opportunity to shape a new position and also has a passion for AFC’s mission; excellent project management, interpersonal, and collaboration skills; strong strategic and analytical thinking; demonstrated commitment to promoting anti-racist practices and diversity, equity, and inclusion in the workplace; and an interest in nonprofit management. 8 years of work experience required.

 

Advocates for Children of New York, Inc. (AFC) is a non-profit organization working to ensure a high-quality education for New York students who face barriers to academic success. As New York’s leading education advocacy organization, AFC supports children and youth who face discrimination or other obstacles to education due to poverty, race, ethnicity, disability, homelessness, immigration status/limited English proficiency, or involvement in the child welfare or juvenile justice systems. We use uniquely integrated strategies to advance systemic reform, empower families and communities, and advocate for the educational rights of individual students. We currently have 53 staff members and all work together out of one location.

 

Responsibilities include:

 

  • Serves on the organization’s five-person Executive Team and helps to catalyze the overall success of the organization.
  • Partners with leadership and staff across AFC’s projects and departments to manage organizational change initiatives that examine outcomes and advance equity through internal policies and practices as well as program work.
  • Participates in meetings of the Board of Directors, including development of strategic plans and discussion of implementation and outcomes.
  • Leads talent development for the organization, including leadership development. Chairs internal Leadership Development Committee.
  • Leads internal anti-racism and diversity, equity, and inclusion initiatives and supports staff-led diversity committee and affinity groups; manages consultants and trainers supporting this work.
  • Oversees project evaluation across the organization, including systems and protocols for data entry and reporting, and develops data-informed, continuous improvement processes with an equity lens; provides supervision to database manager and Salesforce consultants.
  • Establishes annual goals for initiatives to increase equity and impact and reports on progress twice a year. Reports to Board of Directors annually.
  • Represents the organization on designated committees and/or at designated community events, as needed.
  • Leads or participates in committees and collaborative efforts to benefit the office, as appropriate.

Qualifications:

  • Bachelor’s degree required.
  • At least 8 years of relevant work experience; at least 2 years of managerial experience, preferably in nonprofit organizations.
  • Experience with furthering anti-racist practices and diversity, equity, and inclusion in the workplace;
  • Strong interpersonal and “people management” skills and a talent for teamwork and team building.
  • Ability to work across teams to incorporate diverse perspectives and manage projects that lead to successful outcomes.
  • Ability to engage in difficult conversations with individuals and groups around race, diversity, equity, and inclusion.
  • Strong strategic thinking.
  • Strong project management skills and a track record of successful project design and management.
  • Strong analytical and problem-solving skills. Must have the skills to identify and implement solutions that have impact.
  • Experience with program evaluation.
  • Comfort and experience with data and technology and with overseeing projects that involve databases or other technology.
  • Exceptional judgment, professionalism, and discretion in handling confidential and sensitive information and situations.
  • Excellent written and verbal communication skills
  • Attention to detail, flexibility, dependability.
  • Experience with organizations like AFC (e.g., nonprofits of similar size that provide services to low-income communities, legal organizations, education advocacy organizations) a plus.

Compensation:

The salary range for this new position is $95,779 – $115,000, depending on experience, and includes generous benefits,including health, dental, PTO, professional development, etc.

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, visit our website at www.advocatesforchildren.org.

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[2021-2022] Technical Operations Support I

Posted by | October 12, 2021 |

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 IT Manager, the Technical Operations Support staff will be responsible for providing technical assistance and support related to computer systems, hardware, or software in a K-12 school environment. They will respond  to queries, run diagnostic programs, isolate problems, and determine and implement solutions, while providing excellent customer service. This is an exciting opportunity for someone with some  experience in IT  who  wants to have a lasting impact on a school community through tech support.

RESPONSIBILITIES

    • Providing onsite and remote technical assistance and customer-friendly support for incoming queries and issues related to computer systems, software, and hardware in a K-12 school environment
    • Manage deployment of IT assets,including laptops and laptop storage
    • Maintaining computer systems, including Macs, Windows PCs, and Chromebooks
    • Managing users via G-Suite and Active Directory
    • Set up and manage Audio/Video equipment for school events and meetings
    • Following up with customers to ensure issues have been resolved
    • Documenting all issues and resolutions in the ticketing system
    • Performing knowledge transfer between team members for any new technology or procedures
    • Training computer users in using technology resources
    • Onboarding new users, including installation and preparation of new computers and software
    • Escalate issues to appropriate resources as needed
    • Keep on top of current technologies and applications
    • Complete assigned IT projects with thoroughness and accuracy

QUALIFICATIONS

    • 1-2 years of experience supporting Chromebook, Windows 7/10, and MAC OS X operating systems, managing Apple OS devices with JAMF Casper Suite, managing user groups with Active Directory, and with G-Suite.
    • Ability to work within time constraints in a school environment
    • A basic understanding of  networking principles, including TCP/IP protocols
    • Effective understanding of typical desktop applications including Microsoft Office, Chrome, Acrobat, etc.
    • Ability to effectively communicate by phone, in writing, or in person
    • Ability to prioritize and multitask
    • Ability to logically and methodically approach troubleshooting
    • Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form
    • Customer service oriented approach to support
    • Experience with A/V equipment, e.g. camcorders, projectors, mixers, mic and speakers, preferred
    • 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.  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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Operations Manager, Field Programs

Posted by | October 9, 2021 |

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 and bring our most effective and replicable practices to a growing number of public schools outside of our network as well. 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.

Serving nearly 200,000 students since our inception, we are redefining what educational excellence looks like in New York City public schools. 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 results are strong. 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 that were 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.

Position Summary:

The Operations Manager, Field Programs is a core member of the Program Support Team (PST), the leadership team of the Field Programs Department, and is responsible for maintaining a high standard of excellence in the management and execution of all Field Programs to ensure that they are safe, high quality programs which are an essential element of NYC Outward Bound Schools strategic vision to close the opportunity gap for our students to achieve annual college and life readiness outcomes.

This position is primarily responsible for day to day operations, client coordination, delivery and management of all Field Programming. This includes but is not limited to: ensuring programs are delivered according to specified design and curriculum, staff adherence to local and national operating procedures and safety standards, managing program budgets, and supervising, training, and evaluating Course Directors.  This position includes course directing programs as necessary.

The Operations Manager, Field Programs is the interface between the Director of Client Engagement and Field Programs Team, and works closely with PST (Staffing, Training, Safety, Logistics) in implementing its programming.    

This is a full time role and reports to the Director of Field Programs.  

Essential Functions:

Core Member of Program Support Team (PST) – Leadership Team for Field Programs 

  • Work with Director of Field Programs (DFP) to create, tevise and implement strategies and systems to support the efficient, safe and effective delivery of field programs defined by current environment
  • Participate in achieving annual desired outcomes for field programs and  progress monitoring                                                                                                                                         
  • Provides infrastructure functions for field programs before, during and after programs
  • Cross collaborate with other teams on projects related to organizational priorities
  • Outward Bound Professional Learning Lab team member

Program Management and Administration

  • Drives Field Program workflow process; responsible for day to day operations of program delivery
  • Interface with Director of Client Engagement to ensure bookings align with field programs calendar capacity targets and scheduling parameters; confirming admissions, staffing and logistics capacity
    • Collaborate with Director of Client Engagement in maintaining information in database for programs (Salesforce or other) and in Google calendar
  • Program Administration –
    • Primary client contact and management post sales
    • Prepare information for Course Directors (CD) to deliver prep/debrief day for staff and quality programs that achieve measurable impacts, within budget
    • Manage pre and post program components with Admissions Manager, Staffing Manager, Logistics Director, Curriculum and Training Manager and other key staff
  • Coordinate post course outcomes data from field programs and liaise with Data Manager for analysis and ensure dissemination to appropriate stakeholders
    • Prepare data reports to review with Director of Field Programs (DFP) and PST
  • Collaborate with  Director of Client Engagement and DFP in securing new program sites as appropriate
  •  Course Direct Field Programs as needed

Safety

  • Support field program staff adherence to charter operating procedures, national and local safety policies and emergency procedures
    • Support monitoring and assessing hazards on all field program types and locations in collaboration with Safety Director and DFP
    • Ensure CDs are trained to manage risk appropriately and intentionally.
  • Support Safety Team in implementing procedures, systems and reporting to ensure the overall safety and course quality of field programming 
  • Participate in an emergency on-call system for field programs as determined by SD and DFP
  • Participate in critical incident response systems 
  • Assist in Safety Reviews & Audits
  • Oversight for and support CDs in completing incident reports and entering them in OBIR database

Staff Development and Supervision

  • Oversight of Course Directors (CDs) in program delivery
    • Maintain and update CD performance expectations and guidelines; CD drives, systems and resources
  • Collaborate with Staffing Manager in
    • Monitoring progression, training and readiness of staff to move into CD positions
    • Assigning Course Directors to programs
  • Lead and supervise professional development of Course Directors through
    • Mentoring, observing, coaching, and goal setting
    • Lead performance reviews
  • Collaborate with Curriculum and Training Manager on CD trainings and deliver All FPT staff training as appropriate

Fiscal Management

  • Manage program budgets
    • Ensure CDs have necessary budget information to manage expenditures
  • Support CDs with responsibilities to stay within budgeted CD time

Professional Experience/Qualifications: 

  • A strong commitment to educational equity for BIPOC youth and supporting explicit anti-racist work within our organization and our partner schools
  • Minimum three years’ management experience in the field of experiential education and/or outdoor recreation or bachelor degree in a related field 
  • Experience in managing/administrating youth programs, executing course delivery, training staff;  experience with non-profits serving urban youth is strongly desired
  • Experience in facilitating groups or programs at NYC Outward Bound Schools or other comparable experiential programs – whether students, adults, or colleagues in training or professional development contexts
  • Experience in leading a team, and managing and supervising others 
  • Knowledge of  the skills requirements of at least two of the NYC Outward Bound Schools program areas and activities, including wilderness, urban, climbing/ropes, and 1 day community building programming
  • Demonstrate and role model an understanding of, and commitment to, the methodology, history, philosophy and core values of Outward Bound and NYC Outward Bound Schools
  • Strong organizational skills and excellent communication, both verbal and written
  • Demonstrate sound judgment, ability to work independently, and the ability to manage multiple tasks and priorities effectively under stressful conditions
  • Capacity to manage conflict, including giving, receiving and applying feedback, holding oneself and colleagues accountable to improve and broaden skills, knowledge and compassion

Additional Competencies and Desired Skills:

  • Valid Driver’s License Preferred: complete NYCOBS Driving test in order to drive vans to and from program locations (Optional)
  • Proficient with Microsoft Office and Google Suite 
  • Holds current or is able to get certifications which are relevant to responsibilities, such as First Aid training or Wilderness First Responder
  • Position will require a flexible schedule and may require working evenings/weekends

Compensation and Benefits:

  • We offer a competitive salary commensurate with experience and qualifications.
  • We offer workplace flexibility/remote work to support the wellbeing of our staff.
  • We offer medical, dental, and vision coverage as well as HRA/FSA/Transit accounts, life insurance, 403(b) with employer match after one year, sick leave, and generous PTO.
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School Designer/Coach

Posted by | October 9, 2021 |

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 and bring our most effective and replicable practices to a growing number of public schools outside of our network as well. 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.
Serving nearly 200,000 students since our inception, we are redefining what educational excellence looks like in New York City public schools. 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 results are strong. 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 that were 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.
  • Character and leadership development programming for students.
  • To & Through College” programming aimed at supporting our students to successfully identify, pursue and complete college or alternative post secondary pathway such as vocational training or a career.

We bring our approach and activities to a growing number of public schools outside of our network through our new Select Strategies professional learning services and our Adventure and Team Building programs.

Position Summary

The School Designer/Coach is part of a team that is a critical component of success in NYC Outward Bound Schools’ work to support greater equity in NYC public schools. This role supports both our Network and Select Strategy Schools through the use of a continuous improvement framework with a focus on equity and impact. In our Network Schools, the School Designer/Coach functions as the cornerstone of our supports, typically spending 12-35 days per school per year supporting strategic planning, curriculum development, high quality instruction and assessment practices, and continuous leadership growth that create the conditions for greater equity and student impact. In our Select Strategy Schools, the School Designer/Coach works to support the school community in implementing a specific strategy and related practices such as Crew (advisory), student engaged assessment, or project based learning in order to strengthen teaching and learning.
This position is a full-time role reporting to the Chief Schools Officer.  School Designer/Coaches work predominantly in their assigned schools as well as remotely and/or out of our headquarters office in Long Island City.

Essential Functions

School Coaching:

  • Partner with principals and school leadership teams in implementing EL Core Practices through a model of shared leadership in order to support greater equity for BIPOC and low income youth.
  • Provide leadership coaching for principals and assistant principals in a variety of areas including strategic planning, the use of a continuous improvment framework to improve equity, and leading an anti-racist community.
  • Design and facilitate high quality professional development (PD) at the school relating to the EL Core Practices, i.e. curriculum, instruction, assessment, leadership, and school culture and character that results in improved teaching and learning.
  • Use of modeling, co-teaching and observation and feedback to support teacher growth in effective instructional practices.
  • Facilitate rapid inquiry cycles with school teams following a Plan, Do, Study, Act (PDSA) model.
  • Support teachers and teams in the design of culturally relevant and demanding learning expeditions and case studies (curricula) student-engaged assessment strategies, and active pedagogy.
  • Foster an authentic sense of belonging and engagement for all youth in schools through supporting teachers in the development of relevant and engaging curriculum and effective Crew (advisory) structures.
  • Support the integration of NYC Outward Bound Schools’ To & Through College and Crew Expedition program supports.
  • Shepherd the annual work plan cycle for each school from design to execution and manage processes for documenting, tracking, and reflecting on school progress toward achieving long term performance benchmarks.
  • Support schools on the pathway to EL Credentialing.
  • Counsel principals, assistant principals, and IGs on PD options and choices that support the school-wide PD plan as well as individual teacher development.
  • Actively collaborate with members within the Programs Department in support of meeting the organization’s mission.

Out of School Professional Development and Supports:

  • Participate on the School Coaching Team and engage fully in the team’s theory of action for improving education equity in our partner schools.
  • Lead an area of  the team’s work such as coaching supports, professional development planning, or team facilitation.
  • Design and facilitate off-site professional development  for partner schools (Institutes, Seminars, etc.) which take place during the school year and in the summer.
  • Support internal NYC Outward Bound Schools projects designed to improve equity and impact.
  • Participate in external and internal professional development opportunities and support structures.

Professional Experience/Qualifications

  • Passion for our mission; 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 organziation and our partner schools
  • Minimum 5 years of classroom teaching experience at the secondary level in a school with components compatible to Outward Bound’s approach
  • Minimum 2 years effectively coaching and facilitating individual adults and teams in schools
  • Demonstrable success with interdisciplinary, project-based learning and active pedagogy
  • Deep content knowledge and pedagogical expertise in at least two of the following areas; culturally responsive teaching and learning, social and emotional learning, mathematics, science, and the humanities.
  • Strong affinity with the Outward Bound approach and belief in the EL Design Principles and Core Practices
  • Prior experience in NYC or a comparable urban district strongly preferred
  • Experience with new school design a plus
  • Experience with and an interest in the use of  educational technology a plus
  • Experience with restorative justice practices and advisory a plus

Additional Competencies and Desired Skills

  • Values impact, quality and sets high standards for him/herself and for others
  • Flexible, hard-working and effective multi-tasker
  • Builds strong working relationships and strong teams (teacher teams, leadership teams)
  • An efficient and effective coach who creates and tracks coaching plans, with attention to details, superb follow up and a consistent track record of delivering on promises
  • An independent, action oriented practitioner with an “anything is possible” attitude who can maintain humor and flexibility and work in all types of contexts and environments simultaneously
  • Engenders understanding and trust by helping others develop to the highest possible potential—meeting each individual at his or her starting point, without judgment, adopting a growth mindset
  • A teacher of adults, who understands adult learning and knows how to inspire, engage and teach, and how to bring out the best in all people
  • A lifelong learner who is constantly seeking self-improvement and continually developing a deeper understanding of best practices related to  student growth and learning.

Compensation and Benefits

  • We offer a competitive salary commensurate with experience and qualifications.
  • We offer medical, dental, and vision coverage as well as HRA/FSA/Transit accounts, life insurance, 403(b) 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.

No phone calls please. We appreciate all responses, but due to the high volume of resumes received, we can only contact those applicants whose qualifications best match the position requirements.

 

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Teach High School Science at Humanities I

Posted by | October 7, 2021 |

Our schools will be operating in-person for all staff and students for the 2021-2022 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. 

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

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.

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.

within modern day society.

 

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Teach High School Math at Humanities I

Posted by | October 7, 2021 |

Our schools will be operating in-person for all staff and students for the 2021-2022 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. 

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.

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.

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PROGRAM DIRECTOR

Posted by | October 6, 2021 |

Program Director: 

Requirements:

M.A. or M.S in special education.  

Certificate or Masters in in Educational Leadership 

New York State certification in special education 

NYS SBL (School building Leader) or SDL (School District Leader) or SAS

Five years teaching in special education

3-5 years in a supervisory/Administrative position

RESPONSIBILITIES:  Some of the responsibilities are:  Supervision and oversight of 4410 and collaborate with the PKA/Curriculum coordinator, Related Service coordinator, Intake/Social worker  to develop systems for determining the due dates of educational paper work , team meetings and Quarterly

Complete and or supervise the completion of all administrative documents, SEDCAR, PD docs, STAC reporting as applicable, student enrollment 

Read all IEP’s of incoming students to insure that the IEP is complete, mandates are correct, and IEP goals are measurable and appropriate for all incoming student.  

Salary: $90K with benefits 

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ELA or Math Facilitators [Consultant]

Posted by | October 5, 2021 |

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

Teaching Lab is seeking experienced Math teachers and leaders with a demonstrated commitment to racial and educational equity to facilitate high-quality, curriculum-aligned professional learning experiences with school systems across the country.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

  • Lead professional learning sessions using existing content. Teaching Lab expects to conduct its professional learning primarily virtually through fall 2021, but might resume in-person services in winter or spring 2022.

  • Develop relationships with Teaching Lab partners

  • Collect data and evidence of impact using pre-developed tools, and adjust facilitation as needed

  • Give feedback on professional learning content modules to Teaching Lab’s Content Development team

QUALIFICATIONS: 

Education, Work Experience, and Knowledge

  • 5+ totals years of experience in education and in implementing high-quality instructional materials

  • 2+ years of successful teaching experience with students from underserved backgrounds with demonstrated evidence of impact

  • Experience facilitating impactful professional learning for educators in a virtual context

  • Experience building and managing relationships with diverse stakeholders in an education context

  • Deep knowledge of at least one of the following:

    • Illustrative Math (grades K-12)

    • Deep knowledge of CKLA curriculum (grades K-5) or K-2 ELA

Values, Skills, and Competencies

  • Strong commitment to growth mindset for both adults and students, and a desire to work collaboratively to grow team skills and capabilities

  • Compelling communication and influence skills

  • Strong interpersonal skills, able to build rapport quickly

  • Strong organizational skills

  • Reliable and consistently completes work in a timely manner with high quality

TO APPLY:

You can apply for the Facilitator role here. Additional questions may be directed to jobs@teachinglab.org.

APPLICATION PROCESS:

  • Submit: Resume and application which includes a few short answer questions related to your experience.

  • Initial Phone Interview: A short phone interview where you will have the opportunity to learn more about the role and organization.

  • Work Sample: An opportunity to showcase your facilitation skills. Virtual Interview: A final, 60-minute interview.

  • Reference Checks

ADDITIONAL DETAILS: 

How it Works: 

  • For virtual courses:

    • Facilitators are paid $50/hr. for all calls and meetings with Teaching Lab staff (including any prep call, debrief call, or training).

    • Lead facilitators are paid $165/sync hr.(inclusive of individual internalization time)

    • Tech/support facilitators are paid $50/sync hr.

    • Each virtual course (also called a project) lasts several weeks, and during that time facilitators will work about 10-15 hours.

  • For all courses:

    • Facilitators are scheduled on a “by project” basis and are generally notified 3-6 weeks before the learning begins to provide adequate time to prepare.

    • Project managers reach out to facilitators from their curriculum to gauge who is available to facilitate specific courses across a set of dates/times. Facilitators then submit their availability to facilitate and are notified if they have been selected.

Comments Off on Director of Pathway Programs

Director of Pathway Programs

Posted by | October 4, 2021 |

The Director will be part of the Operations team, led by the CFOO. The Company serves retail clients with tutoring, test prep and advising services; and serves institutional clients that include schools, districts and nonprofits, with academic and test prep services, and materials and resources.

The Company has been engaged to create customized, multi-year pathway programs, starting in 9th grade, to support cohorts of students academically, socially and with test prep and college advising services, on their pathway to college. This role will create and launch these pathway programs.

See here for full job description.

Comments Off on Staff Attorney – Early Childhood Education

Staff Attorney – Early Childhood Education

Posted by | October 4, 2021 |

Advocates for Children of New York, Inc. (AFC) seeks an attorney to join the Early Childhood Education Project to provide direct representation, community education, and policy advocacy to improve access to early childhood education for young children (ages 0-5) from low-income backgrounds so they can enter kindergarten prepared to succeed.  

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 academic failure due to poverty, race, ethnicity, disability, homelessness, immigration status/limited English proficiency, or involvement in the child welfare or juvenile justice systems. We use uniquely integrated strategies to advance systemic reform, empower families and communities, and advocate for the educational rights of individual students. 

Responsibilities 

Direct Representation: 

The majority of the attorney’s work will involve providing case assistance to help parents secure appropriate early intervention, preschool, and kindergarten services and placements for their young children. The attorney will provide families with information about their rights; participate in Individualized Education Program (IEP) meetings for students with disabilities; advocate with the Department of Education to resolve problems; and represent parents in special education administrative hearings. The attorney will also provide technical assistance to other attorneys and professionals who are working to help connect young children with the early childhood education services they need. 

Community Education: 

The attorney will present know-your-rights workshops to parents and professionals to provide them with information about early childhood education programs and services. The attorney will also develop and update guides and other informational materials.  

Policy Advocacy: 

The attorney will advocate to help strengthen and expand high-quality early childhood programs and services that prepare young children for kindergarten, with a particular focus on children with developmental delays or disabilities, students from immigrant families, and children who are homeless. This work may include participation in coalitions and work groups and analysis of proposed regulations and legislation. 

Qualifications 

We are looking for an attorney with up to three years of legal experience. Applicants should have a strong commitment to public interest law and public education; excellent oral and written advocacy skills, research and analytical skills, organizational skills, flexibility, and initiative; and the ability to work both independently and collaboratively. Experience and/or knowledge of education, disability, or general civil rights law is preferred. Direct representation experience is preferred. Fluency in a language other than English, especially Spanish, is strongly preferred.

Compensation 

The salary depends on experience and includes generous benefits.  

AFC is an affirmative action employer that actively encourages applications from a broad spectrum of people, including people of color, with disabilities, and of diverse religions, national origins, gender identities, sexual orientations and socioeconomic backgrounds.

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

Comments Off on Community Coordinator

Community Coordinator

Posted by | September 30, 2021 |

Cabot School is a small, project-based innovative public school located in the foothills of the Green Mountains of Vermont. We are seeking a Community Coordinator to join our school and local community. This is a unique opportunity to serve a small rural school and work collaboratively with a team of adults to develop and sustain partnerships with our surrounding community. We seek someone who shares our values of authenticity, innovation, collaboration, and community, and can build a culture of inclusion and belonging that allows students to thrive socially, emotionally, and academically.

The Cabot School Community Coordinator and Internship Director will help us realize our vision of out of school and extended school learning that embodies inclusion and collaboration with local and regional communities. The ideal candidate would be able to network with local community organizations, develop relationships with students and adults in our k through 12 communities and foster relationships outside of our school community. The Community Coordinator would lead the development of a robust internship and afterschool program that is aligned to existing leadership programming at the school.

Responsibilities include but are not limited to:

  • Collaborating with the leadership team to envision an internship program in grades 9-12.
  • Collaborate with teacher teams in grades 5-8 to help coordinate Cabot Leads and align it to a 9-12 internship experience.
  • Collaborate with leadership and students, as well as CCSU Afterschool Director to develop and implement after school programs in grades k-6 that utilize existing community partnerships.
  • Develop a handbook of resources and opportunities for each component of the program.
  • Develop marketing materials to spread the word both in and out of school.
  • Create a plan for sustainability of all programs.

Qualities and Qualifications:

  • Clear written and verbal communication skills
  • Collaborative mindset
  • Takes initiative
  • Experience with community organizing and networking
  • Ability to organize complex tasks
  • Timeliness and follow through on tasks
  • Experience with computer based programs such as: Google Suite, Excel, Canva and other online formats
  • Bachelor’s degree preferred

This position is grant funded and includes competitive benefits package through Caledonia Central Supervisory Union

Comments Off on Manager, Program Operations

Manager, Program Operations

Posted by | September 24, 2021 |

About Code Nation

Code Nation is a community of teenagers, 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 2019-2020 school year, Code Nation pivoted to reach 1,630 students in 72 programs across the Bay Area, Chicago, and New York City, 100% virtually. Software developers collectively volunteered more than 45,000 hours to provide in-person and remote learning in support of Code Nation’s mission in the San Francisco Bay Area, Chicago, and New York City.

Code Nation is committed to being 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

An ideal candidate for this role has experience supporting complex teams and programmatic work. The Program Operations Manager will work to increase the capacity of our regional programs teams to provide stellar programming to our students. In year one, primary responsibilities will include managing the selection of and transition to a comprehensive knowledge management software solution. The Manager, Program Operations’ role is to ensure that program teams have access to the tools, resources, and data they need to effectively deliver our programming.

The ideal candidate will have experience implementing knowledge management principles and coordinating the rollout of resources, tools, and processes while getting buy-in from various stakeholders. This person is a collaborative team player and has experience supporting multiple workstreams that involve different teams within an organization. Knowledge of the principles of effective teaching and/or coaching would also be useful in this role. The Manager, Program Operations reports to the National Program Director.

The salary range for this position is $60,000-$72,000.

Responsibilities

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

Project Management

  • Work with the Program Directors and other stakeholders to identify needs and opportunities related to program implementation and use that feedback to develop solutions that will lead to more effective program delivery
  • Serve as project manager for solutions implementation rollouts to teams across the organization
  • Effectively engage and cultivate buy-in around the tool from key stakeholders, including students, volunteers, and school and corporate partners
  • Work with other stakeholders to understand their needs in order to inform the solution development process

Knowledge Management

  • Collect and maintain tools and resources associated with our programming
  • Solicit and incorporate feedback on resources, tools and processes from regional programs teams with an eye toward continuous improvement
  • Proactively flag when tools or processes do not exist but should and work to develop them
  • Manage the rollout of new material and/or functionality in the system as updates are made
  • Assist in drafting new material for the platform with guidance from program teams

Platform Management and Program Support

  • Develop and implement a tech solutions integration strategy across all of our platforms to ensure that program team members and potential partners have the data and resources they need for program delivery
  • Support the development of an external-facing tech solution that equips external partners with the curriculum, materials and resources they need to implement our programming
  • Create and conduct training sessions to orient colleagues to the knowledge management platform
  • Maintain key functionality in the platform and troubleshoot issues as they arise

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):

  • Held a role where you’ve managed complex, multifaceted projects to successful outcomes
  • Exceptional communication skills; ability to effectively communicate and collaborate across multiple teams to support seamless program operations
  • Proficiency with Google Suite
  • 2+ years of education or non-profit experience working to devise tech solutions to complex problems

Skills you have developed and knowledge you have acquired:

  • Familiarity with ed tech solutions
  • Ability to initiate and maintain a feedback loop with internal and external stakeholders
  • Ability to facilitate a design thinking process
  • High-level communications skills, including the ability to create buy-in with multiple stakeholders
  • Exceptional attention to detail

How you work and what you value:

  • Deep commitment to diversity, equity and inclusion, as well as educational and tech equity
  • Comfort with ambiguity while finding the responsibility of driving towards clarity energizing
  • Enjoy iterative work
  • Self starter and entrepreneurial. Comfortable with failure with learning as a path towards success
  • Enjoys working on a team and operates in a way that will build trust with teammates
  • Driven towards measurable results

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 strives to build a staff and board that reflect the cultural diversity of the communities and neighborhoods we serve. Code Nation is an Equal Opportunity Employer and does not discriminate on the basis of race, color, gender, handicap, age, religion, sexual orientation, or national or ethnic origin. BIPOC individuals are encouraged to apply.

Comments Off on Career Success Associate

Career Success Associate

Posted by | September 24, 2021 |

About Code Nation

Code Nation is a community of teenagers, 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 2019-2020 school year, Code Nation pivoted to reach 1,630 students in 72 programs across the Bay Area, Chicago, and New York City, 100% virtually. Software developers collectively volunteered more than 45,000 hours to provide in-person and remote learning in support of Code Nation’s mission in the San Francisco Bay Area, Chicago, and New York City.

Code Nation is committed to being 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 committed to its mission and ensuring that our alumni are entering fulfilling tech careers. The Career Success Associate will work closely with our Alumni Manager to bring this vision to life by implementing an alumni programming plan that addresses long-term programmatic outcomes gaps. The Career Success Associate will be responsible for creating and maintaining effective processes for communicating with our alumni, implementing programming and activities that support alumni as they seek and secure jobs, and ensuring that our data systems reflect the most up-to-date alumni information.

The salary range for this position is $50,000-$65,000.

Responsibilities

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

Communications

  • Collaborate with the Alumni Manager to design and implement a plan to build community for Code Nation alumni
  • Establish and maintain a calendar of application deadlines and communication methods for dissemination of opportunities like scholarships, internships, meet-ups and events
  • Implement a plan to highlight alumni stories with various stakeholders to increase understanding of Code Nation’s long term impact
  • Re-engage alumni through direct calls, texts, and other innovative communication methods
  • Assist in developing a comprehensive national alumni engagement plan in support of regional implementation

College and Career Success

  • Coach alumni to secure entry-level jobs and internships at corporate partners’ sites
  • Support implementation of Code Nation Career Launch Intensive
  • Support ongoing technical and professional development for alumni
  • Support design and lead implementation of Code Nation formal mentorship program
  • Cultivate deeper partnerships with colleges where alumni already attend to identify areas for collaboration and increased support
  • Support the development of a series of tools and resources that assist alumni as they pursue Computer Science degrees
  • Research, curate, and distribute information about college CS degree programs like degree prerequisites and requirements

Data Collection & Quality Control

  • Collect and maintain alumni data in SalesForce CRM
  • Conduct regular audits of Salesforce to ensure data integrity
  • Track alumni engagement and produce reports relevant to program needs
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):

  • 1+ years of education, business development or non-profit experience working with diverse groups
  • Demonstrated success in a role counseling young adults through their job search and career transitions
  • Experience implementing alumni engagement tactics, building partnerships with corporate partners and post-secondary institutions, and/or marketing programs and events to young adults
  • Experience with Salesforce or similar CRM software

Skills you have developed and knowledge you have acquired:

  • Ability to manage and leverage relationships across multiple stakeholder groups
  • Knowledge of the steps needed to secure a career in technology
  • Exceptional communication skills; ability to effectively communicate and collaborate across multiple teams to support seamless program execution
  • Experience creating, curating, and distributing Social Media Content
  • Strong organizational skills with demonstrated success managing many projects at once
  • Proficiency with Google Suite

How you work and what you value:

  • Deep commitment to diversity, equity and inclusion
  • Comfort with ambiguity while finding the responsibility of driving towards clarity energizing
  • Self starter and entrepreneurial
  • Comfortable with failure with learning as a path towards success
  • Enjoys working on a team and operates in a way that will build trust with teammates
  • Driven towards measurable results
  • Knowledge of and/or interest in computer science, technology, and/or collegiate education preferred
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 strives to build a staff and board that reflect the cultural diversity of the communities and neighborhoods we serve. Code Nation is an Equal Opportunity Employer and does not discriminate on the basis of race, color, gender, handicap, age, religion, sexual orientation, or national or ethnic origin. BIPOC individuals are encouraged to apply.

Comments Off on 21-22 Math Special Education Teacher

21-22 Math Special Education Teacher

Posted by | September 23, 2021 |

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/Mathematics
  • 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.

*COVID-19 VACCINATION POLICY*

To prioritize the well-being, health, and safety of our school community, Inwood Academy for Leadership Charter School will require all staff members to have completed their full COVID-19 vaccination prior to their start date. In compliance with federal and state laws, we will be offering exemptions to employees who, for medical or strongly held religious reasons, are not able to be vaccinated.

Comments Off on 21-22 Speech-Language Pathologist

21-22 Speech-Language Pathologist

Posted by | September 23, 2021 |

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).

Qualifications: 

  • Master’s degree required
  • Valid NYS Speech Language Pathology license and Certificate of Clinical Competency
  • A minimum of three years teaching experience
  • Must adhere to all speech therapy rules and regulations set forth by the NYS Department of Professional Regulations
  • An ability to work collaboratively
  • Spanish proficiency, preferred

Duties & Responsibilities:

  • Makes initial and periodic evaluations of the students’ speech and language and rehabilitation needs
  • Provides speech therapy to students in a school setting
  • Administer speech and language therapy treatments to clients using modalities and techniques appropriate for each individual students
  • Sets long and short term goals in measurable terms and adjusts treatment plans/IEP accordingly
  • Instruct students and their parents/caretakers in activities which can be carried out by them between treatment visits
  • Submits necessary documentation for services provided
  • Makes recommendations for referrals to other disciplines when appropriate
  • Consult with other therapists, teachers and Director of Academic Intervention Services when providing services to the students in order to make joint decisions regarding continuation of, or dismissal from therapy when the need for speech therapy treatment is no longer necessary
  • Attend Parent-Teacher Conferences prepared to discuss students’ academic growth
  • 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.

*COVID-19 VACCINATION POLICY*

To prioritize the well-being, health, and safety of our school community, Inwood Academy for Leadership Charter School will require all staff members to have completed their full COVID-19 vaccination prior to their start date. In compliance with federal and state laws, we will be offering exemptions to employees who, for medical or strongly held religious reasons, are not able to be vaccinated.

Comments Off on 21-22 Reading Intervention Teacher

21-22 Reading Intervention Teacher

Posted by | September 23, 2021 |

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: 

Middle School Director of Literacy

Qualifications: 

  • Bachelor’s Degree or higher
  • Experience with Wilson Reading Systems (Fundations, Just Words, WRS) or Orton-Gillingham
  • A minimum of three years teaching experience preferred

Performance Responsibilities

Advisory: 

  • Assist in the assessment of students in grades 5-8 who need Tier 3 reading interventions
  • Interpret and disseminate results of testing to other staff members as needed
  • Meet with coach weekly to receive feedback on improving teaching practices

Reading Instruction Responsibilities:

  • Attend required professional development related to the reading program implementation
  • Implement the Wilson Reading System to fidelity (see Wilson curriculum below)
  • Collect and organize student data and update weekly
  • Modify lessons for students in other content areas as needed

Professional Responsibilities:

  • Check IEP calendar weekly for updates to the IEP meeting schedule
  • Inform IEP Coordinator if students with upcoming meetings need additional testing or program changes
  • Contribute to IEP Teacher Reports, including measurable goals, in the student’s Google Drive folder by the established deadlines
  • Attend all scheduled department and grade level meetings/PLCs to stay updated on coordinated interventions, data, and goals
  • Participate in IEP meetings as needed
  • Prepare and communicate any changes or emphases in students’ needs related to supports, schedule changes, and goals to other staff members during grade-level team meetings
  • Complete a Goal Progress Report for the current trimester
  • Attend Parent-Teacher Conferences prepared to discuss students’ academic growth

Wilson Reading System Curriculum Responsibilities: 

  • Use assessments to identify students with word-level deficits who are appropriate for an intensive intervention
  • Effectively utilize multisensory structured language (MSL) instructional techniques, and demonstrate explicit teaching, modeling, guided practice, and consistent review in lessons
  • Accurately teach the structure of the English language (presented in WRS Steps 1-6): consonant and vowel phonemes, syllable structure, common orthographic rules and spelling patterns, common Latin-base elements and affixes, etc.
  • Diagnostically plan and deliver lessons, addressing and understanding specific student weaknesses that impact the ability to learn to read and write
  • Appropriately pace students through the curriculum, developing mastery of material taught, designing lessons that focus on accuracy, automaticity of word reading, and fluency with text reading
  • Administer pre- and post-testing assessments to document student growth in word attack, spelling, comprehension, reading fluency, and broad reading measures

 

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.

Comments Off on 21-22 ENL Specialist

21-22 ENL Specialist

Posted by | September 23, 2021 |

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: 

  • Bachelor’s degree required, Master’s Degree preferred
  • Valid NYS Teaching Certificate Preferred
  • 3-5 years experience in classroom instruction, especially in the areas of working with special education or English language learners
  • Experience with the NYSESLAT and/or NYSITELL exams
  • Experience with integrating technology into classroom instruction
  • Experience with curriculum design
  • Background in urban education serving a broad range of students
  • Experience in delivering Common Core aligned instruction
  • Spanish proficiency is 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 to modify lessons
  • Plan administration of and administer NYSITELL and NYSESLAT exams
  • Utilize online student system to track student progress through competencies and keep up to date assignments for students
  • Contribute to program design and implementation
  • Create individualized plans for students with special requirements (e.g. learning disabilities)
  • Research new teaching methods for teaching English as a second language
  • Create a supportive and positive classroom environment
  • Participate in all staff programs and academic planning, implementation, and evaluation
  • Communicating with the Department Head or Principal, as needed.
  • Maintaining standardized guidelines.
  • 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
  • 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.

Comments Off on 21-22 Math Special Education Teacher

21-22 Math Special Education Teacher

Posted by | September 23, 2021 |

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/Mathematics
  • 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.

Comments Off on Social Studies Teacher

Social Studies Teacher

Posted by | September 22, 2021 |

Description

 We are seeking a 5th Grade Social Studies Teacher for an immediate start.

About us

BSNBCS is a stand alone community charter school located in the heart  of Bed-Stuy. Our team of dedicated educators serves more than 700  scholars in grades K-8 living in Central Brooklyn. Our school culture  has been designed to support our specific population of students, in  this community, and our framework develops opportunities that are local  to our school and borough. We prioritize daily collaboration through our  scheduling and school structure, while offering a higher level of  autonomy and teacher creativity than many other public schools.

We seek instructors who understand our students, their strengths and  needs. Effective employees at BSNCBS are seeking to grow their  professional practice as a member of our team. Our organization is  dedicated to the success of our team members through a career path that  provides opportunities for professional growth and development. We offer  strong total compensation, training, and development programs with a  chance to work alongside others who take pride in growing our scholars.

The ideal BSNBCS team member has a “can do,” results-oriented  attitude and a dedication to the quality of education our students need  and deserve. Our most successful team members are hardworking,  responsible, teaching-oriented individuals who are devoted to improving  the learning environment through patience, flexibility, innovation and  perseverance. We are looking for talented educators who are passionate  about teaching, creative in helping students develop and who ask the  question “What am I doing RIGHT NOW to improve student learning?”

Bed-Stuy New Beginnings:

Bedford Stuyvesant New Beginnings Charter School is an elementary and  middle school proudly serving the students in our neighborhood in  Brooklyn, affectionately known worldwide as ‘Bed-Stuy’. Opened in 2010,  we serve more than 670 scholars in Kindergarten – Eighth Grade through  the pursuit of 21st century learning, project based & service  learning, and traditional coursework strategies, students will be  prepared to succeed in academically competitive schools as well as  become responsible citizens of the global community.

 

Our Social Studies Teachers:

Our Social Studies Arts Teachers are a key component to our Middle  School Team. Our Social Studies Teachers are committed to turning social studies into  exciting, engaging, and rigorous opportunities for each and every  scholar.

We foster a culture of excitement about learning for our students by  partnering together to create vibrant learning environments focused on  project- and inquiry-based learning. We have a co-teaching model that  allows our classroom teachers to partner together to ensure our scholars  are engaged with rich and rigorous lesson material. We have a  collaborative environment that is designed to help our scholars engage  in their studies as well as in their natural curiosities and to embrace a  culture that is based on restorative practices; allowing our scholars  to feel connected, empowered, and respected.

A day in the life of our Social Studies Teachers:

  • You will collaborate with your fellow teachers to ensure our curriculum meets and exceeds the common core standards of learning.
  • You will partner with your co-teacher to create and implement  creative subject specific unit and lesson plans based on the needs of  your scholars and that are in accordance with the BSNBCS Mission.
  • You will assist with preparing students for the New York State exams.
  • Collaborate with other Teachers to share best practices so can professionally grow as a team.
  • You’ll regularly report student progress while maintaining accurate  and up to date records related to scholars’ achievement and  performance.
  • BSNBCS puts a big focus on our community, so you will need to take an active role in community outreach.
  • Learning should be fun, so we want you to enjoy teaching and make  every effort to make the learning environment engaging and exciting for  your scholars!
Requirements

 

What you need to bring to the table:

  • You MUST have a valid and current New York State Teacher  Certification. If you are not certified to teach in New York State, you  must be actively working toward becoming certified to teach in New York  via one of the NYS approved teacher certification pathways.
  • You MUST have a bachelor’s degree in education or related field
  • You MUST clear a fingerprint background check to work in any school  in NY, so we require all teachers to be cleared through IdentoGo prior  to starting employment with us. This cannot be waived and must be  complete PRIOR to starting employment with us.
  • You MUST be have received at least one dose of the COVID-19 vaccine per the NYC mandate.
  • You should have at least 2+ years of classroom teaching experience, preferably in an urban school.

What we offer you:

  • A full-time position with a competitive salary that is commensurate with your experience and qualification.
  • Amazing benefits! As a member of the team, your care and well-being  are a top priority. You will have a great benefits package that is not  only affordable but includes all the perks and benefits you deserve!
  • A friendly and collaborative working environment
  • The change to grow as a professional: You will be offered many  opportunities to refine your skills and grow as a professional educator  through quality professional development opportunities offered  throughout the year!
  • A learning environment that is innovative and creative: You will be  empowered to be to take ownership of the learning environment in your  classroom through 21st learning that is focused in project based, and  inquiry based learning systems.

Application Process

Applications are accepted on an ongoing basis. Once we have received  your application, we will review your qualifications and experience as  quickly as possible and get back to you within one week of submission.

COVID-19 considerations:

We have taken all recommended COVID-19  safety precautions to ensure the safety of our staff, students and their  families, and any visitors to the school.

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Elementary Teacher

Posted by | September 22, 2021 |

Bed-Stuy New Beginnings:

Bedford  Stuyvesant New Beginnings Charter School is an elementary and middle  school proudly serving the students in our neighborhood in Brooklyn,  affectionately known worldwide as ‘Bed-Stuy’.  Opened in 2010, we serve  more than 700 scholars in Kindergarten – Eighth Grade through the  pursuit of 21st century learning, project based & service learning,  and traditional coursework strategies, students will be prepared to  succeed in academically competitive schools as well as become  responsible citizens of the global community.

We offer you the  opportunity to change the future: one scholar at a time. Each BSNBCS  Scholar (present and future) deserves the chance to receive the quality  education they need to help prepare them for academic success and  growth. You also deserve to work in environment that is collaborative,  fosters professional growth and development, and that empowers each  staff member to take ownership of the learning environment in their  classrooms or functional area. This is your chance to join a great team  with the intent of teaching young minds, helping our scholars grow, work  in key roles within the school, and to develop your career.

Our Elementary Teacher:

We  are looking for a dedicated Elementary Teacher who will take a creative  and entrepreneurial approach to teaching and bring the learning  environment to life for our scholars. Our community of teachers strives  to create a space that encourages student ownership in the learning  process and that encourages students to think their way through answers  while exploring their insights and curiosities about the lesson  material.

We foster a culture of excitement about learning for  our students by partnering together to create vibrant learning  environments focused on project- and inquiry-based learning. We have a  co-teaching model that allows our classroom teachers to partner together  to ensure our scholars are engaged with rich and rigorous lesson  material. Ours is a collaborative environment that is designed to help  our scholars engage in their studies as well as in their natural  curiosities and to embrace a culture that is based on restorative  practices; allowing our scholars to feel connected, empowered, and  respected.

A day in the life of our Elementary Teachers:

  • You will collaborate with your fellow teachers to ensure our curriculum meets and exceeds the common core standards of learning.
  • You  will partner with your co-teacher to create and implement creative  lesson plans based on the needs of your scholars and that are in  accordance with the BSNBCS Mission.
  • You will work closely with  peers and school administrators to develop multifaceted curriculum that  integrates multiple subjects and approaches to meet the needs of your  scholars.
  • We want you to take an entrepreneurial approach to  your curriculum, teaching methods, and optional duties that allows you  to be flexible, forward looking, and creative.
  • You’ll need to be  aware of the school’s strategic initiatives and incorporate them into  your work to ensure compliance with the BSNBCS Mission.
  • You’ll  regularly report student progress while maintaining accurate and up to  date records related to scholars’ achievement and performance.
  • You’ll  take an active role in your professional development by identifying and  creating opportunities that expand your skills as an educator.
  • Communication  is important, so you will communicate frequently with scholars,  parents, colleagues, and other school staff members with information  that is pertinent to your scholars and their performance.
  • BNSBCS puts a big focus on our community, so you will need to take an active role in community outreach.
  • You’ll need a strong understanding of and ability to implement the BSNBCS Mission, Vision and Values.
  • Learning  should be fun, so we want you to enjoy teaching and make every effort  to make the learning environment engaging and exciting for your  scholars!
Requirements

 

What you need to bring to the table:

  • You MUST have a valid and current New York State Teacher Certification.
  • You MUST possess at least a bachelor’s degree; preferably in Education or a related field.
  • You MUST clear a fingerprint background check to work in any school in NY, so we require all teachers to be cleared prior to starting employment with us. This cannot be waived and must be complete PRIOR to starting employment with us.
  • You MUST have received at least one dose of the COVID-19 vaccine per the NYC mandate.
  • You must have a measurable and proven track record of teaching success in a NY District or Charter School
  • You must have at least two years of classroom teaching experience, preferably in an urban school.

What we offer you:

  • A full-time position with a competitive salary that is commensurate with your experience and qualifications
  • Amazing  benefits! As a member of the team, your care and well being are a top  priority. You will have a great benefits package that is not only  affordable but includes all the perks and benefits you deserve!
  • The  opportunity to shape the future. Each of our scholars has the potential  to do great things. All they need is you to help show them how they can  succeed!
  • A friendly and collaborative working environment: Our  classrooms use a co-teaching model that encourages partnership and  collaboration with your fellow teachers. We provide weekly professional  learning community engagement and opportunities to participate in school  wide activities!
  • The change to grow as a professional: You will  be offered many opportunities to refine your skills and grow as a  professional educator through quality professional development  opportunities offered throughout the year!
  • A learning  environment that is innovative and creative: You will be empowered to be  to take ownership of the learning environment in your classroom through  21st learning that is focused in project based, and inquiry based  learning systems!

Application Process:

Applications  are accepted on an ongoing basis. Once we have received your  application, we will review your qualifications and experience as  quickly as possible and get back to you within one week of submission.

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Program Associate

Posted by | September 16, 2021 |

MISSION 

CUNY’s Office of K-16 Initiatives creates innovative pathways for young New Yorkers to envision and achieve success, by engaging strategic partners in confronting systemic educational inequities. 

GENERAL DESCRIPTION 

Reporting to the Associate Director of College Counseling Initiatives (CCI), the College Counseling Initiatives Program Associate works to reduce barriers to college access and success. The Program Associate will be primarily responsible for overseeing program implementation and near-peer mentor support across all CCI programs. Our flagship program is College and Career Bridge for All, a near-peer matriculation program that is a collaboration between CUNY and the NYCDOE to increase enrollment and persistence in college. The Program Associate will provide administrative and implementation support, including supporting the recruitment, hiring, training and management of 200+ Coaches, while also supporting continuous improvement of the program. The Program Associate will also support the additional near-peer matriculation projects under the portfolio of CCI. They will work closely with Bridge Coaches, coach support staff, and other College Counseling Initiatives staff to ensure Bridge Coaches are supported, invested in and prepared to support students to pursue their college and career plans. 

WORK RESPONSIBILITIES 

  • Support Coach Recruitment and Hiring 

Conduct Initial review of applicants, participate in interview processes and candidate 

selection 

Coordinate paperwork and on-boarding process of approximately 200 seasonal program 

staff 

  • Support in Coach Training 

Oversee project to develop content and run training for 200 college students 

Facilitate training sessions 

Create content on youth development, professional experience, and college access 

  • Coordinate Coach Communications 

Draft weekly newsletters featuring helpful resources, program accountability, and 

answers to Coach questions 

  • Oversee Coach Timesheet Process 

Track completion of timesheets 

Follow up with near-peer mentors who haven’t completed timesheets 

Manage timesheet tracking database 

  • Provide administrative support for Coach Management 

Track program attendance at mandatory events 

  • Other Duties 

Collaborate on program evaluation and best practice analysis to inform program design

  • Other duties as assigned 

QUALIFICATIONS 

Minimum Qualifications 

  • Bachelor’s degree required
  • 1+ years of experience in college advising and positive youth development practices, 

with progressive project management responsibilities 

  • Commitment to program values of equity and inclusivity, teamwork, community,

growth, excellence, partnership and having fun. 

  • Experience working collaboratively and cooperatively with a diverse community of

students, staff, and external constituents 

  • Proficiency in Google and Microsoft suite of programs & otherwise digitally literate and

proficient 

Preferred

  • Experience with group facilitation
  • Experience in and commitment to youth leadership and college access/persistence for 

students traditionally underrepresented in college 

  • Experience attending and/or working with NYC DOE public schools 
  • Experience with data collection and analysis, and database management to support 

effective program operations and program evaluation 

  • Previous experience with College & Career Bridge for All or similar programs 

EQUAL EMPLOYMENT OPPORTUNITY INFORMATION 

We are committed to enhancing our diverse academic community by actively encouraging people of all race, color, religion, gender, gender identities or expressions, sexual orientation, national origin, genetics, disabilities, age, or protected veteran status to apply. We take pride in our pluralistic community and continue to seek excellence through diversity and inclusion. CUNY is an EEO/AA Employer. 

Compensation: $50,000-$58,000 commensurate with experience 

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Program Coordinator

Posted by | September 16, 2021 |

MISSION 

CUNY’s Office of K-16 Initiatives creates innovative pathways for young New Yorkers to envision and achieve success, by engaging strategic partners in confronting systemic educational inequities. 

GENERAL DESCRIPTION 

Reporting to the Associate Director of College Counseling Initiatives (CCI), the College Counseling Initiatives Program Coordinator works to reduce barriers to college access and success. The Program Coordinator will be primarily responsible for overseeing program implementation and near-peer mentor management across all CCI programs. Our flagship program is College and Career Bridge for All, a near-peer matriculation program that is a collaboration between CUNY and the NYCDOE to increase enrollment and persistence in college. The Program Coordinator will coordinate the elements of the program that engage our 200+ Bridge Coaches, including their recruitment, hiring, training and management of Coaches, while also supporting continuous improvement of the program. The Program Coordinator will also support the additional near-peer matriculation projects under the portfolio of CCI. They will work closely with Bridge Coaches, coach support staff, and other College Counseling Initiatives staff to ensure Bridge Coaches are supported, invested in and prepared to support students to pursue their college and career plans. 

WORK RESPONSIBILITIES 

  • Coordinate Near-Peer Mentor Recruitment and Hiring 

o Post position, conduct Initial review of applicants, participate in interview processes and 

candidate selection 

o Support Program Associate in coordinating paperwork and on-boarding process of 

approximately 200 seasonal program staff 

  • Coordinate Training of Near-Peer Mentors 

o Oversee project to develop content and run training for 200 college students 

o Facilitate training sessions 

o Create content on youth development, professional experience, and college access 

  • Oversee Near-Peer Mentor Communications 

o Create weekly newsletters featuring helpful resources, program accountability, and 

answers to questions from near-peer mentors 

  • Oversee Management of near-peer mentors 

o Manage program attendance, weekly reporting and communication structures 

o Manage collection of timesheets 

o Manage mentor weekly reports 

o Support staff supervising near-peer mentors 

o Develop professional development content for 200 current CUNY students 

o Manage programmatic data and do ongoing analysis to inform program development

o Collaborate on program evaluation and best practice analysis to inform program 

  • Other Duties 
  • Collaborate on pre-college advising efforts across programs within K-16 Initiatives that engage both CUNY central and campus level staff
  • Other duties as assigned 

QUALIFICATIONS 

Minimum Qualifications 

  • Bachelor’s degree required
  • 3+ years of experience in college advising and positive youth development practices, 

with progressive project management responsibilities 

  • Commitment to program values of equity and inclusivity, teamwork, community,

growth, excellence, partnership and having fun. 

  • Experience in and commitment to youth leadership and college access/persistence for 

students traditionally underrepresented in college 

  • Experience with group facilitation
  • Experience working collaboratively and cooperatively with a diverse community of

students, staff, and external constituents 

  • Experience with data collection and analysis, and database management to support 

effective program operations and program evaluation 

  • Proficiency in Google and Microsoft suite of programs & otherwise digitally literate and

proficient 

Preferred

  • Experience attending and/or working with NYC DOE public schools 
  • Previous experience with College & Career Bridge for All or similar programs 

EQUAL EMPLOYMENT OPPORTUNITY INFORMATION 

We are committed to enhancing our diverse academic community by actively encouraging people of all race, color, religion, gender, gender identities or expressions, sexual orientation, national origin, genetics, disabilities, age, or protected veteran status to apply. We take pride in our pluralistic community and continue to seek excellence through diversity and inclusion. CUNY is an EEO/AA Employer. 

COMPENSATION: $60,000-68,000 commensurate with experience

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Special Education Math Teachers (Grades 7-12)

Posted by | September 16, 2021 |

Positions Report to: Instructional Leadership Team

Start/End Date: 2021 – 2022 School Year

Hours: 7:30 am – 4:30 pm + some out of school time responsibilities

Compensation: $59,000 – $120,000, plus a $2,500 sign-on bonus for those already holding their SPED/SWD certification (Please note that this is a general range – salaries are determined based on credentials & years of experience). East Harlem Scholars Academies offer 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 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 with Math/Science
  • You have a Bachelor’s Degree or higher, and 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

Thank you for taking the time to submit an application.

Comments Off on Elementary Dean, Multilingual Learners (2021-2022)

Elementary Dean, Multilingual Learners (2021-2022)

Posted by | September 16, 2021 |

Positions Report to: Instructional Leadership Team

Start/End Date: 2021-2022 School Year

Hours: 7:40 am – 4:15 pm + some out of school time responsibilities

Compensation: East Harlem Scholars Academies offer 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

The Multilingual Learners (MLL) Dean leads the integration of strategies to support MLL leaders. The MLL Dean will support the Leadership Team by providing instructional support to ensure that all of our students are reading at his or her potential. In addition, the MLL Dean will, in collaborating with MLL teachers, provide professional development to instructional staff to sharing best practices and use of MLL strategies across all subject areas.

What Qualifies You

  • Knowledge of and experience with administering and analyzing student assessments and data
  • Experience working with diverse populations of students, parents and families
  • Commitment to continuous improvement and learning through professional development
  • Demonstrated success in raising the achievement levels of traditionally at-risk students
  • Belief in the East Harlem Tutorial Program’s mission, education model and core values
  • Minimum of two-year’s experience in relevant educational positions with a strong record of student achievement
  • Experience working with English language learners and strong content knowledge of ELL best practices and strategies
  • Bachelor’s Degree, or higher, and appropriate NYS/TESOL certifications
  • Comfort communicating with students and parents in Spanish

Areas of Leadership

  • MLL Planning
    • Actively monitor the progress of MLL Learners and work collaboratively with staff to make instructional decisions based on student achievement data.
    • Serve as an expert in research-based trends and best practices around MLL Learners and instructional supports for low-performing students.
    • Monitor MLL program compliance and provide advice to the leadership team on how to better support MLL learners.
  • Curriculum Development and Instruction
    • Develop effective, standards-aligned lessons that support student learning and achievement of school academic objectives and benchmarks.
    • Utilize developmentally appropriate, rigorous curricula, and instructional materials to present students with new ideas and concepts through a variety of strategies that inspire and guide them to explore, express and uncover new ideas.
    • Collaborate with administrators, specialists and other colleagues in designing, reviewing, and executing lessons, including participating in collaborative planning and, as appropriate, peer review of standards-aligned learning experience.
  • Track and Measure Student Progress
    • Administer, collect and analyze qualitative and quantitative data gathered from a variety of assessments on each student.
    • Reflect regularly on data from student assessments alone and with colleagues, administration, or students’ families in order to inform his or her work, modify practices and increase student achievement.
    • Collaborate with special education teachers to design and execute individualized instructional plans for students with special needs to ensure they achieve academically at high levels and are fully included in the East Harlem Scholars Academy community.
  • Create a Positive Classroom and School Culture
    • Create supportive classroom communities that maintain East Harlem Scholars Academies’ high academic and social expectations for students.
    • Build relationships with families of East Harlem Scholars Academies’ students through frequent communication about students’ progress and ways that families can support their children’s learning
  • Reflection and Continuous Improvement
    • Actively work to improve their own practice, to acquire and enhance the skills and knowledge necessary for excellent instruction and to generally increase their effectiveness in the classroom and in the school community.
    • Assume responsibility for all scholars’ success by holding all students accountable to the expectations set by East Harlem Scholars Academies’ community.

Thank you for taking the time to submit an application.

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Resident, East Harlem Inclusive Learning (Special Education) Teaching Residency (2022-2024)

Posted by | September 16, 2021 |

Position Reports to: Residency Instructional Coach, East Harlem Scholars Academies

Start Date: Summer 2022

Hours: 7:40 am – 4:15 pm + some out of school time

Application Deadline: The next application deadline is October 24th, 2021

Snapshot

This is a 2-year program that prepares aspiring teachers through rigorous coursework in Childhood Special Education at Hunter College school of Education and a 2-year paid residency as an inclusive learning (special education) teacher at East Harlem Scholars Academies with extensive support and training in culturally responsive pedagogy. Residents will complete the program with a Master’s degree in Childhood Special Education and initial New York State teaching certification..

Who We Are

East Harlem Tutorial Program (EHTP) began in 1958 as a children’s reading group and has since grown into a multi-site after-school program for public school students and a network of charter schools focused on significantly increasing the college graduation rate in East Harlem. Between EHTP’s after-school programs and charter schools, more than 15,000 East Harlem youth and their families have walked through its doors – and, by participating in EHTP’s year-long, free programs, they have improved their academic skills, developed confidence, and found community.

For more information about EHTP’s mission, model, and programs, please visit us at www.ehtp.org.

Hunter College School of Education

Hunter was New York City’s first teacher training program, founded in 1870, and to this day carries on a proud tradition of achievement and commitment to preparing teachers, counselors and administrators in over 40 specializations who make a difference in the lives of children, adolescents and consumers in communities throughout New York City and beyond.  The Hunter College School of Education is dedicated to the preparation of deeply thoughtful, knowledgeable and highly effective teachers, administrators and counselors. Their commitment is to educate future professionals who will make a significant impact on the academic achievement, as well as the intellectual, social and emotional development of their students.  The 2014 National Council on Teacher Quality (NCTQ) review of teacher preparation programs, published by U.S. News & World Report, indicates that the Hunter College School of Education offers the greatest breadth of quality across programs in the mid-Atlantic United States and the highest overall ranking in New York State.

What Sets Us Apart

EHTP aims 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. Furthermore, 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. To read EHTP’s racial equity statement, please click here.

The Work and Why it Matters

The East Harlem Teaching Residency, an EHTP program, in partnership with Hunter College School of Education, is an innovative, cohort-based teacher-training pathway for recent college graduates and career changers that develops, supports, and certifies aspiring educators to become inclusive learning teachers for East Harlem Scholars Academies and the greater East Harlem community. The program aims to improve educational outcomes for East Harlem students and increase the number of highly effective teachers serving East Harlem.

Elementary Inclusive Learning Residency

  • 2-year teacher preparation program
  • $33,500/year stipend  + housing subsidy + health insurance
  • Subsidized master’s degree and certification in Childhood Special Education from Hunter College
  • Teach alongside a mentor teacher in a 2nd-5th grade classroom at East Harlem Scholars Academies
  • Teach in EHTP’s after school program

As a Teaching Resident you will:

  • Enroll in Graduate Coursework
    • Engage in coursework at Hunter College, both on- and off-site (classes are held during the workday and in the evenings; there may be occasional Saturdays)
    • Complete all requirements for initial teaching certification
  • Receive Coaching and Cohort-based Learning Opportunities
    • Conduct structured observations of and co-teach with highly effective teachers in Scholars Academies
    • Receive weekly coaching tailored to your needs as a classroom teacher
    • Receive cohort-based professional development
    • Engage in ongoing reflection exercises linking theory learned in graduate coursework to actions practiced in the classroom
  • Contribute to Community Engagement
    • Build positive relationships with families of EHTP students through frequent communication about students’ progress and ways that families can support their children’s learning
    • Plan at least one Family Engagement Event for families

Who You Are

  • You believe in EHTP’s missioncore values, and racial equity statement
  • You are open to exploring your own identity and privilege
  • You enjoy working with students, have an interest in teaching elementary students, and want to gain valuable classroom experience
  • You are committed to teaching in the East Harlem community
  • You are open to giving and receiving constructive feedback and are looking for professional growth opportunities consistently
  • 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 have the perseverance to overcome any challenge
  • You are highly organized and hold yourself to high professional standards
  • You possess strong interpersonal communication skills (written and oral)

Eligibility Requirements:

  • Bachelor’s degree conferred by June 2022
  • Preferred minimum undergraduate GPA of 3.0 on a 4.0 scale
    • If you have an undergraduate GPA that falls under a 3.0, you will be required to write a statement explaining 1) any factors that impacted your undergraduate GPA, and 2) the steps you plan to take in order to ensure that you succeed in the Residency program
  • Completion of the GRE prior to program start date
  • A liberal arts or sciences major (or interdisciplinary concentration) of at least 30 credits
  • A liberal arts core including the following:
    • a General Education core in the liberal arts and sciences to include artistic expression, communication, information retrieval 
    • concepts in history and social sciences, humanities
    • a language other than English
    • scientific and mathematical processes 
    • written analysis and expression
  • U.S. Citizen or National/Permanent Resident status
  • Applicants must not have taken more than 18 college credits in special education
  • Experience working with students a plus, but not required
  • Due to the nature of our diverse student population, Arabic, Mandarin or Spanish speaking candidates are highly encouraged to apply

Compensation and Benefits:

  • $33,500 stipend
  • Financial support for housing
  • Health insurance
  • $10,000 towards Masters’ Degree in Childhood Special Education
  • NYS teaching certification upon completion of program
  • Paid vacation (aligned with school closings calendar)
  • Monthly MTA transit pass
  • Laptop
  • Academic and financial guidance
  • Job placement support

Thank you in advance for taking the time to apply to East Harlem Tutorial Program.

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Elementary SETSS Teacher (2021-2022)

Posted by | September 16, 2021 |

Positions Report to: Instructional Leadership Team

Start/End Date: 2021-2022 School Year

Hours: 7:40 am – 4:15 pm + some out of school time responsibilities

Compensation: $59,000 – $120,000, plus a $2,500 sign-on bonus for those already holding their SPED/SWD certification (Please note that this is a general range – salaries are determined based on credentials & years of experience). East Harlem Scholars Academies offer 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 a SETSS 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 appropriate NYS Special Education Certification, ideally in both ICT and SETSS

Areas of Leadership: 

  • Demonstrate successful partnership with classroom teachers and utilize multiple teaching models in and out of the classroom
  • Collaborate with special education teachers to design and execute individualized instructional plans for students with special needs to ensure they achieve academically at high levels and are fully included in the school community
  • 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

Thank you for taking the time to submit an application.

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Date Associate

Posted by | September 16, 2021 |

Positions Report to: Deputy Director, Data and Compliance

Key Relationships: Managing Director, Operations; Deputy Superintendents; Principals

Start/End Date: Immediate

Hours: 7:40 am – 4:15 pm + some out of school time responsibilities

Compensation: EHTP offers a competitive salary and 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.

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 Data Associate is responsible for managing recurring and ad-hoc data collection, analysis, and reporting for all EHTP programs; and building out processes with the Data Manager to improve knowledge-sharing and data-driven decision making across our schools and programs, including our East Harlem Teaching Residency (EHTR) and Out-of-School (OST) programs.

Breakdown of the role

  • 60% – Supporting instructional leaders in the creation and customization of data dashboards and reports.
  • 10% – Working with operations and development team on compliance and grant reports.
  • 10% – Supporting staff with ad hoc data requests
  • 10% – Managing data audit process
  • 10% – Supporting Deputy Director of Data as liaison with external vendors

Areas of Responsibility

  • Develop, evaluate, manage, and continuously improve student-facing data collection, analysis, and reporting, including all school-based dashboards
  • Partner with the Data Manager to compile and present internal and external reports (quarterly and annually) of school performance for all staff and stakeholders including school leadership and instructional leadership teams, deputy superintendents and network leaders, and Senior Management Team
  • Regularly audit all databases and tools to ensure data integrity, equity, and accuracy
  • Provide quality assurance to all data sources and dashboards
  • Drive the school-wide implementation and management of Gradebook in PowerSchool
  • Synthesize data that contributes to overall understanding of the impact our schools and programs have on students in terms of academics, SEL, and college access/success
  • Create ad hoc reports and analyses for special projects across the organization

What Qualifies You

  • You have at least 2-3 years of data and information systems experience, preferably with a school network or mission-driven nonprofit organization
  • You have a race and equity lens that guides your work and efforts to think about the role and impact of data in driving decision-making
  • You believe that every student can and will learn when provided with a quality education understand; and have experience with schools, teaching, and learning, through direct instructional experience or partnership with educators
  • You have experience managing strategies and systems from the ground up that are clear, efficient, and aligned to organizational goals
  • You have the ability to present data and information in a clear, concise manner
  • 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 customer service, positive attitude and problem solving approach
  • You have comprehensive knowledge and experience with PowerSchool (or other Student Information System), Google Education Platform, and Microsoft Excel
  • You hold yourself to high professional and ethical standards

Thank you for taking the time to submit an application.

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Elementary Teacher – 2021- 2022 – Immediate Opening

Posted by | September 15, 2021 |

Who we are
Meeting Street Schools (MSS), a network of four South Carolina schools, was founded on the belief that all students can learn and deserve the opportunity to receive a high-quality education, regardless of their socio-economic background. It is our belief that a student’s zip code should not determine a student’s access to education. At MSS, we believe in a holistic approach to education and work to provide any and all resources that facilitate student success in the classroom and beyond.
Who we’re looking for
We are looking for passionate people who are clear in their thinking about what is possible for students and who have an unyielding work ethic, hunger to learn, and a sense of optimism.  We are searching for people with a strong mission fit and tight alignment to our belief that all students — regardless of life circumstances– can and will succeed. We seek people who have the motivation, drive, compassion, and commitment to ensure that all students reach their full potential. High-performing people who desire to join us in our mission to change the status quo of education in South Carolina and prove that higher learning is not only possible but expected for ALL students are encouraged to apply.
Before you apply
At Meeting Street Schools we want new team members to be set up for success, so we ask that you carefully consider the job description, responsibilities, and qualifications before applying. If you are interested in multiple opportunities, you do not need to apply more than once. Our talent team will review your qualifications/experience, and you will be considered for all open roles for which you qualify.
The Role of a Teacher at Meeting Street Schools:
We are looking for certified educators that believe that ALL students can learn and ALL students deserve an excellent education. This person will be someone with high expectations who believes in working hard and creating joy for students. MSS teachers 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. MSS teachers have a growth mindset and participate in rigorous professional development throughout the year, including:  Responsive Classroom training, Eureka MathWit and WisdomWilson Fundations, collaborative planning sessions, whole and small group school-wide focus professional development, team analysis of performance data and other personalized opportunities for teachers to grow. MSS teachers also have the opportunity to visit other high-performing elementary schools and universities to strengthen their practice as educators.

Responsibilities of Meeting Street Schools teachers will include, but are not limited to:

    • Support outstanding academic achievement and student character development
    • Create a positive, achievement-oriented and structured learning environment that excites and invests students as they reach their full potential
    • Build classroom community and relationships with families, participating in a powerful team that ensures all students make outstanding academic progress
    • Support students through direct and small group instruction
    • Plans and supervises purposeful support and development for Teaching Fellows and/or teacher assistants
    • Creates innovative and common core aligned lesson plans
    •  Adapts teaching for the benefit of each student and collaborates with other educators for support and ideas
    • Assesses student learning on a consistent basis and adjusts instruction to meet individual student needs
    • Commits to constant professional and personal growth through reflection, feedback, and collaboration
    • Models MSS’ Path to Success skills and supports the development of those skills in students and peers
    • Performs all other duties as assigned by supervisor

Skills and Characteristics

    • A commitment to the mission of Meeting Street Schools, deep love of content, and an unwavering belief that all students can and will succeed
    • Strong instructional and classroom management skills
    • High level of personal organization and planning
    • Team player: maturity, humility, strong work ethic, follow-through, high EQ, willingness to respond positively to feedback and a “whatever it takes” attitude
    • Desire to master content and enthusiasm for subject matter
    • Excellent communication skills, both written and verbal
    • Ability to inspire, motivate and engage children
    • Proven leadership skills
    • Ability to kneel, sit, stand for long periods of time

Educational Background and Work Experience

    • Bachelor’s degree required, Master’s preferred
    • Active SC teaching certification, strongly preferred
    • Minimum two years of successful experience teaching under-served students
Salary for this position is competitive and commensurate with experience, typically salaries are offered at 105% of the district salary schedule. Additionally, Meeting Street Schools offers a comprehensive benefits package. Meeting Street Schools is an equal opportunity employer and an organization that values diversity. People from all diverse backgrounds are strongly encouraged to apply.
At Meeting Street Schools we are committed to building a talented team that reflects the diverse backgrounds and experiences of our students. As an equal opportunity employer, we hire without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status, or disability.
Comments Off on High School Visual Arts Teacher (2021-2022)

High School Visual Arts Teacher (2021-2022)

Posted by | September 14, 2021 |

Positions Report to: Instructional Leadership Team

Start/End Date: 2021 – 2022 School Year

Hours: 7:30 am – 4:30 pm + some out of school time responsibilities

Compensation: $59,000 – $122,000 (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 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. You will also be asked to act as a class advisor for our community of students, providing mentor and support during their high 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 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

Areas of Leadership

  • 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

Thank you for taking the time to submit your application.

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Elementary Special Education Coordinator

Posted by | September 14, 2021 |

Who we are:

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

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

What you’ll be doing:

●     Collaborating with colleagues in developing purposeful and engaging daily and long-term plans that reflect differentiation and accommodations needed for the growth and success of all students.

●     Utilizing student IEPs to inform instructional assessments that provide meaningful measurements of students’ growth towards goals

●     Keeping families well-informed of student performance and progress through professional communication methods

●     Integrating feedback and goal-setting into lesson delivery

●     Demonstrating commitment to creating an inclusive environment for all students

●     Supporting Classroom Assistants with bussing, arrivals, dismissals, and transitions

●     Providing targeted push-in and pull-out academic support, which may include but is not limited to ensuring that all Special Education mandates are met, writing lessons for small groups based on grade-level curriculum and supplemental instructional materials, and collaborating with classroom teachers for push-in and pull-out groups

●     Working with teachers around monthly academic Intervention Service (IS) recommendations, quarterly progress monitoring for IEPs, and documentation

●     Convening and facilitating monthly IS meeting

●     Onboarding all service providers, collecting progress reports, and coordinating schedules with teachers

●     Supporting teachers with the completion of teacher reports and the creation of measurable content-specific goals

●     Participating and contributing to meetings as member of the IEP team

About you:

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

●     Open to collaborating with and learning from colleagues who have a variety of backgrounds, experiences, strengths, and talents

●     Successfully able to handle multiple projects concurrently in a fast-paced environment, and ability to be self-directed and take initiative

●     Attentive to detail

●     Have a knowledge and understanding of basic principles of curriculum design, child learning theory and behavioral approaches

●     Value and are committed to diversity in the workplace and classroom

●     Effective skills in self-management including but not limited to meeting deadlines, effective prioritization of tasks, self-organization, managing up, and efficient time and task management

●     Ability to establish communication and build warm individual relationships with students and families, colleagues, and external partners

 

Qualifications:

●     Bachelor’s degree from an accredited college or university required

●     New York State teaching certification in Student with Disabilities. VOICE will also consider (a) strong candidates who are completing or have recently completed a NY State teacher training program and who can show that they will be fully certified by the first day of employment, and (b) strong candidates with teacher training or credentials/licenses from another state who can demonstrably commit to working toward and achieving NY State teaching certification by a reasonable deadline.

●     Teaching or student teaching experience in a school required

●     Master’s Degree from an accredited college or university preferred

●     Experience with and interest in working with high needs students preferred

●     Working knowledge of SESIS preferred

What you’ll enjoy:

●     A competitive total rewards package that values your experience and credentials, your work-life balance and sustainability to serve VOICE students and families to your best abilities, as well as your learning and development as a person and professional, including:

○      Participation in the New York City Teachers Retirement System pension program

○      3 or more prep periods per day to ensure you have time to collaborate with your colleagues, develop/adjust your lessons for your students, and other miscellaneous tasks

○      Comprehensive benefits package, including participation in a pre-tax commuter benefits program and partial reimbursement for monthly commuting expenses

○      Gym reimbursement

○      Cultural enrichment reimbursement

○      Access to tickets at a free or reduced cost to numerous events throughout New York

○      Paid maternity leave, child care leave, and other generous leave policies

○      Benefits options include: Choice of four (4) Medical plans, FSA/HSA and Dependent Care FSA accounts, vision insurance as well as fully paid dental, life and disability insurance

○      Many opportunities to get to know your VOICE colleagues!

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Elementary Classroom Assistant

Posted by | September 14, 2021 |

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:

The Classroom Assistant supports student’s academic and socio-emotional growth through one on one, small group, and behavior management support. The Classroom Assistant also supervises students during essential non-academic times (arrival, lunch, recess, and dismissal) to ensure student safety. Classroom Assistants substitute for teachers cover classes for planned and last minute absences.

Socio-Emotional Support Activities

•      Provide behavior management support for students

•      Work with students one-on-one or in small groups

•      Proactively identify student growth areas and implement collaborative problem-solving plans to address student lagging skills

•      Serve as a substitute for teachers as necessary

•      May teach ongoing courses such our social emotional curriculum (Mind, Body, and Heart) up to 9 periods a week

 

School Culture Support Activities

•      Investigate incidents, guiding students to solve their own problems and holding students accountable for consequences and restorative work

•      Supervise out of classroom settings such as arrival, transitions, lunch, and dismissal

•      Lead activities during daily recess periods in all weather conditions

•      Ensure playgrounds are safe and free of ice and snow by supporting snow removal

•      Support select after school opportunities such as concerts, ceremonies, dances, athletics, and detention

•      Fully participate in opportunities for individual and school-wide professional development

Administrative Activities

•      Correspond with families via telephone, written notes, and in-person communications

•      Distribute classroom materials and complete other clerical tasks as needed by teachers and instructional staff

•      Based on needs of school may assist with clerical duties related to operational functions of the school

 

About you:

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

•      Unwavering commitment to the high academic achievement of all students

•      Flexible and willing to do whatever it takes

•      Strong written and verbal communication, as well as critical thinking skills

•      Willingness to give and receive feedback to facilitate the growth of both students and faculty

•      Flexibility to handle an unpredictable schedule

Qualifications:

•      Bachelor’s degree from an accredited college or university required

•      Willingness to pursue NYS assistant certification required

•      Ability to lift at least 40 pounds required

•      Ability to participate in outdoor activities in all weather conditions (including 20 to 100 degrees) required

•      Verbal fluency in Spanish preferred

•      Previous experience working with children preferred

•      Previous experience working in contexts involving high-needs communities preferred

What you’ll enjoy:

●     The compensation for this position is $22.00 an hour.

●     Benefits package, including participation in a pre-tax commuter benefits program and partial reimbursement for monthly commuting expenses

●     Gym reimbursement

●     Cultural enrichment reimbursement

●     Access to tickets at a free or reduced cost to numerous events throughout New York

●     Benefits options include: Choice of four (4) Medical plans, FSA/HSA and Dependent Care FSA accounts, vision insurance as well as fully paid dental, life and disability insurance

●     Many opportunities to get to know your VOICE colleagues!

Comments Off on Middle School Special Education Teacher

Middle School Special Education Teacher

Posted by | September 14, 2021 |

Who we are:

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

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

What you’ll be doing:

●     Collaborating with colleagues in developing purposeful and engaging daily and long-term plans that reflect differentiation and accommodations needed for the growth and success of all students.

●     Utilizing student IEPs to inform instructional assessments that provide meaningful measurements of students’ growth towards goals

●     Developing and leading an advisory group of 12-15 students that is focused on the social/emotional well-being of students

●     Developing and leading an elective course that is within the teacher skill set and matches student interest as well

●     Keeping families well-informed of student performance and progress through professional communication methods

●     Integrating feedback and goal-setting into lesson delivery

●     Demonstrating commitment to creating an inclusive environment for all students

●     Supporting Classroom Assistants with bussing, arrivals, dismissals, and transitions

●     Facilitating Academic Intervention Service (IS) Meetings

●     Compiling academic IS recommendations and provide necessary forms

●     Convening and facilitating monthly IS meeting

About you:

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

●     Open to collaborating with and learning from colleagues who have a variety of backgrounds, experiences, strengths, and talents

●     Successfully able to handle multiple projects concurrently in a fast-paced environment, and ability to be self-directed and take initiative

●     Attentive to detail

●     Have a knowledge and understanding of basic principles of curriculum design, child learning theory and behavioral approaches

●     Value and are committed to diversity in the workplace and classroom

●     Effective skills in self-management including but not limited to meeting deadlines, effective prioritization of tasks, self-organization, managing up, and efficient time and task management

●     Ability to establish communication and build warm individual relationships with students and families, colleagues, and external partners

 

Qualifications:

●     Bachelor’s degree from an accredited college or university required

●     New York State teaching certification in Students with Disabilities required. VOICE will also consider (a) strong candidates who are completing or have recently completed a NY State teacher training program and who can show that they will be fully certified by the first day of employment, and (b) strong candidates with teacher training or credentials/licenses from another state who can demonstrably commit to working toward and achieving NY State teaching certification by a reasonable deadline.

●     Teaching or student teaching experience in a school required

What you’ll enjoy:

●     A competitive total rewards package that values your experience and credentials, your work-life balance and sustainability to serve VOICE students and families to your best abilities, as well as your learning and development as a person and professional, including:

○      Participation in the New York City Teachers Retirement System pension program

○      3 or more prep periods per day to ensure you have time to collaborate with your colleagues, develop/adjust your lessons for your students, and other miscellaneous tasks

○      Comprehensive benefits package, including participation in a pre-tax commuter benefits program and partial reimbursement for monthly commuting expenses

○      Gym reimbursement

○      Cultural enrichment reimbursement

○      Access to tickets at a free or reduced cost to numerous events throughout New York

○      Paid maternity leave, child care leave, and other generous leave policies

○      Benefits options include: Choice of four (4) Medical plans, FSA/HSA and Dependent Care FSA accounts, vision insurance as well as fully paid dental, life and disability insurance

○      Many opportunities to get to know your VOICE colleagues!

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Social Work Manager & Transition Specialist

Posted by | September 13, 2021 |

Advocates for Children of New York, Inc. (AFC) seeks an energetic social worker determined to make a difference for NYC families struggling to gain appropriate educational services for their children in the country’s largest school district.   

This experienced social worker will: 

  • Lead AFC-wide social work initiatives, including management, selection, supervision and training of social work interns, and AFC-wide internal capacity building utilizing social work practices and strategies. 
  • As a member of the Postsecondary Readiness Project (PReP), this social worker will also serve as Transition Specialist. In this role they will:  
  • Develop and revise internal resources and external guides for parents, youth and professionals on college access and on navigating government and community resources, including OPWDD, ACCES-VR, SSI, and other public benefits. 
  • Provide case management and advocacy to families experiencing school-related difficulties such as inappropriate special education placements and services, enrollment issues, or school discipline.  
  • Empower parents and youth to advocate for themselves, including helping clients learn to access services, accommodations, and benefits they will need as adults; ensure related information and strategies are relayed to AFC staff.   
  • Assist clients for whom AFC has obtained special educational services to ensure continued use of those services. 
  • Perform outreach to and develop relationships with government and social service agencies to benefit AFC’s clients; ensure this information is relayed to AFC staff. 
  • Provide workshops on a variety of education-related topics to parents, youth and professionals.   
  • Assist with additional case advocacy, training, publications and policy work as needed. 

AFC is a 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 justice systems. The Postsecondary Readiness Project (PReP) focuses primarily on helping older youth receive the educational support they need to prepare for college and career, including access to meaningful pathways to graduation, transition supports, and programming for overage, under-credited students. We use uniquely integrated strategies to advance systemic reform, empower families and communities, and advocate for the educational rights of individual students.   

Qualifications: 

  • Minimum 2-3 years experience as a NYS licensed social worker;  
  • SIFI certification preferred; 
  • Familiarity with OPWDD, ACCES-VR, college access, or other public benefits preferred; 
  • Demonstrated commitment to social justice and serving the public interest; 
  • Excellent oral and written communication skills;  
  • Experience working with low-income and special needs communities;  
  • Interest in education issues and issues affecting children with disabilities and low-income families;  
  • Experience working with children or families;  
  • Ability to work both independently and as a member of a multidisciplinary team; 
  • Excellent attention to detail and record keeping; 
  • Organizational skills, flexibility, initiative, maturity, and cooperative attitude. 
Comments Off on Manager, Partnerships-ELA

Manager, Partnerships-ELA

Posted by | September 10, 2021 |

Manager, Partnership – ELA for a 40-employee (and growing) remote education non-profit providing professional learning to K-12 educators nationally

Type of Vacancy: Salaried, full-time

Start date: October 2021
Location: NYC-metro area

Report to: Director, Design & Partnership

Supervise: None

Compensation: Starting salary is $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

The Partnership Manager manages the implementation of Teaching Lab’s partner portfolio projects and leads high-quality, curriculum-aligned professional learning experiences for teachers in schools. They work with school leaders to implement standards-aligned curriculum CKLA, EL Education’s ELA curriculum or Guidebooks using Teaching Lab’s model for professional learning. 

As a rapidly growing nonprofit, we seek driven and proactive individuals who have a high level of personal accountability, team players who see the interconnectedness between their role and the organization’s mission, and have the ability to “manage up” when needed to get complex work done. Eligible candidates for the role of Partnership Manager must have experience leading professional learning for educators, strong project management skills, as well as knowledge of high-quality ELA curriculum and the Common Core or similar College- and Career-Ready state standards. Ideal candidates will also have strong expertise in relationship and partnership development, are effective communicators, can create and follow through on project plans, have the ability to effectively pivot their own work or reprioritize in times of ambiguity, demonstrate effective critical thinking and problem solving, and the ability to manage workflows with and without formal authority. Above all, this candidate must have a demonstrated commitment to racial and educational equity. This position has high potential for both large-scale impact and career growth.

 

WHO WE ARE

Teaching Lab is a nonprofit organization with a mission to fundamentally shift the paradigm of teacher professional learning to achieve educational equity. We envision a world where teachers and students thrive together in communities that enable life-long learning and meaningful lives. Using our Head, Heart, and Habits model of professional learning, we transform professional learning from the ground up to dramatically improve student outcomes. We also work with school, district, and state leaders to create the instructional systems necessary to support these changes. To learn more about Teaching Lab, explore our website at www.teachinglab.org.

 

ESSENTIAL DUTIES AND RESPONSIBILITIES

The Partnership Manager will engage in the following: 

  1. Engage with the leadership in partner school systems to build their knowledge of research-based professional learning practices, and high-quality curriculum
  2. Manage partnerships with clients, including effectively lead external and internal communications such as  1:1, small and large group settings, virtual meetings, and presentations
  3. Gain a deep understanding of the state’s, district’s, school’s, or philanthropic partner’s context in order to inform the scope and implementation of the work
  4. Support business development with current partners by crafting scopes of work that extend partner relationships over time
  5. Communicate effectively with partners, and execute logistics to support onsite professional learning
  6. Effectively lead professional learning sessions for educators that deepen pedagogical content knowledge of the high-quality curriculum through Teaching Lab’s model for professional learning
  7. Lead through a lens of racial equity to coach, support, and develop a cohort of 2-10 part-time facilitators as they provide on-site implementation of Teaching Lab’s work in each school
  8. Ensure that all facilitators are prepared and staffed to onsite projects in a timely manner, and professional learning materials are contextualized for the partner and up to date
  9. Collect, reflect on, and apply data from participant feedback surveys to improve facilitation, relationships, and knowledge building at each site
  10. Lead high-level project management across Teaching Lab’s portfolio of high-quality curriculum projects, including working with the Director of Design & Partnership to staff sites, and Director of Special Projects to develop facilitators’ knowledge and skills

 

QUALIFICATIONS

Education, Work Experience, and Knowledge 

    • Bachelor’s degree
    • Minimum five years experience working in PK-12 education
    • Minimum of 2 years teaching experience with PK-12 students from traditionally underserved backgrounds with demonstrated evidence of impact
    • Deep knowledge and experience with Common Core or College- and Career-Ready math or ELA content and practice standards
  • Deep understanding of the specified curriculum, including its design and component parts 
  • Experience facilitating impactful professional learning for educators
  • Experience leading relationships with clients and stakeholders in an education context

Values, Skills, and Competencies

  • Deep commitment to Teaching Lab’s organizational mission and values, racial equity, and educational equity for traditionally underserved students 
  • Strong commitment to growth mindset for both adults and students, and a desire to work collaboratively to grow team skills and capabilities 
  • Excellent interpersonal skills, able to build rapport quickly and drive collaboration
  • Outstanding communication and organizational skills
  • Effective critical thinking and creative problem-solving capabilities, including a self-starting entrepreneurial approach to difficult problems
  • Ability to form credible and lasting relationships with the facilitators, teachers, school leaders, and district leaders 
  • Effective communication and influence skills

 

WORKING AT TEACHING LAB

All roles at Teaching Lab are contingent on business needs.

Teaching Lab offers a comprehensive benefits package for full-time salaried employees, including: medical, dental, and vision; a 401(k) program with a 4% employer match; short-term life, long-term life, disability, and worker’s compensation insurance; flexible health spending accounts; technology equipment; monthly technology reimbursement; and generous time off and leave policies.

Ideal candidates must be willing to travel.

 

 

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Director of School Operations, Analytics and Finance

Posted by | September 10, 2021 |

About the School

A leader in progressive education for more than 100 years, the Bank Street School for Children provides students, from nursery through 8th grade, an education that engages their natural curiosities, nurtures critical thinking, and helps to develop a sense of community and social responsibility. Through a teaching approach that is fundamentally hands-on and child-centered, Bank Street students develop the courage and confidence to think independently, work collaboratively, understand themselves and others more deeply, and possess the compassion to make a positive impact in the world.

Overview

The Director of School Operations, Analytics and Finance reports to the Dean of Children’s Programs & Head of School and supervises and executes financial, operational and analytical projects related to Children’s Program, including the School for Children, Family Center, After School, and Summer Camp, as determined by the Dean and in conjunction with the broader strategic direction of the College. The Director also manages a small team and, as part of this leadership responsibility, oversees the operations of Auxiliary Programs in partnership with the Director of Auxiliary Programs and Auxiliary Programs Leadership Team.

Responsibilities

Leadership

  • Participate in weekly meetings as a member of the School Leadership team, and in every other week meetings as a member of the Children’s Programs Leadership team
  • Supervise a small operations team
  • Partner with leaders of Bank Street College Strategy & Operations teams, including Facilities, IT, Business Office, and HR.

Finance

  • Develop and monitor the annual budgets for Children’s Programs
    • Co-supervise the budget processes and budgetary point people for the Family Center, After School, and Summer Camp programs
  • Design and refine systems to monitor spending
  • Research and propose tuition for Children’s Programs
  • Collaborate with Human Resources to cohere hiring and reemployment processes
  • Work with the Business Office to administer payroll 
  • Work with the Business Office to collect outstanding tuition balances and arrears
    • Oversee the administration of restricted endowment funds
  • Establish special tuition plan arrangements when necessary
  • Serve on the Financial Aid committee for School for Children
  • Act as the Division point on finance and personnel matters related to union negotiations
  • Partner with the Admissions Team on data management, enrollment and and financial aid

Operations

    • Understand the programmatic and cultural strengths, values, traditions, and opportunities of Bank Street in order to support smooth operational functioning
    • Coordinate with Facilities and Information Technology for matters related to Children’s Programs, including safety drills, repairs, renovations, shared room usage, etc.
    • Draft, create and refine policies,procedures, and processes for Children’s Programs in relation to finance and operations
    • Serve as the liaison to other divisions of the College on new initiatives affecting Children’s Programs
    • Oversee a master schedule for Children’s Programs
  • Lead select projects that require cross-functional engagement within Children’s Programs, across the College and with external partners

Analytics

  • Undertake research, tracking trends, creating statistical models, and preparing presentations to support the strategic priorities of Children’s Programs
  • Compile pertinent background materials for key meetings and initiatives
  • Research and submit reports for NAIS Data and Analysis for School Leadership (DASL) reports
  • File required reports with NYSED and other agencies to provide information and support entitlement funding efforts
  • Play a coordinating role in 5 and 10-year NYSAIS accreditation processes

Qualifications

  • Masters Degree in quantitative, managerial, or education field preferred
  • Previous experience in a finance, operations, analytics, and/or project management role
  • Passion for the vision and values of Bank Street College
  • Demonstrated interest in the Education sector, preferably having worked in a school
  • Adept in Microsoft Office suite, most importantly Excel and PowerPoint
  • Strong collaboration and communication skills
  • Detail-oriented and inquisitive
  • Able to balance competing priorities with skill and grace

Compensation

  • Commensurate with experience
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8th Grade English Teacher

Posted by | September 3, 2021 |

Nichols School has an immediate opening for a passionate and collaborative full -time Middle School 8th grade English teacher.  This person will be responsible for preparing our 8th graders for their transition to 9th grade English in the Upper School.  They must have a willingness to collaborate with colleagues across discipline, and be able to engage their students in thoughtful discussions and debates.

Qualified candidates should have experience teaching English to middle school students, have at least 5 years of experience and possess a degree in education, literature or history (master’s degree preferred).  Experience with the My School App a plus.

Nichols School offers a competitive benefit package including medical, dental, group term life, retirement and professional development. Virtual Tour: https://vimeo.com/465522408

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 committed to being grounded in the equity of process and outcomes, where everyone can safely and authentically be themselves.  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.

Comments Off on Staff Attorney: Charter Schools Initiative

Staff Attorney: Charter Schools Initiative

Posted by | September 3, 2021 |

Advocates for Children of New York, Inc. (AFC) seeks a dedicated attorney determined to make a difference for NYC families through direct representation, policy advocacy, and community outreach and training. The Charter Schools Initiative attorney will ensure that families of students attending charter schools have meaningful access to appropriate educational services for their children in the country’s largest school district during an unparalleled time of difficulty for low-income families.

 

Direct Representation: The attorney will advocate for students who are in danger of being suspended or expelled, are in need of special education supports, or are experiencing discrimination in their charter schools. As part of this advocacy, the attorney will provide families with information on their rights in charter schools; facilitate referrals for evaluations; participate in school meetings; advocate to school and New York City Department of Education administrators; identify appropriate school placements and services for students; and represent families at suspension/expulsion hearings and special education administrative hearings when necessary.

The day-to-day responsibilities of administrative hearing representation include conducting intake, reviewing school records and psychological evaluations, attending school meetings and speaking to relevant parties in the student’s life, and researching and visiting schools and services that may serve as potential remedies.  After a request for a hearing is drafted and filed, the attorney will negotiate settlement or litigate at a hearing, where the attorney will execute the opening statement, witness testimony, closing argument, and legal briefing required to prevail.

Policy Advocacy: The attorney will work on systemic advocacy efforts regarding charter schools, including efforts related to special education and discipline of students at charter schools.

Outreach and Training: Through the development of materials and presentations, the attorney will educate parents and charter school staff about parents’ and students’ rights in charter schools with a focus on rights related to special education and discipline.  The attorney will also provide technical assistance to other attorneys and advocates who represent students in charter school discipline, special education, or discrimination matters.

AFC is a 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 justice systems.

 

We use uniquely integrated strategies to advance systemic reform, empower families and communities, and advocate for the educational rights of individual students.  This position will take the most urgent charter school cases from AFC’s Helpline, which serves close to 4,000 families each year.

 

Qualifications

  • Law degree required and admission to the NYS bar preferred;
  • Demonstrated commitment to serving the public interest;
  • Excellent oral and written communication skills;
  • Strong research and analytical skills;
  • Experience working with low-income communities;
  • Organizational skills, flexibility, initiative, maturity, and cooperative attitude;
  • One to two years litigation experience preferred;
  • Experience and/or knowledge of education, school discipline, disability, or general civil rights law is strongly preferred
  • Proficiency in a language other than English, especially Spanish, preferred.

Expected Start Date

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

Compensation

The salary depends on experience. In addition to a competitive salary, AFC also offers generous benefits.

 

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.

Comments Off on Senior Manager, Curriculum and Instruction

Senior Manager, Curriculum and Instruction

Posted by | September 3, 2021 |

Location: New York, Chicago, or the Bay Area

Position Status: Full Time

About Code Nation

Code Nation is a community of teenagers, 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 2019-2020 school year, Code Nation pivoted to reach 1,630 students in 72 programs across the Bay Area, Chicago, and New York City, 100% virtually. Software developers collectively volunteered more than 45,000 hours to provide in-person and remote learning in support of Code Nation’s mission in the San Francisco Bay Area, Chicago, and New York City.

Code Nation is committed to being 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

An ideal candidate for this role has experience creating engaging and effective curricula for young adults. The Senior Manager, Curriculum and Instruction will have demonstrated knowledge of HTML, CSS, JavaScript, and React and a nuanced understanding of coding environments and evaluation platforms. They should have a strong understanding of what it takes to create a supportive and effective learning environment, the ability to use that knowledge to create and deliver training for staff and volunteers alike, and a solid foundation in effective pedagogy and adult learning practices.

The Senior Manager, Curriculum and Instruction has experience maintaining effective feedback loops with various stakeholders: they will source feedback, implement needed changes, and document and share back with stakeholders the impact of their feedback.

The ideal candidate is a collaborative team player and has experience managing complex projects that span several months and involve different departments within an organization.

The salary range for this position is $70,000-$85,000.

Responsibilities

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

Curriculum Development & Maintenance

  • Manage the development of Code Nation’s Introduction to Web Development, Fellowship I, and Fellowship II curricula, including objective-driven, industry-aligned, level-appropriate units, lessons, and learning aids
  • Co-design and develop, with the Alumni Manager, materials for our Alumni program
  • Ensure the coding and evaluation platforms used within the Code Nation curriculum meet programmatic needs and align with industry standards
  • Work closely with the Communications Team to ensure the curriculum design and layout reflects Code Nation’s branding and is easily accessible for volunteers, liaisons, and students

Adult Learning Practices

  • Co-design, with Program Directors, an onboarding, training, and coaching scope and sequence that will equip Program Managers and Code Nation volunteers with the mindsets, tools, and practices needed to create an engaging, equitable, and effective learning environment and also prepares them to be change agents in the tech industry
  • Manage the development of Code Nation’s National Volunteer and Program Manager onboarding, training, and ongoing coaching materials
  • Visit program sites to observe Code Nation’s program execution in action and evaluate its success based on program success rubrics
  • Collaborate with regional curriculum leads to host regular training (“tech talks”) to ensure program staff can augment their technical knowledge, internalize activities and projects, and get answers to curriculum-related questions.
  • Provide ongoing curricular support to volunteers and program staff

Research & Feedback

  • Create and maintain systems to collect meaningful curriculum and training feedback from all stakeholders including volunteers, Program Managers, regional curriculum leads, students, and school liaisons
  • Recruit and manage a select community of volunteers who meet regularly to provide feedback on Code Nation curriculum with a goal of ensuring Code Nation’s curriculum remains industry-aligned
  • Collaborate with regional curriculum leads to implement high priority curriculum revisions
  • Stay informed on developments within the tech, coding, and computer science education space through ongoing research and participation in relevant conferences, meet-ups, and events to ensure the curriculum remains industry-aligned

Documentation and Communication

  • Create visibility for research and feedback results by preparing documentation and presentations accessible by a wide range of stakeholders and teams (i.e. development team, CEO, Board of Directors, Program Managers)
  • Support regional curriculum leads with the implementation of regular regional curriculum reflections to ensure region-specific feedback is sourced and leveraged to tailor regional implementation of programs while also being aligned to the Code Nation Logic Model
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):

  • Held a role where you’ve been responsible for creating and delivering curriculum
  • Formal training and expertise in backwards planning, instructional design, and curriculum development
  • Successfully built capacity in others (e.g. development staff, program staff, etc.) to implement curriculum and/or operations
  • 4+ years of education or non-profit experience working with diverse groups, including classroom teaching and instructional coaching in under-resourced schools

Skills you have developed and knowledge you have acquired:

  • Commitment to educational and tech equity
  • Demonstrated knowledge of HTML, CSS, JavaScript, and React
  • Strong project management skills with demonstrated success managing multiple complex, multifaceted projects
  • Exceptional communication skills; ability to effectively communicate and collaborate across multiple teams to support seamless program execution
  • Passion for developing high-quality, engaging curricula
  • Ability to successfully manage projects, internal stakeholders, external stakeholders, and vendors
  • Ability to build deep and authentic relationships across the organization
  • Ability to manage staff to outcomes when they do not report into you

How you work and what you value:

  • Deep commitment to diversity, equity and inclusion
  • Comfort with ambiguity while finding the responsibility of driving towards clarity energizing
  • Enjoy iterative work
  • Self-starter and entrepreneurial. Comfortable with failure with learning as a path towards success
  • Enjoys working on a team and operates in a way that will build trust with teammates
  • Driven towards measurable results
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

 

Comments Off on Director, Law Program

Director, Law Program

Posted by | August 31, 2021 |

TITLE: Director, Law Program

LOCATION: New York, NY

THE WORK CULTURE

You know we do not have a simply captioned culture because you know culture is not that simple. What we have is an ensemble of 300+ scholarly, entrepreneurial, creative, analytical, collaborative, independent, results-driven, mission-driven people. We’re academic and career advisors, program designers and managers, business development and operations professionals, industry specialists, curriculum designers, and DEIB thinkers and leaders. It’s fast, changing, and never boring.

THE TEAM   

The new Law team is taking shape, and we’ll need your help to build it. We’re building a pipeline of future lawyers and leaders in society from underrepresented backgrounds, scaling the program across the country, and continuing to guide and ground a focus in training, learning, inclusion, and collaboration across the organization. Our Fellowship Program serves 150+ incoming law students each year by providing them with intensive academic and professional development training, an internship at a corporate law firm in one of 14 cities, and academic support during their first year of law school. Our Catalyst Program supports 40+ aspiring law students nationwide in their LSAT journeys and applications to law school.

THE ROLE

  • STRATEGIC PLANNING. You have experience developing long-term roadmaps and leading a team to accomplish ambitious but measurable goals. You are innovative and a creative-thinker, not afraid to step out of the box. You love developing new ideas and will propose, design, develop, implement extensions and expansions of existing programming, while at the same time communicating our mission and values to our partner firms and student participants alike.
  • PARTNERSHIP DEVELOPMENT. You will be responsible for nurturing and expanding our current partnership of 45+ corporate law firms nationwide and discovering new growth opportunities. You are an excellent and empathetic communicator who enjoys building deep and meaningful relationships with the clients you serve, understanding their key drivers, and collaborating with them to achieve their goals. You use a data-centric approach to drive and inform your decision-making process and report key insights to existing and prospective partners. You are adept at balancing and triaging competing stakeholder interests.
  • ASSESSMENT OF CANDIDATES. You will oversee the recruitment, application, and interview process for the Fellowship and Catalyst Programs, including developing assessment and interview criteria, managing the review of applications, interviewing candidates, and placing candidates at law firms.
  • ACADEMIC & CAREER ADVISING. You find joy in working with students and advising them on academic and career matters. You keep up-to-date on trends in legal education and legal recruiting and will be able to help Fellows navigate their first year of law school, including providing guidance on note-taking, outlining, and taking exams, and can provide support in recruiting for legal internships across a variety of areas, including corporate law, nonprofit organizations, public service, and in-house corporate legal departments.
  • PEOPLE & BUDGET MANAGEMENT. This position will coach, train, and manage members of the Law team, including effectively delegating tasks and providing compassionate feedback. You’ve successfully led staff and prioritize team-building and staff development. You will work with the Associate Director of Programs & Curriculum, Assistant Director of Outreach & Recruitment, and Operations Manager regarding strategic planning in their respective areas, provide guidance, and help them achieve their goals. You will be responsible for managing the team operational & personnel budget.

Is that all? No. We have much to do. You’ll work across changing workstreams. You know that’s the nature of small and growing teams, and you’re an able and pro pinch-hitter.

COMPETENCIES YOU HAVE

  • Empathetic Leadership
  • Listening (You study, hone, and see the magic listening creates)
  • Stakeholder Management
  • Cross-functional Teamwork
  • Employee Relations + Communications
  • Character Assessment, Academic Advising, & Career Counseling
  • People Development
  • Budget Management
  • You enjoy solving complex problems and are customer-driven.
  • You have a curious mindset, enjoy working in fast-paced environments, can quickly adapt to change, and are a quick learner.

EXPERIENCE YOU BRING                                                             

  • JD required.
  • +/- 6 years in comparable roles, developing the competencies described. However, we aren’t tied to the number of years: we know that Rockstar candidates come with different years of experiences!
  • Experienced in strategic thinking, program & partnership development, and academic and career advising.
  • Experienced people manager.
  • Experienced people manager.

We encourage candidates from diverse backgrounds to apply!

SEO is proud to be an equal opportunity and affirmative action employer. We’re committed to equal employment opportunity regardless of race, color, ancestry, religion, sex, national origin, sexual orientation, age, citizenship, marital status, disability, gender identity or any other legally protected status. Visually and hearing impaired candidates can contact us for assistance at: jobinfo@seo-usa.org.

Comments Off on AP Environmental Science Teacher

AP Environmental Science Teacher

Posted by | August 26, 2021 |

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

Science teachers at New Visions schools work with a diverse range of students to develop Biology, Chemistry, Earth Science, or Physics content knowledge and skills through exploration/experimentation, reading, discussion, and writing. Science teachers at New Visions schools will:

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

What We’re Looking For

  • Bachelor’s degree from an accredited college or university is required; Master’s degree is preferred, with a minimum 3.2 GPA
  • A valid New York State Science Subject Area Certification in Biology or General Science
  • Proven track record for planning lessons with clear learning objectives and a means for assessing whether those objectives have been met
  • Strong organizational and communication skills
  • Demonstrated content knowledge and familiarity with Common Core State Standards
  • Demonstrated success in tailoring instruction to the needs of diverse learners
  • Ability to work collaboratively with others to achieve common goals
  • Experience working with educational technology

Additional Information 

Our schools are currently operating with a remote instructional model, with the intent to return to the classroom when it is safe for New Yorkers. For this specific role, both remote and in-person work may be required. We’ll be able to share additional specifics around work expectations as you move forward in the interview process.

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 Program Manager

Posted by | August 25, 2021 |

The Urban Assembly

The Urban Assembly (UA) is a non-profit provider of school support solutions that boost school and student performance. Under the mission of advancing students’ social and economic mobility by improving public education, the UA provides schools and districts with innovative data-driven, student-centered approaches to 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

This role calls for a person deeply committed to UA’s mission and commitment to equity. The Math Program Manager will lead the deployment of our highly successful Algebra Success program, which includes refining and maintaining the programmatic resources (curriculum, tools, etc.), coaching, and leading professional learning. In addition, they will lead a broader expansion of the program, both outside of our network of schools and in expanding the middle school Algebra pilot which took place in the 2019-2020 school year. The ideal candidate has strong project management skills, is an excellent coach, and is relentless in improving student outcomes through data-driven analysis. 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:

  • Refine and iterate on our Algebra Success programming to support achievement in our portfolio of high schools
  • Adapt and codify Algebra Success programming for clients outside of our NYC network of schools
  • Adapt and codify the middle school model for Algebra Success
  • Establish and maintain relationships across a portfolio of 8-12 schools to coach in the Algebra Success model
  • Maintain excellent records on coaching and follow up with schools in a timely fashion
  • Lead the revision and refinement of the curriculum in high school Algebra content
  • Collect and analyze data to determine the impact of coaching and professional learning
  • Lead the implementation of network-wide benchmark assessments for Algebra and analyze the results to inform classroom practice
  • Lead monthly virtual professional development sessions
  • Manage projects and responsibilities across multiple initiatives with independence
  • Monitor the impact of work through network metrics and adjust programmatic inputs based on data and feedback
  • Collaborate with Academics team in developing and implementing cross-functional professional development opportunities
  • Collaborate with the UA team to ensure alignment with organizational goals, and manage program specific assessments for participating schools

Qualifications:

  • 5+ years of coaching experience, and/or equivalent adult development work
  • Content and pedagogy expertise in middle and high school mathematics
  • Strong fluency with using data to support decision making
  • Commitment to The Urban Assembly mission and vision
  • Track record of improving outcomes for students
  • Fluency in collaborative systems and team orientation
  • Flexibility and adaptability
  • Time management and organizational skills
  • Familiarity with a large urban school system preferred

Salary is commensurate with experience and includes an excellent benefits package, including: employer-funded healthcare, a monthly metrocard, phone stipend, financial support for professional development, and generous vacation time. 


Our target start date is September 7, 2021

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Staff Attorney: Charter Schools Initiative

Posted by | August 24, 2021 |

Advocates for Children of New York, Inc. (AFC) seeks a dedicated attorney determined to make a difference for NYC families through direct representation, policy advocacy, and community outreach and training. The Charter Schools Initiative attorney will ensure that families of students attending charter schools have meaningful access to appropriate educational services for their children in the country’s largest school district during an unparalleled time of difficulty for low-income families.

DIRECT REPRESENTATION: The attorney will advocate for students who are in danger of being suspended or expelled, are in need of special education supports, or are experiencing discrimination in their charter schools. As part of this advocacy, the attorney will provide families with information on their rights in charter schools; facilitate referrals for evaluations; participate in school meetings; advocate to school and New York City Department of Education administrators; identify appropriate school placements and services for students; and represent families at suspension/expulsion hearings and special education administrative hearings when necessary.

The day-to-day responsibilities of administrative hearing representation include conducting intake, reviewing school records and psychological evaluations, attending school meetings and speaking to relevant parties in the student’s life, and researching and visiting schools and services that may serve as potential remedies.  After a request for a hearing is drafted and filed, the attorney will negotiate settlement or litigate at a hearing, where the attorney will execute the opening statement, witness testimony, closing argument, and legal briefing required to prevail.

POLICY ADVOCACY: The attorney will work on systemic advocacy efforts regarding charter schools, including efforts related to special education and discipline of students at charter schools.

OUTREACH AND TRAINING: Through the development of materials and presentations, the attorney will educate parents and charter school staff about parents’ and students’ rights in charter schools with a focus on rights related to special education and discipline.  The attorney will also provide technical assistance to other attorneys and advocates who represent students in charter school discipline, special education, or discrimination matters.

AFC is a 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 justice systems.

We use uniquely integrated strategies to advance systemic reform, empower families and communities, and advocate for the educational rights of individual students.  This position will take the most urgent charter school cases from AFC’s Helpline, which serves close to 4,000 families each year.

Qualifications

  • Law degree required and admission to the NYS bar preferred;
  • Demonstrated commitment to serving the public interest;
  • Excellent oral and written communication skills;
  • Strong research and analytical skills;
  • Experience working with low-income communities;
  • Organizational skills, flexibility, initiative, maturity, and cooperative attitude;
  • One to two years litigation experience preferred;
  • Experience and/or knowledge of education, school discipline, disability, or general civil rights law is strongly preferred
  • Proficiency in a language other than English, especially Spanish, preferred.

Expected Start Date

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

Compensation:

The salary depends on experience. In addition to a competitive salary, AFC also offers generous

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Program Associate

Posted by | August 23, 2021 |

The Academy for Teachers needs a smart, creative, organized, and fun person to join our unique organization. A great perk of the job is taking part in our intimate events with world-class experts, intellectuals, artists, and other seriously cool people, like teachers.

This is a full-time, partly-remote position with occasional evening and weekend responsibilities. Applicants must be located in the NYC metro area.

The Program Associate will:

Facilitate our pilot program for new teachers, particularly those of color, at Title 1 schools. Help organize and run our other online and in-person master classes and special events.

Responsibilities include:

  • Overseeing the selection of teacher participants.
  • Communicating with participants before events.
  • Organizing teacher presentations.
  • Coordinating logistics including communicating with the host venue, ordering food, arranging transportation.
  • Serving as host, warmly greeting teachers as they arrive for a program, facilitate Q & A, etc.
  • Wrangling teacher evaluations following each event.
  • Post cool things on social media.

Candidates must:

  • Love to work hard.
  • Know how to work independently.
  • Be gregarious, socially poised, digitally wired, and perfectionist.
  • Have really good writing skills and eagle-eyed proofreading skills.
  • Know how to run a successful meeting and moderate a discussion.

K-12 teaching experience is a plus, as is experience in event design and planning. Familiarity with a database is not required but you’ve got to be comfortable enough with tech to learn how we use ours (Salesforce).

 

Benefits of Working at The Academy for Teachers

Generous benefits, including three weeks of paid vacation, half-day summer Fridays, retirement benefits, as well as medical, dental, and vision insurance (80% employer contribution).

 

All qualified applicants will receive consideration for employment and will not be discriminated against.

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Program Director

Posted by | August 19, 2021 |

Program Director – NYC

Reading Partners is changing the education landscape. We are a leader in working to solve the literacy crisis in our country by leveraging community volunteers in under-resourced schools. Our diverse and expansive volunteer base provides one-on-one tutoring to students twice weekly, and our program is proven to help children master the reading fundamentals they need to unlock their potential as successful, happy and confident readers in school and in life. Our people are our heartbeat and our greatest resource; we are all passionately rallied around our mission to help children become lifelong learners by empowering communities to provide individualized instruction that works. Join our stellar team leading the charge to deepen our impact and expand our service. Learn more about us at www.readingpartners.org .

The High Level

The Program Director’s (PD) main role is to lead, develop and mobilize a team of Program Managers and AmeriCorps Members (ACMs) to implement all aspects of Reading Partners’ program with high fidelity.

Reporting directly to the Executive Director, the Program Director oversees all aspects of program quality, delivery, and implementation in all schools within the region. The Program Director

re-commits school partners, builds and leverages new school partnerships, and builds transformational relationships with districts and schools to support scale in the region. The Program Director drives regional program strategy and activities, and thoughtfully supports Executive Directors in growing the region to deepen impact. In Reading Partners New York (RP NYC) the Program Director will lead program implementation in a portfolio of schools. The Program Director is a resource mobilizer, and relationship-building expert, and is savvy at leading and leveraging people, processes, and policy, both internally and externally

What you’ll do:

Lead the recruitment, hiring, coaching, management and training of up to 40 Reading Partners AmeriCorps members toward successful program implementation across all NYC schools

  • 90% ACM retention region-wide
  • Support the strategy to recruit, hire, train and coach ACMs
  • Build a strong, positive and productive culture across the ACM team (starts with hiring)

Manage all aspects of program implementation including serving as a local literacy program expert, conducting student data analysis and action planning, fostering school relationships, and directly managing Program Managers.

  • Enrollment and student achievement:
    • Achieve a minimum of 25 sessions/student
    • Ensure student attendance is > 90%
    • Enroll at least 1,200 students across 20 sites by March 15th
    • Ensure region wide balance of at least 85% target students
    • Ensure region reaches primary literacy goals for K-4 students
      • 85% of K-2 students achieve primary literacy goal
      • >75% of 3-4 students narrow their achievement gap
    • Ensure region wide satisfaction rating from tutors, teachers and Principals > FY21 results
    • 3rd and 4th grade students enrolled across region will meet individual performance goals
    • Lead program team through enhanced progress monitoring using formal (STAR) and informal assessment, tutor coaching, IRP creation and execution, curriculum enhancements in order to better achieve student impact
    • Lead regional program pilots working with relevant national reams as necessary
  • People Management:
    • Retain high performing program staff through personal and professional development
    • Recruit, hire, train and onboard new program and regional staff as needed
    • Build a strong, positive and productive culture across the program team
    • Lead program managers in ongoing professional development to support their work at RP
    • Work closely with Community Engagement Director to ensure smooth transition of volunteers
  • Partnership Management:
    • Work with regional leadership team to develop strategies to create deep partnerships within each community
    • Support program managers with challenging partnerships and creating champions for RP NYC
    • Ensure each school is commiting and paying fee for service
    • Support tutor recruitment and community building where appropriate/needed
      • Find additional and replacement schools for RP NYC
      • Develop and manage a strategy to understand the NYC DOE and how Reading Partners can be a fit
      • Lead on superintendent relationships and outreach
      • Manage relationship with city offices and funding sources

Lead and contribute to overall program goals including: AmeriCorps learning and development, hiring and onboarding/offboarding, program operations, program communication and overall team culture.

  • Ongoing support:
    • Support and delegate special projects as delegated
    • Support tutor recruitment events in your community
    • Support fundraising events

Other duties as needed.

How you’ll do it:

Leadership & Management:

  • Demonstrate a genuine interest in coaching, inspiring, and developing emerging professionals toward goals. Demonstrate an ability to provide clear guidance and goals, delegate, and provide growth opportunities while supporting progress along the way. Be able to recruit, hire, onboard, and deliver high-quality training to AmeriCorps members. Provide on-site support to AmeriCorps members and tutors at school sites weekly. Support our national network of Reading Partners Program Managers through biweekly calls, best practice sharing, etc.

Relationship Development & Communication:

  • Cultivate strong internal relationships with peers, direct reports, and managers. Possess a strong aptitude for effective communication, remotely and in person, with direct reports, school stakeholders, and other Reading Partners staff. Demonstrate an ability to work collaboratively as an ambassador of Reading Partners externally, specifically with school leaders and staff. Be able to set up strong systems for communication and messaging, tailor communication to audiences, and contextualize messaging. Demonstrate an ability to break down complex topics for a variety of audiences. Employ excellent written communication skills.

Educational expertise:

  • Lead implementation of our organization’s assessment and curriculum and serve as a local subject matter expert on Reading Partners’ curriculum. Ensure high fidelity of the Reading Partners model at all school sites. Possess a high level of knowledge and competency in literacy strategies and behavior management. Demonstrate an ability to assess student performance using observations, to analyze data, and to create subsequent strategies aimed at increasing student achievement. Analyze data and create action plans to improve student results.

Project Management:

  • Demonstrate an ability to effectively manage time, balance multiple competing priorities at once, and, above all, and remain adaptable, flexible, and positive while navigating challenges. Anticipate challenges and/or questions, and proactively act to address them. Understand larger strategic priorities and make measurable progress against these larger goals. Show an ability to make quick, sound, and on-the-fly decisions that consider all stakeholders. See the bigger picture and be able to drill down to smaller details and connect the dots.

About you!

You’ll be successful in this role if you:

  • Have 7-10 years working with elementary-aged students in an educational setting. Teaching experience is strongly preferred.
  • Have direct management experience of volunteers, interns and/or emerging professionals
  • Have experience with literacy assessments, teaching strategies, and student data analysis
  • Have excellent computer skills, including MS Office and database management
  • Can prove eligibility to work in the U.S. legally
  • Boast a deep belief in our mission
  • Root your work in our core values

Bonus points if you:

  • Have experience working in the launch phase of projects or programs
  • Have experience in educational administration
  • Have knowledge of and a connection to the NYC elementary education community
  • Are an AmeriCorps, Peace Corps, or other national service alum/alumna

What we offer:

Reading Partners offers the full package – great benefits, a great place to work and the opportunity to have a glowing and growing career.

  • We offer a competitive salary commensurate with experience. This is a full-time, exempt, salaried position.
  • We offer a comprehensive benefits package, including medical, dental, vision, disability, life insurance, flex spending accounts, generous paid time off, commuter benefits, 403(b) option, and Employee Assistance Program (EAP).
  • We offer an exciting and dynamic culture, and we commit to investing in and supporting our amazing people to grow their careers with us.

The other things you need to know

  • Travel: This position travels regularly to school sites in New York City, and attends community events and conducts partner visits throughout New York City. We are in four out of the five boroughs (except for Staten Island). This position may also involve occasional travel to Reading Partners’ National Headquarters in Oakland, CA.
  • Typical Physical & Mental Demands: Requires prolonged sitting with some bending, stooping, and stretching. Also requires flexibility to readily adapt to a changing environment

 

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Elementary Teacher

Posted by | August 18, 2021 |

Bed-Stuy New Beginnings:

Bedford  Stuyvesant New Beginnings Charter School is an elementary and middle  school proudly serving the students in our neighborhood in Brooklyn,  affectionately known worldwide as ‘Bed-Stuy’.  Opened in 2010, we serve  more than 700 scholars in Kindergarten – Eighth Grade through the  pursuit of 21st century learning, project based & service learning,  and traditional coursework strategies, students will be prepared to  succeed in academically competitive schools as well as become  responsible citizens of the global community.

We offer you the  opportunity to change the future: one scholar at a time. Each BSNBCS  Scholar (present and future) deserves the chance to receive the quality  education they need to help prepare them for academic success and  growth. You also deserve to work in environment that is collaborative,  fosters professional growth and development, and that empowers each  staff member to take ownership of the learning environment in their  classrooms or functional area. This is your chance to join a great team  with the intent of teaching young minds, helping our scholars grow, work  in key roles within the school, and to develop your career.

Our Elementary Teacher:

We  are looking for a dedicated Elementary Teacher who will take a creative  and entrepreneurial approach to teaching and bring the learning  environment to life for our scholars. Our community of teachers strives  to create a space that encourages student ownership in the learning  process and that encourages students to think their way through answers  while exploring their insights and curiosities about the lesson  material.

We foster a culture of excitement about learning for  our students by partnering together to create vibrant learning  environments focused on project- and inquiry-based learning. We have a  co-teaching model that allows our classroom teachers to partner together  to ensure our scholars are engaged with rich and rigorous lesson  material. Ours is a collaborative environment that is designed to help  our scholars engage in their studies as well as in their natural  curiosities and to embrace a culture that is based on restorative  practices; allowing our scholars to feel connected, empowered, and  respected.

A day in the life of our Elementary Teachers:

  • You will collaborate with your fellow teachers to ensure our curriculum meets and exceeds the common core standards of learning.
  • You  will partner with your co-teacher to create and implement creative  lesson plans based on the needs of your scholars and that are in  accordance with the BSNBCS Mission.
  • You will work closely with  peers and school administrators to develop multifaceted curriculum that  integrates multiple subjects and approaches to meet the needs of your  scholars.
  • We want you to take an entrepreneurial approach to  your curriculum, teaching methods, and optional duties that allows you  to be flexible, forward looking, and creative.
  • You’ll need to be  aware of the school’s strategic initiatives and incorporate them into  your work to ensure compliance with the BSNBCS Mission.
  • You’ll  regularly report student progress while maintaining accurate and up to  date records related to scholars’ achievement and performance.
  • You’ll  take an active role in your professional development by identifying and  creating opportunities that expand your skills as an educator.
  • Communication  is important, so you will communicate frequently with scholars,  parents, colleagues, and other school staff members with information  that is pertinent to your scholars and their performance.
  • BSNBCS puts a big focus on our community, so you will need to take an active role in community outreach.
  • You’ll need a strong understanding of and ability to implement the BSNBCS Mission, Vision and Values.
  • Learning  should be fun, so we want you to enjoy teaching and make every effort  to make the learning environment engaging and exciting for your  scholars!

What you need to bring to the table:

  • You MUST have a valid and current New York State Teacher Certification.
  • You MUST possess at least a bachelor’s degree; preferably in Education or a related field.
  • You MUST clear a fingerprint background check to work in any school in NY, so we require all teachers to be cleared through
  • prior to starting employment with us. This cannot be waived and must be complete PRIOR to starting employment with us.
  • You must have a measurable and proven track record of teaching success in a NY District or Charter School
  • You must have at least two years of classroom teaching experience, preferably in an urban school.

What we offer you:

  • A full-time position with a competitive salary that is commensurate with your experience and qualifications
  • Amazing  benefits! As a member of the team, your care and well being are a top  priority. You will have a great benefits package that is not only  affordable but includes all the perks and benefits you deserve!
  • The  opportunity to shape the future. Each of our scholars has the potential  to do great things. All they need is you to help show them how they can  succeed!
  • A friendly and collaborative working environment: Our  classrooms use a co-teaching model that encourages partnership and  collaboration with your fellow teachers. We provide weekly professional  learning community engagement and opportunities to participate in school  wide activities!
  • The change to grow as a professional: You will  be offered many opportunities to refine your skills and grow as a  professional educator through quality professional development  opportunities offered throughout the year!
  • A learning  environment that is innovative and creative: You will be empowered to be  to take ownership of the learning environment in your classroom through  21st learning that is focused in project based, and inquiry based  learning systems!

Application Process:

Applications  are accepted on an ongoing basis. Once we have received your  application, we will review your qualifications and experience as  quickly as possible and get back to you within one week of submission.

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Middle School ELA Teacher

Posted by | August 18, 2021 |

Bed-Stuy New Beginnings:

Bedford Stuyvesant New Beginnings Charter School is an elementary and middle school proudly serving the students in our neighborhood in Brooklyn, affectionately known worldwide as ‘Bed-Stuy’.  Opened in 2010, we serve more than 670 scholars in Kindergarten – Eighth Grade through the pursuit of 21st century learning, project based & service learning, and traditional coursework strategies, students will be prepared to succeed in academically competitive schools as well as become responsible citizens of the global community.

Our ELA Teachers:

Our English Language Arts Teachers are a key component to our Middle School Team. Our ELA Teachers are committed to turning ELA into exciting, engaging, and rigorous opportunities for each and every scholar.

We foster a culture of excitement about learning for our students by partnering together to create vibrant learning environments focused on project- and inquiry-based learning. We have a co-teaching model that allows our classroom teachers to partner together to ensure our scholars are engaged with rich and rigorous lesson material. We have a collaborative environment that is designed to help our scholars engage in their studies as well as in their natural curiosities and to embrace a culture that is based on restorative practices; allowing our scholars to feel connected, empowered, and respected.

A day in the life of our ELA Teachers:

  • You will collaborate with your fellow teachers to ensure our curriculum meets and exceeds the common core standards of learning.
  • You will partner with your co-teacher to create and implement creative subject specific unit and lesson plans based on the needs of your scholars and that are in accordance with the BSNBCS Mission.
  • You will assist with preparing students for the New York State exams.
  • Collaborate with other Teachers to share best practices so can professionally grow as a team.
  • You’ll regularly report student progress while maintaining accurate and up to date records related to scholars’ achievement and performance.
  • BSNBCS puts a big focus on our community, so you will need to take an active role in community outreach.
  • Learning should be fun,  so we want you to enjoy teaching and make every effort to make the learning environment engaging and exciting for your scholars!

What you need to bring to the table:

  • You MUST have a valid and current New York State Teacher Certification. If you are not certified to teach in New York State, you must be actively working toward becoming certified to teach in New York via one of the NYS approved teacher certification pathways.
  • You MUST have a bachelor’s degree in education or related field
  • You MUST clear a fingerprint background check to work in any school in NY, so we require all teachers to be cleared through IdentGo prior to starting employment with us. This cannot be waived and must be complete PRIOR to starting employment with us.
  • You should have at least 2+ years of classroom teaching experience, preferably in an urban school.

What we offer you:

  • A full-time position with a competitive salary that is commensurate with your experience and qualification.
  • Amazing benefits! As a member of  the team, your care and well-being are a top priority. You will have a great benefits package that is not only affordable but includes all the  perks and benefits you deserve!
  • A friendly and collaborative working environment
  • The change to grow as a professional: You will be offered many opportunities to refine your skills and grow as a professional educator through quality professional development opportunities offered throughout the year!
  • A learning environment that is innovative and creative: You will be empowered to be to take ownership of the learning environment in your classroom through 21st learning that is focused in project based, and inquiry based learning systems.

Application Process

Applications are accepted on an ongoing basis. Once we have received your application, we will review your qualifications and experience as quickly as possible and get back to you within one week of submission.

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Middle School Special Education Teacher

Posted by | August 13, 2021 |

Middle School Special Education Teacher, Brooklyn, New York
In-Person Work Required

WHO WE ARE

Explore Schools is a network of public charter schools providing 2,000 students in Brooklyn with the outstanding education they deserve. Our goal is to provide students with curriculum and instruction that is both standards-aligned curriculum and culturally responsive. Our approach is designed to provide the conditions to nurture students as critical thinkers and natural problem-solvers.  As an organization we are committed to engaging in work that disrupts and roots out systems and structures that perpetuate white supremacy. We intentionally seek to build and maintain a diverse and talented team that reflects the backgrounds and experiences of our students and creates an inclusive environment for all employees.

WHAT WE BELIEVE

We believe that all children can learn when immersed in a rich environment full of high expectations, rigorous academics, and caring, committed adults. We believe equity and excellence are not mutually exclusive—we can meet the needs of all students in our schools, while actively engaging parents and driving toward excellent academic results. We believe it is both our privilege and responsibility to help close the opportunity gap in the Brooklyn community.

WHO YOU ARE

You are an educator with experience teaching grades 6-8. You are ready to co-lead a classroom and excited to work closely with students in a 20:1 student-to-teacher ratio. You prioritize student engagement, critical thinking, and authentic relationship-building in the classroom. You have demonstrated that you are a reflective practitioner and prioritize the needs of your students first and are committed to doing the work to educate the whole child.

  • Dedicated to working in communities that have historically been underserved and under-resourced
  • Committed to thoughtfully engaging in identity work necessary to take a culturally responsive approach to pedagogy and relationship-building with students and colleagues
  • Strong classroom management skills: you can set high expectations in the classroom and keep scholars engaged
  • Classroom presence: you are clear and precise when sharing new content with students and can effectively lead students through inquiry-based class discussions
  • Detail-oriented, and highly organized
  • Classroom teaching experience required; 2 years preferred
  • New York State Teaching Certification, preferred
  • Master’s Degree in Education, preferred

 

WHAT YOU’LL DO 

Nearly 20% of our students receive special education services. As an Middle School Special Education Teacher, you will work with our students with disabilities by providing data driven support through differentiated and specialized instruction. You will be expected to manage the following daily:

  • Provide targeted small group instruction to students throughout the day
  • Provide direct service to students to help them achieve their IEP goals
  • Work collaboratively with grade level teams across content areas
  • Assist teachers with differentiation in the classroom
  • Collaborate as part of the student intervention referral team
  • Support with assessment of students as a proctor and monitor of examinations, including the administration of testing accommodations
  • Provide a range of instructional, management, and assessment strategies to meet the different needs of students
  • Facilitate testing accommodations
  • Assist with non-instructional supervision of students, such as arrival/dismissal, hallway monitoring, substitute teaching, lunch and playground duty, or supervision of extracurricular activities
  • Keep accurate and organized records of student information
  • Actively engage in identity work and necessary conversations in order to dismantle white supremacy culture

 

BENEFITS AND PERKS

Explore Schools staff members receive a competitive salary, vacation including network shutdown days, considerable matching of retirement contributions, and more. Additionally, you can expect:

  • Comprehensive benefits package including health, dental, and vision insurance
  • Professional development: teachers participate in weekly PD, year-round retreats and trainings, and on-going coaching by professionals
  • Continued education support: staff are eligible to receive some scholarship towards qualifying certification costs or higher education tuition
  • Flexible and reflective leadership: dedicated to staff development, and committed to direct and sensitive communication
  • Driven and passionate colleagues who contribute to a professional and collaborative work environment

 

LOCATION

Explore Schools is a network of 8 charter schools located in Canarsie, Crown Heights, and Flatbush communities of Brooklyn, NY. Our network office is located in DUMBO, Brooklyn. For the 21-22 school year, our schools will be moving back to a fully in-person model. For this specific role, in-person work is required.

EQUAL OPPORTUNITY EMPLOYER

Explore Schools is an equal opportunity employer. We do not discriminate against any employee or applicant for employment on the basis of race, color, religion, gender, gender expression, age, national origin, disability, marital status, sexual orientation, veteran or military status.

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Elementary Special Education Teacher

Posted by | August 13, 2021 |

Elementary Special Education Teacher, Brooklyn, New York
In-Person Work Required

WHO WE ARE
Explore Schools is a network of public charter schools providing 2,000 students in Brooklyn with the outstanding education they deserve. Our goal is to provide students with curriculum and instruction that is both standards-aligned curriculum and culturally responsive. Our approach is designed to provide the conditions to nurture students as critical thinkers and natural problem-solvers.  As an organization we are committed to engaging in work that disrupts and roots out systems and structures that perpetuate white supremacy. We intentionally seek to build and maintain a diverse and talented team that reflects the backgrounds and experiences of our students and creates an inclusive environment for all employees.

WHAT WE BELIEVE
We believe that all children can learn when immersed in a rich environment full of high expectations, rigorous academics, and caring, committed adults. We believe equity and excellence are not mutually exclusive—we can meet the needs of all students in our schools, while actively engaging parents and driving toward excellent academic results. We believe it is both our privilege and responsibility to help close the opportunity gap in the Brooklyn community.

WHO YOU ARE
You are an educator with experience teaching grades K-5. You are ready to co-lead a classroom and excited to work closely with students in a 15:1 or 20:1 student-to-teacher ratio. You prioritize student engagement, critical thinking, and authentic relationship-building in the classroom. You have demonstrated that you are a reflective practitioner and prioritize the needs of your students first and are committed to doing the work to educate the whole child.

  • Dedicated to working in communities that have historically been underserved and under-resourced
  • Committed to thoughtfully engaging in identity work necessary to take a culturally responsive approach to pedagogy and relationship-building with students and colleagues
  • Strong classroom management skills: you can set high expectations in the classroom and keep scholars engaged
  • Classroom presence: you are clear and precise when sharing new content with students and can effectively lead students through inquiry-based class discussions
  • Detail-oriented, and highly organized
  • Classroom teaching experience required; 2 years preferred
  • New York State Teaching Certification, preferred
  • Master’s Degree in Education, preferred


WHAT YOU’LL DO
Nearly 20% of our students receive special education services. As an Elementary Special Education Teacher, you will work with our students with disabilities by providing data driven support through differentiated and specialized instruction. You will be expected to manage the following daily:

  • Provide targeted small group instruction to students throughout the day
  • Provide direct service to students to help them achieve their IEP goals
  • Work collaboratively with grade level teams across content areas
  • Assist teachers with differentiation in the classroom
  • Collaborate as part of the student intervention referral team
  • Support with assessment of students as a proctor and monitor of examinations, including the administration of testing accommodations
  • Provide a range of instructional, management, and assessment strategies to meet the different needs of students
  • Facilitate testing accommodations
  • Assist with non-instructional supervision of students, such as arrival/dismissal, hallway monitoring, substitute teaching, lunch and playground duty, or supervision of extracurricular activities
  • Keep accurate and organized records of student information
  • Actively engage in identity work and necessary conversations in order to dismantle white supremacy culture


BENEFITS AND PERKS
Explore Schools staff members receive a competitive salary, vacation including network shutdown days, considerable matching of retirement contributions, and more. Additionally, you can expect:

  • Comprehensive benefits package including health, dental, and vision insurance
  • Professional development: teachers participate in weekly PD, year-round retreats and trainings, and on-going coaching by professionals
  • Continued education support: staff are eligible to receive some scholarship towards qualifying certification costs or higher education tuition
  • Flexible and reflective leadership: dedicated to staff development, and committed to direct and sensitive communication
  • Driven and passionate colleagues who contribute to a professional and collaborative work environment


LOCATION
Explore Schools is a network of 8 charter schools located in Canarsie, Crown Heights, and Flatbush communities of Brooklyn, NY. Our network office is located in DUMBO, Brooklyn. For the 21-22 school year, our schools will be moving back to a fully in-person model. For this specific role, in-person work is required.


EQUAL OPPORTUNITY EMPLOYER
Explore Schools is an equal opportunity employer. We do not discriminate against any employee or applicant for employment on the basis of race, color, religion, gender, gender expression, age, national origin, disability, marital status, sexual orientation, veteran or military status.

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Elementary Teacher

Posted by | August 13, 2021 |

Elementary Classroom Teacher, Brooklyn, New York
In-Person Work Required


WHO WE ARE
Explore Schools is a network of public charter schools providing 2,000 students in Brooklyn with the outstanding education they deserve. Our goal is to provide students with curriculum and instruction that is both standards-aligned curriculum and culturally responsive. Our approach is designed to provide the conditions to nurture students as critical thinkers and natural problem-solvers.  As an organization we are committed to engaging in work that disrupts and roots out systems and structures that perpetuate white supremacy. We intentionally seek to build and maintain a diverse and talented team that reflects the backgrounds and experiences of our students and creates an inclusive environment for all employees.

WHO YOU ARE
You are an educator with experience teaching grades K-5. You are ready to co-lead a classroom and excited to work closely with students in a 15:1 or 20:1 student-to-teacher ratio. You prioritize student engagement, critical thinking, and authentic relationship-building in the classroom. You have demonstrated that you are a reflective practitioner and prioritize the needs of your students first and are committed to doing the work to educate the whole child. Dedicated to working in communities that have historically been underserved and under-resourced

  • Dedicated to working in communities that have historically been underserved and under-resourced
  • Committed to thoughtfully engaging in identity work necessary to take a culturally responsive approach to pedagogy and relationship-building with students and colleagues
  • Strong classroom management skills: you can set high expectations in the classroom and keep scholars engaged
  • Classroom presence: you are clear and precise when sharing new content with students and can effectively lead students through inquiry-based class discussions
  • Detail-oriented, and highly organized
  • Classroom teaching experience required; 2 years preferred
  • New York State Teaching Certification, preferred
  • Master’s Degree in Education, preferred

WHAT YOU’LL DO
As an Elementary Classroom Teacher you will co-lead a classroom on a 15:1 or 20:1 ratio with elementary students. You will be expected to manage the following daily:

  • Empower our scholars through teaching that balances cognitive development and critical thinking skills through responsive, rigorous, standards-aligned curriculum
  • Provide a range of instructional, management, and assessment strategies to meet the different needs of students
  • Engage in rigorous intellectual preparation and practice for all content areas you are responsible for teaching
  • Participate in creating, revising, administering, and grading assessments
  • Keep accurate and organized records of student information
  • Provide tutoring to small student groups as required
  • Collaborate with colleagues across content areas and grade levels
  • Attend and actively participate in all meetings including PLCs, grade level meetings, and PD sessions
  • Review and leverage student data daily to inform instruction • Conduct family-teacher conferences as needed, as well as on-going family communication
  • Ensure the safety of students at all times
  • Assist with non-instructional supervision of students, such as arrival/dismissal, hallway monitoring, substitute teaching, lunch and playground duty, or supervision of extracurricular activities
  • Actively engage in identity work and necessary conversations in order to dismantle white supremacy culture


BENEFITS AND PERKS
Explore Schools staff members receive a competitive salary, vacation including network shutdown days, considerable matching of retirement contributions, and more. Additionally, you can expect:

  • Comprehensive benefits package including health, dental, and vision insurance
  • Professional development: teachers participate in weekly PD, year-round retreats and trainings, and on-going coaching by professionals
  • Continued education support: staff are eligible to receive some scholarship towards qualifying certification costs or higher education tuition
  • Flexible and reflective leadership: dedicated to staff development, and committed to direct and sensitive communication
  • Driven and passionate colleagues who contribute to a professional and collaborative work environment


LOCATION
Explore Schools is a network of 8 charter schools located in Canarsie, Crown Heights, and Flatbush communities of Brooklyn, NY. Our network office is located in DUMBO, Brooklyn. For the 21-22 school year, our schools will be moving back to a fully in-person model. For this specific role, in-person work is required.

EQUAL OPPORTUNITY EMPLOYER
Explore Schools is an equal opportunity employer. We do not discriminate against any employee or applicant for employment on the basis of race, color, religion, gender, gender expression, age, national origin, disability, marital status, sexual orientation, veteran or military status.

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Middle School Science Teacher

Posted by | August 13, 2021 |

Middle School Science Teacher, Brooklyn, New York
In-Person Work Required

WHO WE ARE
Explore Schools is a network of public charter schools providing 2,000 students in Brooklyn with the outstanding education they deserve. Our goal is to provide students with curriculum and instruction that is both standards-aligned curriculum and culturally responsive. Our approach is designed to provide the conditions to nurture students as critical thinkers and natural problem-solvers.  As an organization we are committed to engaging in work that disrupts and roots out systems and structures that perpetuate white supremacy. We intentionally seek to build and maintain a diverse and talented team that reflects the backgrounds and experiences of our students and creates an inclusive environment for all employees.

WHAT WE BELIEVE
We believe that all children can learn when immersed in a rich environment full of high expectations, rigorous academics, and caring, committed adults. We believe equity and excellence are not mutually exclusive—we can meet the needs of all students in our schools, while actively engaging parents and driving toward excellent academic results. We believe it is both our privilege and responsibility to help close the opportunity gap in the Brooklyn community.

WHO YOU ARE
You are an educator with experience teaching grades 6-8. You are ready to lead a classroom and excited to work closely with students in a 20:1 student-to-teacher ratio. You prioritize student engagement, critical thinking, and authentic relationship-building in the classroom. You have demonstrated that you are a reflective practitioner and prioritize the needs of your students first and are committed to doing the work to educate the whole child.

  • Dedicated to working in communities that have historically been underserved and under-resourced
  • Committed to thoughtfully engaging in identity work necessary to take a culturally responsive approach to pedagogy and relationship-building with students and colleagues
  • Strong classroom management skills: you can set high expectations in the classroom and keep scholars engaged
  • Science content knowledge
  • Exceptional communication skills: you shine in front of the classroom and through written and verbal communication
  • Detail-oriented, and highly organized
  • Classroom teaching experience required; 2 years preferred
  • New York State Teaching Certification, preferred
  • Master’s Degree in Education, preferred


WHAT YOU’LL DO
As a Middle School Science Teacher you will lead classrooms of about 20 middle school students. You will be teaching General Science and/or Living Environment depending on grade level/specific school needs. You will be expected to manage the following daily:

  • Empower our scholars through teaching that balances cognitive development and critical thinking skills through responsive, rigorous, standards-aligned curriculum
  • Provide a range of instructional, management, and assessment strategies to meet the different needs of students
  • Create thoughtful and engaging unit and lesson plans daily
  • Participate in creating, revising, administering, and grading assessments
  • Keep accurate and organized records of student information
  • Provide tutoring to small student groups as required
  • Collaborate with colleagues across content areas and grade levels
  • Attend and actively participate in all meetings including PLCs, grade level meetings, and PD sessions
  • Conduct parent-teacher conferences as needed, as well as manage parent communication
  • Ensure the safety of students at all times
  • Assist with non-instructional supervision of students, such as arrival/dismissal, hallway monitoring, substitute teaching, lunch and playground duty, or supervision of extracurricular activities
  • Actively engage in identity work and necessary conversations in order to dismantle white supremacy culture


BENEFITS AND PERKS
Explore Schools staff members receive a competitive salary, vacation including network shutdown days, considerable matching of retirement contributions, and more. Additionally, you can expect:

  • Comprehensive benefits package including health, dental, and vision insurance
  • Professional development: teachers participate in weekly PD, year-round retreats and trainings, and on-going coaching by professionals
  • Continued education support: staff are eligible to receive some scholarship towards qualifying certification costs or higher education tuition
  • Flexible and reflective leadership: dedicated to staff development, and committed to direct and sensitive communication
  • Driven and passionate colleagues who contribute to a professional and collaborative work environment


LOCATION
Explore Schools is a network of 8 charter schools located in Canarsie, Crown Heights, and Flatbush communities of Brooklyn, NY. Our network office is located in DUMBO, Brooklyn. For the 21-22 school year, our schools will be moving back to a fully in-person model. For this specific role, in-person work is required.


EQUAL OPPORTUNITY EMPLOYER
Explore Schools is an equal opportunity employer. We do not discriminate against any employee or applicant for employment on the basis of race, color, religion, gender, gender expression, age, national origin, disability, marital status, sexual orientation, veteran or military status.

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Middle School Math Apprentice Teacher

Posted by | August 12, 2021 |

Middle School Apprentice Teacher (Math), Brooklyn, New York
In-Person Work Required


WHO WE ARE

Explore Schools is a network of public charter schools providing 2,000 students in Brooklyn with the outstanding education they deserve. Our goal is to provide students with curriculum and instruction that is both standards-aligned curriculum and culturally responsive. Our approach is designed to provide the conditions to nurture students as critical thinkers and natural problem-solvers.  As an organization we are committed to engaging in work that disrupts and roots out systems and structures that perpetuate white supremacy. We intentionally seek to build and maintain a diverse and talented team that reflects the backgrounds and experiences of our students and creates an inclusive environment for all employees.

WHAT WE BELIEVE

We believe that all children can learn when immersed in a rich environment full of high expectations, rigorous academics, and caring, committed adults. We believe equity and excellence are not mutually exclusive—we can meet the needs of all students in our schools, while actively engaging parents and driving toward excellent academic results. We believe it is both our privilege and responsibility to help close the opportunity gap in the Brooklyn community.

WHO YOU ARE

Explore Schools is seeking passionate and dedicated educators to join our faculty. You have some experience working with children but may have limited or no experience leading a classroom. You are interested in contributing to an environment where you can prioritize student engagement, critical thinking, and relationship building in the classroom. The most successful teachers in our network love challenges, collaboration, and building meaningful relationships with all students.

  • Dedicated to working in communities that have historically been underserved and under-resourced
  • Committed to thoughtfully engaging in identity work necessary to take a culturally responsive approach to pedagogy and relationship-building with students and colleagues
  • Exceptional communication skills
  • Organized with strong attention to detail
  • Skilled at project managing
  • Ability to influence and motivate others
  • Expertise in change management
  • Bachelor’s degree required, Master’s degree in education preferred

 

WHAT YOU’LL DO 

This role will work as a support teacher in one classroom, while refining skills under the guidance of an experienced teacher. The Apprentice Teacher will receive professional development in many aspects of teaching, including classroom management, planning Common Core aligned lessons and delivering rigorous instruction that puts the cognitive load on students. You will be expected to manage the following daily:

  • Operate professionally, in accordance with our Operating Values and Staff Handbook
  • Serve as the lead teacher for one period of instruction each day
  • Support the mentor teacher throughout all instructional blocks
  • Lead small group instruction in math and literacy
  • Attend and actively participate in all meetings including PLCs, grade level meetings, and PD sessions
  • Collaborate with colleagues across content areas and grade levels
  • Participate in creating, revising, administering, and grading assessments
  • Keep accurate and organized records of student information
  • Conduct parent-teacher conferences as needed, as well as on-going parent communication
  • Support planning for and attend Curriculum Nights and Back to School Night
  • Ensure the safety of students at all times
  • Assist with non-instructional supervision of students, such as arrival/dismissal, hallway monitoring, substitute teaching, lunch and playground duty, or supervision of extracurricular activities
  • Actively engage in identity work and necessary conversations in order to dismantle white supremacy culture

BENEFITS AND PERKS

Explore Schools staff members receive a competitive salary, vacation including network shutdown days, considerable matching of retirement contributions, and more. Additionally, you can expect:

  • Comprehensive benefits package including health, dental, and vision insurance
  • Professional development: teachers participate in weekly PD, year-round retreats and trainings, and on-going coaching by professionals
  • Continued education support: staff are eligible to receive some scholarship towards qualifying certification costs or higher education tuition
  • Flexible and reflective leadership: dedicated to staff development, and committed to direct and sensitive communication
  • Driven and passionate colleagues who contribute to a professional and collaborative work environment


LOCATION

Explore Schools is a network of 8 charter schools located in Canarsie, Crown Heights, and Flatbush communities of Brooklyn, NY. Our network office is located in DUMBO, Brooklyn. For the 21-22 school year, our schools will be moving back to a fully in-person model. For this specific role, in-person work is required.


EQUAL OPPORTUNITY EMPLOYER

Explore Schools is an equal opportunity employer. We do not discriminate against any employee or applicant for employment on the basis of race, color, religion, gender, gender expression, age, national origin, disability, marital status, sexual orientation, veteran or military status.

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Teach High School Math in the Rockaways!

Posted by | August 12, 2021 |

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.

 

Apply Now!

To apply and read the comprehensive job description, check out our careers site: https://grnh.se/07cc86261us

 

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. 

 

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Associate Director, Programs & Curriculum, Law Program

Posted by | August 11, 2021 |

THE WORK CULTURE

You know we do not have a simply captioned culture because you know culture is not that simple. What we have is an ensemble of 300+ scholarly, entrepreneurial, creative, analytical, collaborative, independent, results-driven, mission-driven people. We’re academic and career advisors, program designers and managers, business development and operations professionals, industry specialists, curriculum designers, and DEIB thinkers and leaders. It’s fast, changing, and never boring.

THE TEAM

The new Law team is taking shape, and we’ll need your help to build it. We’re building a pipeline of future lawyers and leaders in society from underrepresented backgrounds, scaling the program across the country, and continuing to guide and ground a focus in training, learning, inclusion, and collaboration across the organization. Our Fellowship Program serves 150+ incoming law students each year by providing them with intensive academic and professional development training, an internship at a corporate law firm in one of 14 cities, and academic support during their first year of law school. Our Catalyst Program supports 40+ aspiring law students nationwide in their LSAT journeys and applications to law school.

THE ROLE

  • PROGRAM & CURRICULUM DEVELOPMENT. You can think strategically to develop programs and curricula for the Fellowship and Catalyst Programs to solve complex problems in diversity, equity, inclusion, and belonging in the legal profession. You will be able to work with our law students, law firms, and faculty/instructors to understand their most pressing needs and create innovative programming to address their needs and seek new opportunities. You will work with our faculty to design curricula for our law students that is rooted in anti-racist pedagogy.
  • CONFERENCE & EVENT DESIGN. You have experience developing large-scale conferences and events for more than 150 people in-person and virtually. You will coordinate with 300+ attendees and speakers, 100+ volunteers, 12+ coaches, and 10+ faculty members to plan and execute our 2-week conference-style “Law Institute” (including academic sessions, panel discussions, and networking receptions). You will work with our sponsoring law firms to coordinate 10+ other summer events based in New York and 5+ events in other markets.
  • PROJECT MANAGEMENT. You will quarterback all special projects and events keeping the team, sponsors, and vendors on-track to meet our goals. You know how to reconcile and align competing stakeholder interests. You’re experienced in applying project planning to meet team goals. You love project management tools (Airtable is a favorite) and can train others to use these tools to drive collaboration and meet deadlines.
  • PEOPLE MANAGEMENT. This position will coach, train, and manage the Program & Events Coordinator for the team, including effectively delegating tasks and providing compassionate feedback. You’ve successfully led staff and prioritize team-building and staff development.

Is that all? No. We have much to do. You’ll work across changing workstreams (including assisting with reviews of applications, interviews, and candidate assessment, as needed). You know that’s the nature of small and growing teams, and you’re an able and pro pinch-hitter.

COMPETENCIES YOU HAVE

  • Listening (You study, hone, and see the magic listening creates)
  • Project Management (using technology tools and resources)
  • Stakeholder & Vendor Management
  • Cross-functional Teamwork
  • Employee Relations + Communications
  • People Development
  • You enjoy solving complex problems and are customer-driven.
  • You have a curious mindset, enjoy working in fast-paced environments, can quickly adapt to change, and are a quick learner.

EXPERIENCE YOU BRING

  • JD preferred.
  • +/- 5 years in comparable roles, developing the competencies described. However, we aren’t tied to the number of years: we know that Rockstar candidates come with different years of experiences!
  • Experienced in events-planning and curriculum development for young professionals.
  • Experienced people manager.

We encourage candidates from diverse backgrounds to apply!

SEO is proud to be an equal opportunity and affirmative action employer. We’re committed to equal employment opportunity regardless of race, color, ancestry, religion, sex, national origin, sexual orientation, age, citizenship, marital status, disability, gender identity or any other legally protected status. Visually and hearing impaired candidates can contact us for assistance at: jobinfo@seo-usa.org.

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Operations Manager, Law Program

Posted by | August 11, 2021 |

THE WORK CULTURE

You know we do not have a simply captioned culture because you know culture is not that simple. What we have is an ensemble of 300+ scholarly, entrepreneurial, creative, analytical, collaborative, independent, results-driven, mission-driven people. We’re academic and career advisors, program designers and managers, business development and operations professionals, industry specialists, curriculum designers, and DEIB thinkers and leaders. It’s fast, changing, and never boring.

THE TEAM

The new Law team is taking shape, and we’ll need your help to build it. We’re building a pipeline of future lawyers and leaders in society from underrepresented backgrounds, scaling the program across the country, and continuing to guide and ground a focus in training, learning, inclusion, and collaboration across the organization. Our Fellowship Program serves 150+ incoming law students each year by providing them with intensive academic and professional development training, an internship at a corporate law firm in one of 14 cities, and academic support during their first year of law school. Our Catalyst Program supports 40+ aspiring law students nationwide in their LSAT journeys and applications to law school

THE ROLE

  • PEOPLE & OPERATIONS MANAGEMENT. This position will manage internal logistics & operations for the team, including overseeing the technology stack, data, metrics, and analytics. You’ve successfully managed staff and prioritize team-building and staff development. You will coach, train, and manage the Operations Coordinator in supervising their administrative and data/analytics functions, including effectively delegating tasks and providing compassionate feedback.
  • DATA, METRICS + ANALYTICS. You enjoy analyzing and solving data problems, including in situations with limited and/or complex data. You know what metrics need to be measured and can build processes to collect the necessary data. You know your way around Excel like the back of your hand, including architecting creative formulas to extract insights from messy data, and can showcase important insights using tables, graphs, charts, etc. on Excel and Powerpoint. You will liaise with other team members to provide them with analytics to inform their decision-making processes.
  • TECHNOLOGY PLATFORMS. You’re plugged into emerging data and ed-tech trends. You have led good to great project management using a variety of support platforms, and managed academic and data/analytic tool sets, from sourcing platforms and selection to training and execution. You’ve configured, integrated, and managed technology platforms to meet changing organizational needs and improve efficiencies and productivity. You are comfortable using tools including (or similar to) Airtable, Momentive (f/k/a SurveyMonkey) and Momentive Apply (f/k/a SurveyMonkey Apply), Zoom, Monday.com, Slack, Hopin, and Blackboard, and will serve as a key liaison to the Law team, applicants and participants, instructors, and coaches with respect to training and troubleshooting these platforms. You also have experience using virtual conferencing technology such as Zoom and Hopin to develop special virtual programming and will be the primary point person for approximately 10-20 virtual events each year.

Is that all? No. We have much to do. You’ll work across changing workstreams (including assisting with reviews of applications, interviews, and candidate assessment, as needed). You know that’s the nature of small and growing teams, and you’re an able and pro pinch-hitter.

COMPETENCIES YOU HAVE

  • Listening (You study, hone, and see the magic listening creates)
  • Technology Development Program (Strategy, Design, Implementation, and Measurement)
  • Data/Analytics
  • Cross-functional Teamwork
  • Employee Relations + Communications
  • People Development
  • You enjoy solving complex problems and are customer-driven.
  • You have a curious mindset, enjoy working in fast-paced environments, can quickly adapt to change, and are a quick learner

EXPERIENCE YOU BRING

  • +/- 4 years in comparable roles, developing the competencies described. However, we aren’t tied to the number of years: we know that Rockstar candidates come with different years of experiences!
  • Experienced in using technologies to improve operations and efficiencies.
  • Experienced in using Excel and Powerpoint to analyze and present data insights.
  • Experienced people manager.

We encourage candidates from diverse backgrounds to apply!

SEO is proud to be an equal opportunity and affirmative action employer. We’re committed to equal employment opportunity regardless of race, color, ancestry, religion, sex, national origin, sexual orientation, age, citizenship, marital status, disability, gender identity or any other legally protected status. Visually and hearing impaired candidates can contact us for assistance at: jobinfo@seo-usa.org.

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Program Manager

Posted by | August 4, 2021 |

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 Summary:

Reporting directly to the Executive Director and consistent with the mission of Girls on the Run, the Program Manager is responsible for overall coordination of spring, fall and summer program delivery, the recruitment and retention of program sites and volunteer coaches and ensuring successful, quality programming that is inclusive and accessible. This is a full-time position based in New York City.

RESPONSIBILITIES:

Program Site Management:

  • Recruit and manage sites offering the GOTR program including Girls on the Run (3rd-5th grade), Heart & Sole (6th-8th grade), and GOTR Summer Sessions using Camp GOTR curriculums.
  • Develop relationships with schools and community sites to increase and retain program sites and volunteer coaches with an emphasis on inclusivity and accessibility.
  • Review and respond to new site applications and returning site renewal applications, and lead program implementation.
  • Work with the Executive Director in the implementation and seasonal review of participant financial assistance policies and procedures.
  • Coordinate and disseminate program-related marketing materials.
  • Visit program sites to ensure the programs’ quality and consistency; coordinate site visits with staff and volunteers.
  • Oversee communication with program sites, coaches, and families (parents/guardians/caregivers) from organization.

Coach Management and Training:

  • Ensure all program sites are staffed with qualified volunteer coaches and site liaisons.
  • Screen and recruit potential GOTR coaches, manage volunteer coach placement for teams, and work with staff on coach recruitment needs.
  • Oversee all aspects of coach training and coach meetings, including Girls on the Run training, CPR & First Aid training, pre-season and in-season meetings and background checks. For Fall 2021 season, trainings and meetings are hybrid with virtual and in-person components.
  • Be familiar with all compliance issues and guidelines; ensure sites are aware of and adhering to established policies and procedures.

Organizational Support:

  • Serve as a role model for Girls on the Run, exhibiting GOTR core values and working to achieve the GOTR mission.
  • Play a key leadership role with end-of-season 5k events. Fall 2021 season anticipates site-based 5k events at each program site, with a return to a city-wide GOTR 5k in 2022.
  • Work with Executive Director to develop and track program budget, and forecast for future seasons and years.
  • Attend and work special events for the organization and/or community events to help raise awareness of organization.
  • Attend and work program events including site visits, info meetings, coach training and the Girls on the Run 5K. Includes some evenings and weekends.
  • Develop positive relationships with volunteers, Board members, community members, school & community-based organization personnel and staff.

Required Qualifications and Attributes

  • Bachelor’s degree or three years equivalent work experience required, preferably in youth development, public health, education or social work.
  • Able to convincingly present GOTR program offerings and possess a depth of knowledge, or a willingness to learn, about the GOTR program and philosophy.
  • Comfortable building and maintaining relationships with a diverse set of stakeholders.
  • Enjoy taking initiative and managing multiple tasks and projects at one time.
  • Ability to travel within the five boroughs on public transportation.
  • Ability to recruit, screen, train and motivate community-based volunteers.
  • Excellent project coordination, communication, collaboration and team participation skills.
  • Able to respond quickly and empathically to volunteer coaches and program sites, and generate win-win solutions.
  • Computer competence, including, but not limited to: Database management systems, Microsoft Office, Google Suite, and email.
  • Available between 2 – 6 p.m. EST most weekdays during the school year.

Preferred Qualifications

  • Experience with Girls on the Run or other similar youth development program.
  • Non-profit experience, including volunteer management.

The salary range for this position is $62,000 – $66,000. In addition, Girls on the Run NYC offers a benefits package including professional development funds, retirement plan with employer match, medical and dental insurance, twelve paid holidays and 20 days of flexible PTO annually.

Comments Off on Account Manager – NYC

Account Manager – NYC

Posted by | July 30, 2021 |

About the Company

Otus offers a seamless K-12 learning platform for administrators, teachers, students, and families.

We do this by implementing amazing ideas from awesome people and we need more awesomeness on our team. Are you passionate, collaborative, love to geek out on technology, and want to work for a mission-driven company that is shaping the way teachers, students and parents of students learn together? If so, we want to hear from you.

Our diverse team consists of talented designers, developers, coaches, and leaders who share a variety of interests. You’ll find musicians, world travelers, beer enthusiasts, nerds, sports fans, and all-around great people who shape our positive culture.

Your Role

We are looking for an Account Manager to create long-term, trusting relationships with our customers in New York City. The Account Manager’s role is to oversee a portfolio of assigned customers, develop new business from existing clients and handle incoming inquiries from customers.

This role reports to our Chief Learning Officer.

As an early member of a growing team, you must possess a strong work ethic and be upbeat, driven, intelligent, well-organized, articulate, share a passion for learning new technologies, and thrive in a fun, fast-paced environment.

Responsibilities

  • Collaborate with other account managers on development of drip campaigns to encourage usage
  • Collaborate with other account managers on the implementation of the Otus Certified Educators program
  • Tag users accordingly within their districts so drip campaigns start as intended
  • Determine when drip campaigns are launched for their districts
  • Monthly touch base with key contacts at assigned customers, at least quarterly by phone
  • Twice a year in person contact with strategic accounts (once this is possible)
  • Biweekly usage check
  • Provide webinar or in person professional development as requested
  • Coordinate Regional Workshops
  • Work alongside technology coaches to coordinate & complete additional tasks (data uploads, assessment development…)

Qualifications

  • An outgoing personality that resonates over the phone or in email
  • Excellent communication and interpersonal skills
  • Very strong writing ability
  • The ability to solve technical problems
  • Patience to deal with complex issues and a variety of personalities
  • Motivation and desire to help others
  • Careful attention to detail
  • Strong organizational and prioritization skills
  • Foreign language skills, especially Spanish, are a plus
  • Minimum of an earned Bachelor’s Degree
  • 2-3 year(s) of experience as a teacher, instructional/technology coach, or school administrator.
  • Ability to travel up to 30% nationally or 80% within the New York Metro Area.

 

Benefits and Perks

  • Competitive salary and employee stock options
  • 22 days of paid vacation per year (plus paid holidays)
  • Up to 12 weeks of parental leave and great work/life balance
  • Our team works remotely from the comfort of their homes (HQ in Chicago)
  • Excellent medical, dental, and vision insurance
  • Professional development/tuition reimbursement
  • Home office improvement budget
  • Life Insurance and disability benefits
  • 401K with an employer match (up to 4%)

Otus is an Equal Opportunity Employer and embraces diversity of every kind. You must be legally authorized to work in the US. Unfortunately, the company is unable to support sponsorships at this time.

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Senior Program Manager

Posted by | July 29, 2021 |

Position Summary:

Working under the supervision of the Program Director, the Senior Program Manager (SPM) oversees the design and digitization of all BUILD NYC’s curriculum. Working in collaboration with NYC team’s Program Managers, teachers, community-based partners and the National Director of Instructional Design and Evaluation, the SPM will ensure that the curriculum design advances BUILD’s mission, maintains consistency of outcomes and provides the enhancements needed to ensure that BUILD NYC maintains its competitive edge.

Importantly, the SPM will establish new and manage existing partnerships with community-based organizations and other city agencies.  The SPM will provide instructional coaching, training and observations to ensure that implementation of BUILD’s curriculum is met with fidelity.

The Senior Program Manager is skilled in designing and creating culturally-responsive curriculum in blended learning environments. Digital fluency is a must as BUILD is developing a full suite of virtual learning tools. The Senior Program Manager exhibits leadership, knowledge and understanding as it relates to the field of entrepreneurship, partnership development, youth development and workforce learning. The Senior Program Manager will have an active social justice lens and has demonstrated knowledge of culturally-responsive pedagogy and anti-bias education.

Position Responsibilities:

Instructional Design and Curriculum Development (40%):

  • Design and develop learning content as needed that are both teacher-driven and student-driven for in-person, blended, and digital environments
    • Develop original curricula that has alignment with
      • Project-based learning with a focus on student agency and engagement
      • 21st Century Skills
      • Anti-bias/social justice K-12 education trends
      • Design Thinking framework
  • Support the development of assessments and observational tools to ensure program quality
  • Utilize human-centered design practices to continually update BUILD NYC’s materials and product offerings
  • Create and publish guides, tools and other resources to ensure site staff are equipped to implement BUILD programming, refreshing regularly
  • Serve as an organizational expert and internal resource on BUILD’s instructional approach

Coaching & Training (20%)

  • In collaboration with Program Managers, create and facilitate professional development for teachers, external partners and other key program staff to enable them to effectively deliver the curriculum
  • Provide coaching and professional development, ensuring program excellence, to a limited number of direct service teachers and to all external partners
  • Conduct formal observations to ensure program facilitators adhere to the model and strengthen teachers’ pedagogical practices
 

Community Partnerships (40%)

  • Develop and implement in collaboration with the Program Director an external partners growth strategy
  • Manage all external partnerships by designing curriculum models aligned with partners needs, training stakeholders and ensuring that all stakeholders are adhering to the contractual agreements of the partnership
  • Foster a culture of belonging, trust, effective communication, perseverance, collaboration, and overall excellence with our external partners

Candidate Requirements:

  • Master’s degree preferred. BA or BS degree in education or youth development, or related field and 5 years experience required in the field
  • Minimum 3 years successful teaching experience (preferably with under-resourced youth or in underperforming schools
  • Experience with entrepreneurship education and experiential education preferred with a focus on digital learning and technology
  • Excellent organizational skills, analytical ability, creativity, communication skills and flexibility
  • Demonstrated ability to write engaging, student-centered and pedagogically-sound curriculum  (preferred)
  • High cultural competence with experience serving diverse populations and students from under-resourced communities
  • 10% travel for regional and national gatherings; school visits to school and community-based organizations as needed, as conditions allow

Successful candidates will demonstrate BUILD’s Core Values and competencies through a combination of previous education/work experiences:

BUILD’s Core Values:

  • Keep Students at the Center – As BUILDers, we hold an unwavering passionate commitment and belief in the power and potential of youth.  Our organization exists to serve students. We seize each opportunity to contribute to the foundation of knowledge, skills, and networks from which students can build extraordinary lives. Our operating principles and decisions focus on what is in the best interest of our students.
  • Bring the Spark – As BUILDers, we excel in the entrepreneurial Spark Skills that we teach our students – Communication, Collaboration, Problem Solving, Innovation, Grit and Self-Management. We communicate through transparent and honest dialogue. We cherish teamwork, tenacity, and thinking outside the box. We demonstrate a relentless pursuit of excellence and approach work with a positive can do attitude. When we bring the spark we achieve great things together, and we model the way for our students.
  • Bridge Communities – As BUILDers, we develop and foster relationships in service of creating access and opportunities for our students, staff, and stakeholders. We value all who come to the table as partners to maximize our collective impact. By connecting the communities in which we work, we build empathy, equity, and social capital.
  • Promote Diversity and Social Action – As BUILDers, we understand that Diversity, Equity and Inclusion matters, but what matters even more is Action. We strive to create equity of voice, access, influence and power across lines of difference – both in and beyond BUILD, specifically for groups that have been historically denied social and economic justice. If we are not part of the solution, then we are part of the problem. We welcome, celebrate, and embrace the unique expressions and contributions of us all – our backgrounds, race, ethnicity, gender, language, sexual orientation, and social class.

Role Specific Competencies:

  • Problem Solver – identify and/or anticipate a problem, analyze the situation, offer an appropriate range of recommended solutions, and when appropriate, decide on and implement course of action. A self-directed learner who is internally motivated and resourceful.
  • Establishing Focus – Develop and communicate goals in support of the business’ mission.
  • Qualitative and Quantitative Analysis – review quantitative and qualitative data sets in order to recognize patterns, identify additional information or data needed, and draw conclusions
  • Project Management Skills – identify the steps of a project, set appropriate deadlines, identify required participants, and hold self and others accountable to outcomes and deadlines
  • Influencing Others – Gain support for ideas, proposals, projects, and solutions.
  • Teaching and Public Presentations – develop and deliver presentations to audiences of varied sizes with appropriate content, tone and timing in delivery
 

Position Details:

  • Salary: $70,000 – 75,000 annually
  • Full Time/Exempt
  • Location: NYC
  • Flexible work environment and occasional evening and weekend hours are also required to fulfill the duties of this position.
  • Some travel required for all-staff retreats

Compensation:

BUILD offers a competitive compensation & benefits package for eligible employees.  This includes medical, dental & vision coverage, flexible spending accounts, life insurance, and a 403(b) plan with employer match.  In addition, BUILD employees are eligible for generous paid vacation, sick time, 10 paid holidays per year, a flexible work environment, and performance bonuses.

Comments Off on Social Work Parental Leave Position for 6-8 grade at Small Progressive Charter School, August 2021 – February 2022

Social Work Parental Leave Position for 6-8 grade at Small Progressive Charter School, August 2021 – February 2022

Posted by | July 29, 2021 |

About the Position:

We are looking for a school social worker for an upcoming parental leave coverage to work with our 6th-8th grade students and families. The position starts in August 2021 and runs through February 2022.

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 health care insurance for employment terms over 90 daysQualifications:
  • Extensive knowledge of adolescent development
  • Experience in therapeutic modalities related to children and families from the communities CRCSserves, including assessment and treatment of trauma
  • Experience working within a school environment or extensive work with teenagers and young adults
  • MSW or Master’s degree in counseling-related disciplineMain 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 withstruggling students
    • Establish strong relationships with students, staff, and families
    • Support Co-Directors, Dean and teachers in restorative practices when discipline issues arise
    • Collaborate with k-8 social work team to plan and facilitate staff development and family workshopsrelated to student, family or staff mental health and socio-emotional needs
    • Co-lead a Crew of 12-15 students and serve as advisor to 6 students
    • Co-teach 8th grade sexual health electiveCommunity 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 Onboarding Coach – NYC

Onboarding Coach – NYC

Posted by | July 29, 2021 |

Otus offers a seamless K-12 learning platform for administrators, teachers, students, and families.

We do this by implementing amazing ideas from awesome people and we need more awesomeness on our team. Are you passionate, collaborative, love to geek out on technology, and want to work for a mission-driven company that is shaping the way teachers, students and parents of students learn together? If so, we want to hear from you.

Our diverse team consists of talented designers, developers, coaches, and leaders who share a variety of interests. You’ll find musicians, world travelers, beer enthusiasts, nerds, sports fans, and all-around great people who shape our positive culture.

Your Role

We are looking for a talented and highly motivated Onboarding Coach to help bring the best possible software solutions to educators located in New York City.

As an early member of a growing team, you must possess a strong work ethic and be upbeat, driven, intelligent, well-organized, articulate, share a passion for learning new technologies, and thrive in a fun, fast-paced environment.

You will have the opportunity to immediately contribute and see the results of your work in use by students, teachers, parents and district administrators across the country.

Responsibilities

  • Facilitate onsite Otus training and professional development workshops
  • Be the project manager through each new client’s onboarding and implementation process
  • Attain a deep understanding of the web-based product and iOS applications, and keep abreast of latest changes
  • Contribute to the growing knowledge base of feature requests
  • Collaborate with Marketing team to ensure an educator’s voice is represented in all Otus communications
  • Tackle basic to advanced technical questions as they arise in relation to support tickets
  • Other job-related duties as assigned

Qualifications

  • An outgoing personality with excellent interpersonal and communication skills (written and verbal)
  • Patience to deal with complex issues and a variety of personalities
  • Excellent presentation and facilitation skills and the ability to lead a positive, productive session either in person or via webinar
  • Solid experience in project management
  • Ability to work independently as well as collaboratively within the team and across various departments
  • Strong analytical skills, detail-oriented and ability to prioritize, effectively multi-task and meet deadlines
  • Strong Excel skills and the ability to quickly learn and become a subject matter expert on a new product and ongoing product changes
  • Foreign language skills, especially Spanish, are a plus
  • Minimum of an earned Bachelor’s Degree
  • 2-3 year(s) of experience as a teacher, instructional/technology coach, or school administrator.
  • Ability to travel up to 30% nationally or 80% within the NYC Metro Area.

Benefits and Perks

  • Competitive salary and employee stock options
  • 22 days of paid vacation per year (plus paid holidays)
  • Up to 12 weeks of parental leave and great work/life balance
  • Our team works remotely from the comfort of their homes (HQ in Chicago)
  • Excellent medical, dental, and vision insurance
  • Professional development/tuition reimbursement
  • Home office improvement budget
  • Life Insurance and disability benefits
  • 401K with an employer match (up to 4%)

Otus is an Equal Opportunity Employer and embraces diversity of every kind. You must be legally authorized to work in the US. Unfortunately, the company is unable to support sponsorships at this time.

Comments Off on School Planner

School Planner

Posted by | July 28, 2021 |

Who we are

WXY Studio is a multi-disciplinary practice based in New York City, with an office in Washington, DC. We are planners, urban designers, architects, data analysts, strategists and creative problem solvers. We work to understand a context, and plan with community in mind. We challenge ourselves to face the array of complex problems and commit to solutions that support a healthy and sustainable future.

School Planner Role within WXY Studio

WXY Studio has developed specific expertise working with school districts on a number of issues, including projecting school enrollments, analyzing school boundaries, capacities and demographics, and engaging school communities around issues of equity and inclusion. WXY has worked with school districts in New York, Massachusetts, Pennsylvania and Maryland.

Position Details

  • Qualifications: Graduate degree in education, policy or urban planning, or significant experience related to educational policy and school planning
  • Salary and Title: Commensurate with experience
  • Hours of work: Full-time

Description

This role will engage a range of disciplines related to K-12 school planning, including knowledge of school enrollment and re-districting issues, experience with community engagement, familiarity with data analysis, and an understanding of issues around equity and inclusion within K-12 schools.

The role requires project management, research, analysis, and writing tasks, engaging with presentation materials, and engaging in discussions related to the studio’s ongoing work and business initiatives.

Skills 

  • Required

Experience and interest in community-based planning, virtual engagement, issues of equity and inclusion, school boundary modeling & facility planning

Strong written & verbal communication

Ability to work both independently and collaboratively, and to successfully manage multiple project

  • Preferred

Knowledge of NYC/ metro NYC & Washington DC/DMV regions

Fluency with Adobe CC tools (InDesign, Illustrator, Photoshop)

Strong data, analytical research, and mapping (ArcMap or QGIS) skills

Fluency in python, particularly with data science packages

All applicants will receive consideration for employment without regard to race, color, religion, sexual orientation and national origin. WXY is committed to take affirmative action to employ and advance in employment qualified employees and applicants who are disabled veterans, recently separated veterans, Armed Forces service medal veterans, and other protected veterans. WXY is committed to take affirmative action to employ and advance in employment qualified individuals with disabilities.

 

 

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Data Analyst

Posted by | July 28, 2021 |

Position Details

  • Salary commensurate with experience
  • Full-time
  • Qualifications: Graduate or undergraduate degree in urban and regional planning, geography, economics, computer science, data science, information science, policy, education

Description

This role will engage a range of urban planning disciplines, with a particular focus on school planning. The role requires performing research, analysis, and writing tasks, developing visual materials, and engaging in discussions related to the studio’s ongoing work and business initiatives.

Strong python skills are required for this role, which will include school boundary modeling.

Skills

  • Required

Strong data, analytical research, and mapping (ArcMap or QGIS) skills Fluency in python, particularly with data science packages (pandas,geopandas, numpy, networkx, matplotlib, scipy)

Fluency with Adobe CC tools (InDesign, Illustrator, Photoshop) Strong written & verbal communication

Ability to work both independently and collaboratively, and to successfully manage multiple projects

  • Preferred

Knowledge of NYC & DMV regions

Experience and interest in community-based planning, virtual engagement, school boundary modeling & facility planning, transportation planning

Who we are

WXY is a multi-disciplinary practice based in New York City. We are planners, urban designers, architects, data analysts, strategists and creative problem solvers. No matter the size, we tackle problems and find solutions. We work to understand a context, and plan with community in mind. We challenge ourselves to face the array of complex problems and commit to solutions that support a healthy and sustainable future.

All applicants will receive consideration for employment without regard to race, color, religion, sexual orientation and national origin. WXY is committed to take affirmative action to employ and advance in employment qualified employees and applicants who are disabled veterans, recently separated veterans, Armed Forces service medal veterans, and other protected veterans. WXY is committed to take affirmative action to employ and advance in employment qualified individuals with disabilities.

Comments Off on Curriculum Writer and Teaching Artist – Civics and Grassroots Leadership

Curriculum Writer and Teaching Artist – Civics and Grassroots Leadership

Posted by | July 28, 2021 |

Position Summary:

Reporting to the Director of the Center for Arts Learning & Leadership, 92Y Teaching Artists are practicing professional artists and educators in a range of arts and humanities disciplines who are committed to helping students discover and nurture their intellectual and artistic passions. 92Y is one of New York City’s largest community arts education providers, creating dynamic programs, performances and talks for thousands of K-12 students and their teachers each year across the boroughs—and now nationwide through our digital-track offerings.

 

We are currently seeking educators with experience developing curriculum on and teaching social studies, history, and/or civics to join our team of Teaching Artists for 92Y’s Fall 2021 Young Leaders Series Season. In coordination with 92Y’s education staff, Teaching Artists will develop a middle school curriculum on grassroots activism that introduces students to models and outlets for their own activism and enables them to begin developing their own activist plans. The residencies will have as an anchor students’ study of – and a live meeting with – Urban Planner and Los Angeles City Council Member Nithya Raman.

 

We are recruiting Teaching Artists who are available to (1) develop curriculum on grassroots activism and (2) teach the curriculum to 92Y’s partnering schools in-person in NYC or virtually for classrooms nationwide enrolled in our digital-track programCurriculum development will begin in August 2021. Weekly classes will take place between October and December 2021. 92Y produces a flexible curriculum for our Teaching Artists to use and make their own in bringing the material to life for students. Most residencies are six-weeks in length, with Teaching Artists meeting with each classroom once per week.

 

Please note that, in addition to your resume, a personalized cover letter is required for consideration.

Essential Functions

Responsibilities:

  • In coordination with 92Y staff, develop a middle school curriculum on grassroots activism that introduces students to models and outlets for their own activism and enables them to begin developing their own activist plans.
  • Conduct a curriculum workshop at the start of the fall 2021 season for all social studies-track Teaching Artists in our fall 2021 cohort.
  • Teach weekly classes for participating middle school classrooms—in-person at 92Y’s partnering NYC public schools and/or online for classrooms enrolled in our digital-track program.
  • Attend in-person and/or virtual professional development workshops with 92Y.
  • Collaborate with partnering classroom social studies teachers.
  • Carry out administrative tasks, such as submission of written lesson plans, teaching schedules, payment forms, surveys, and questionnaires.

Education, Skills and Experience

Qualifications:

  • Required minimum: Bachelor’s Degree plus three years of curriculum development and teaching experience at the middle or high school level with a focus on social studies, history, or civics.
  • Preferred educational requirements: Master of Science in Education in Middle Childhood Education and five years of curriculum development and teaching experience at the middle school level with a focus on social studies, history, or civics.
  • Passionate about teaching and creating warm, nurturing, and inclusive learning environments.
  • Strong oral and written communication skills; strong interpersonal skills; ability to facilitate group decision-making; meticulous attention to detail; flexible.
  • Experience developing curriculum.
  • Applicants should be available to work on curriculum development from August-September 2021 and available to teach during regular school hours (8am-2:30pm ET) or after school (2:30pm-5pm ET) from October-December 2021.
  • For individuals who will be teaching in-person in NYC schools, current proof of fingerprinting clearance through the NYC and NY State Department of Education is required for employment.
  • Spanish language skills are a plus.

WE ARE AN EQUAL OPPORTUNITY EMPLOYER

Comments Off on Physical Education Position for 6th-8th grade at Small Progressive Charter School 2021 – 2022

Physical Education Position for 6th-8th grade at Small Progressive Charter School 2021 – 2022

Posted by | July 27, 2021 |

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 send your resume to Erin Carstensen, Middle School Co-Director, erin@communityroots.org.

Comments Off on Special Education Teacher New Visions Advanced Math and Science III

Special Education Teacher New Visions Advanced Math and Science III

Posted by | July 26, 2021 |

Special Education Teacher New Visions Charter Advanced Math and Science III 

High School

Why Teach With Us?

New Visions Advanced Math and Science III  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 Advanced Math and Science III ( AMS III) 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 feedback based professional development opportunities. 
  • Eligibility to apply for grants and fellowships to support the personal and professional development of exceptional teachers.
  • Access to leadership development programs and career opportunities from the classroom to school administration to educational reform.
  • Highly competitive compensation and benefits.

Who You Are

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

What You’ll Do

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

  • Develop an accessible curriculum through team co-planning, co-teaching and co-assessing.
  • Be an intentional team-player. 
  • Lead an advisory group of no more than 15 students over their time at AMS III.
  • Build students’ academic and socio-emotional skills.
  • Work with students one-on-one or in small groups both in classrooms and office hours within the school day.
  • Advocate to ensure that students receive appropriate supports not limited to their Individualized Educational Plan (IEP)  and English as a New Language (ENL)  needs. 
  • Meet with families and the school-based support team to ensure timely promotion and graduation of all students on the roster.
  • Create plans for post-high school transition to ensure quality of life after high school.

 

What We’re Looking For

  • Bachelor’s degree from an accredited college or university is required; Master’s degree is preferred.
  • A valid New York State SWD Certification 
  • 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 that allows staff to contribute meaningfully both in departmental planning and student support.

Additional Information 

We are planning to fully in-person for the 2021-2022 school year and will continue to monitor Department of Health guidance.  We’ll be able to share additional specifics around work expectations as you move forward in the interview process.   

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

Who We Are

AMS III is a non-selective, public charter high school located at Sheepshead Bay in South Brooklyn. We are a high performing school with an average graduation rate of 96% that firmly practices the values of holistic support for all students and not limited to, college access and readiness for all with persistent socio-emotional support. We strive to ensure that all students will dare to dream and make that dream their goal while they are with us. Our STEAM based programs are a combination of various arts, computer science, biological sciences and several Advanced Placement courses in Humanities, Math and Science. Our daily advisory program is a small group mentoring program with the same adult which allows scholars to experience community and personal development while experiencing success at AMS III. We are proud of our commitment to diversity both among staff and students, our growing social justice and restorative justice practices while students demonstrate learning through project based learning experiences and internships. Our high graduation rates, college readiness rates, range of course-offerings, high retention rates of students and college acceptance rates make us a competitive choice in south Brooklyn and NYC. 

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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Psychiatric Nurse Practitioner

Posted by | July 26, 2021 |

The Bridge, an innovative and well respected mental health agency serving adults with serious mental illness, substance abuse, co-occurring mental health and substance abuse disorders, and co-morbid medical conditions is seeking Psychiatric Nurse Practitioner for it’s A.C.T. and Clinic Programs in Bronx and Manhattan.

Scope of Position:

  • Conduct Psychiatric Assessments and Evaluations
  • Prescribe, Monitor and Administer Psychotropic Medications
  • Provide crisis intervention services to clients during regular business hours and consultation during off-hours
  • Participate in clinical case conferences, team meetings, High Risk conference, quality improvement, evidence-based practice implementation and policy/procedure development
  • Assess and monitor the physical health of clients
  • Complete all clinical documentation as required by payers, funders, and regulatory authorities via an Electronic Health Record
  • Complete all administrative paperwork required
  • Any other duties assigned

Education/Qualifications:

Board Certification Psychiatric Nurse Practitioner either with appropriate experience or a strong desire to work in this rewarding setting. New graduates are welcome to apply. Bi-lingual Spanish highly desirable.

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Assistant press secretary for the United Federation of Teachers

Posted by | July 23, 2021 |

Assistant press secretary for the United Federation of Teachers

The ideal candidate will be a strong writer/editor with a policy background and the ability to convert political and policy goals into words and images for both the public and a harried New York City press corps.

The Job

The assistant press secretary is part of a four-person external press team for the United Federation of Teachers, a 200,000-strong union with a history of advocacy on behalf of  New York City public school educators and their students.

As part of this team, the assistant press secretary will:

· Identify and craft pitch materials and press releases for reporters.

· Write and place opinion pieces in New York City media.

· Develop press/social media campaigns to advocate for UFT policies, positions, and legislation.

· Leverage social media platforms, video, and UFT podcasts to drive coverage.

· Accompany/assist senior union officials at news conferences and public events.

General Qualifications

· Proven writing ability.

· Successful history of dealing with reporters, both in-person and virtual.

· Policy interest and awareness (ideally but not necessarily in education).

· Political/governmental / media/ PR experience.

· Experience in accompanying/handling senior officials.

· Proven ability in using social media to drive coverage.

· Experience in creating video content to share with the press, public, and policy influencers.

Required Skills/Experience

· 4-6 years as a reporter in New York City, preferably covering education and or government and politics.

Or

· 4-6 years in PR/media relations working in the New York City media market.

Salary & Benefits

The salary range is $70,000 to $80,000 with health coverage and benefits. The candidate will be expected to report in person five days a week starting in September. The position is not eligible for fully remote work.

We are an equal opportunity employer and value diversity. We do not discriminate on the basis of race, religion, color, national origin, gender, sexual orientation, age, marital status, veteran status, or disability status.

 

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Assistant Director for External Relations (Bard Early Colleges, NYC, NY)

Posted by | July 23, 2021 |

Job Title: Assistant Director for External Relations (Bard Early Colleges, NYC, NY)

Position Overview:

The Assistant Director for External Relations is a full-time, exempt position of Bard Early College. The successful candidate will excel at working in a community that is broadly diverse with regard to race, ethnicity, socioeconomic status, gender, nationality, sexual orientation and religion.

The Assistant Director for External Relations is charged with increasing philanthropic support for the BEC Schools and strengthening their visibility. This opportunity comes at a critical and exciting time for Bard Early College: the organization is entering its 20th year, celebrating the successful launch of new schools and initiatives, and helping to lead a national conversation on rethinking college access in the public sphere. The Assistant Director for External Relations will report to the Executive Director of Bard Early College and will supervise two part-time support staff associates.

About the Bard Early Colleges:

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

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

Now entering its third decade, the Bard Early College network enrolls over 3,000 young people in campuses in NYC; Newark, New Jersey; New Orleans, Louisiana; Cleveland, Ohio; Baltimore, Maryland; Washington, D.C.; and Hudson, New York. Over 80% have completed bachelors degrees after graduating from the Bard Early College – far above the national average – and more than half are first-generation college students.

Those eight campuses are supported by a central leadership team, which is a division of Bard College. Bard invites applications for a creative, proactive, and mission-driven individual who will join that team as Assistant Director for External Relations.

Roles & Responsibilities:

  • To build relationships across the community of BEC parents and supporters, primarily in NYC, leading to greater philanthropic support of and engagement with the organization and its mission. At the end of one year, the successful candidate will have increased the number of gifts and the total amount of financial support from individual donors, primarily from within the BEC parent and alumni/ae parent communities in NYC.
  • To strengthen awareness of BEC’s programming and outcomes among education thought-leaders through events, networking, and outreach. The purpose of this aspect of the role is to position BEC for greater influence and a stronger voice in shaping education reform, public policy, and the early college movement.
  • With staff support from the BEC Data and Evaluation Associate, Programs Associate, and Finance Assistant, to manage donor database systems, donor research, gift acknowledgment procedures, annual appeals, and other regular systems and processes.
  • To communicate the organization’s impact and strategies by writing reports for donors and partners, giving presentations, and keeping our stakeholders informed. The Assistant Director for External Relations will ensure that BEC’s public profile is compelling, consistent, and professional.
  • To develop good working relationships with the BEC community, primarily in NYC, including school-based colleagues, PTAs, colleagues in the field of education reform, and more. At the end of one year, the network of stakeholders, partners, and thought-leaders who are engaged with and supportive of BEC will have grown.

Qualifications:

The Assistant Director for External Relations should be, above all, passionate about improving public education for young people and committed to educational opportunity, equity, and excellence. Successful candidates will be able to express themselves with clarity, tact, and conviction and will be comfortable in soliciting donations and support. What happens in the BEC classroom is intellectually inspiring and socially transformative; the Assistant Director for External Relations will be able to express that in an honest and effective way.

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

  • Bachelor’s degree with 5+ years of professional experience preferred
  • Excellent writing and communication skills
  • Responsive and reliable, with strong project management and time management skills
  • Demonstrated ability to work successfully in multi-faceted, team-oriented environment, as well as the ability to work independently
  • Proven ability to further an initiative or cause that advances racial and economic justice
  • Close attention to detail and accuracy
  • Working familiarity with basic data management tools and other digital tools, primarily including Microsoft Excel and Google Suite.

Compensation:

While salary will be commensurate with experience, the expected range is between $90,000 and $110,000.

Location: New York City

Expected start Date: August or September, 2021

Physical Demands:

  • Must be able to sit for extended periods of time and work in standard office environment
  • Must be able to occasionally lift 20 pounds
  • Occasional travel (estimated once per month) to Annandale-on-Hudson, NY and to other BEC sites

To apply:

Please upload a résumé that highlights your skills, what you’ve learned, and what you care about, through the Interfolio job application link provided here: http://apply.interfolio.com/90515

Questions

For questions about the position, please send your inquiries to earlycollege@bec.bard.edu

Bard College is an equal opportunity employer and we welcome applications from those who contribute to our diversity. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, mental, or physical disability, age, sexual orientation, gender identity, national origin, familial status, veteran status, or genetic information.

Bard is committed to providing access, equal opportunity, and reasonable accommodation for all individuals in employment practices, services, programs, and activities. (AA/EOE)

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Postsecondary Pathways Resource Manager

Posted by | July 23, 2021 |

Who You Are

You’re a seasoned expert in college and career readiness looking to transfer your skills to a mission-driven organization.  You are passionate, creative, meticulous, and have a keen understanding of the knowledge and skills our students need to make an informed postsecondary choice. 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.  

What You’ll Do

You’ll design and develop a comprehensive set of instructional resources that counselors and teachers across New York City will use to develop students’ understanding of the college and career landscape.  You’ll partner with multiple stakeholders to understand the evolving needs of schools and develop instructional materials to meet these needs.  You’ll work directly with schools to support the postsecondary planning and transition process of students, and support staff to understand and implement the resources with students.  

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 Community School Director (3 positions)

Community School Director (3 positions)

Posted by | July 23, 2021 |

DEPARTMENT:        Youth Services Department

LOCATION(S):

  • PS 297 (Bedford Stuyvesant, Brooklyn, NY) – 1 position,
  • PS 328 (East New York, Brooklyn, NY) – 1 position and
  • Brooklyn Community Arts & Media High School (Clinton Hill, Brooklyn, NY) – 1 position 

REPORT TO:            Program Supervisor

SALARY:                  

$70,000 Annually.  Commensurate with work related experience, based on job performance and program funding

 

DATE:                      July 2021

 

HOURS:                  

Monday-Friday, 8 am-4 pm and/or 9 am-5 pm, late evenings and occasionally Saturdays are required. 

JOB SUMMARY:

The Community School Director (CSD) will oversee Attendance Improvement for the Community School Program, create a high performing Community partnership where students and families feel supported, community members feel connected and emerge in successful outcomes.  Coordinated resources and programs must address key priority areas of attendance, behavior, literacy, math, youth and family engagement.  Resources to be coordinated are dependent on present school needs; academic, social-emotional, health and others.  Programmatically, resources maybe designed to include options before, during or after-school, during school year and summer months.

The role of the Community School Director is complex and requires a dynamic person who can effectively collaborate, negotiate, build relationship, strategically partner, mobilize, navigate and interconnect multiple systems to achieve success for kids and families. The CSD will execute the coordination and alignment of resources within a Community School to achieve the education goals of the students and their families. The CSD are expected to work in partnership with others under the vision and direction of the school principal.

The CSD will execute the shared vision of the Leadership Team and the school’s needs. This will include delivering the competencies available across GSS into planning and organizing extended learning opportunities, attendance interventions, provide support for student/family within the school and community; managing a data-driven incentive program, events to celebrate school  accomplishments, and develop an engaging and welcoming school culture for both students and  parents.

EDUCATION, EXPERIENCE AND SKILL REQUIREMENTS:

  • Bachelor’s Degree in related field required; Master’s Degree preferred.
  • At least 2 years of experience coordinating and/or developing adolescent services and programming in an urban environment and high school setting.
  • Experience with program coordination, management and supervision of team of staff, budget and program management, event planning, resource connection, referral coordination with various youth age groups (K-12)
  • Experience managing, implementing and coordinating youth service programs in a DOE school building and in partnership with DOE Leadership (Principals, APs, Parent Coordinators, etc.)
  • Strong verbal and written communication skills.
  • Ability to work collaboratively with the school’s administration and leadership team.
  • Ability to engage, build relationships, and demonstrate empathy with adolescents.
  • Strong organizational skills and ability to coordinate multiple tasks and responsibilities.
  • Ability to work independently and collaboratively with staff members
  • Ability to work efficiently and effectively under pressure.
  • Familiar with Socio-Emotional and Trauma-Informed practices.
  • Must be an outstanding strategic thinker.
  • Diverse cultural competence is a must.
  • Bi-lingual in Spanish/English preferred.

PRIMARY DUTIES AND RESPONSIBILITIES:

A.  Execute community needs assessments to determine valuable school resources and services, and develop/implement data driven interventions for key priority areas.

  • Develop, manage and execute data driven strategies to address needs.
  • Lead systematic evaluation of program, activity and event effectiveness.
  • Utilize positive youth development resources to improve student attendance, behavior and/or academic performance.
  • Generate reports on outcomes of the Community School efforts for various stakeholders.
  • Collect, review and analyze student data to develop new strategies and plan for continuous improvement and interventions.

B.  Project Management

  • Provide project support and management to all individuals secured to support the Community School effort.
  • Delegate and monitor effectiveness of tasks performed by Community School staff.
  • Coordination of Resources
  • Recruit, train and coordinate all volunteers at school site.
  • Solicit, coordinate and distribute basic needs or ensure that this function is being performed in the context of the Community School.
  • Identify and build relationships with key service providers needed to best support students and families.
  • Monitor all budgets associated with Community School support at the school level

C.  Leadership and Communication

  • Actively participate in core team meetings, sharing relevant data, highlighting concerns and developing solutions.
  • Lead, develop and facilitate an effective community leadership team.
  • Strategic Engagement – participation in the following types of meeting is critical to successful engagement and integration: Faculty meetings, grade level meetings, child study, attendance team meetings, PTA meetings, parent-teacher conferences, weekly meetings with school principal
  • Formal supervision sessions with lead partner, staff meetings, training
  • Community-level committee meetings, task forces, etc.
  • Individual meetings with key partners who are and are not yet connected to the school
  • Execute community needs assessments in order to determine which resources and services are most valuable to a given school, and develop a plan for meeting needs
  • Assist with the creation and establishment of an environment that responds to the needs of students and families while building a culture of high attendance and achievement.
  • Coordinate services, programs, and resources surrounding social and emotional well-being and enrichment, for students with attendance and academic struggles
  • Provide social and emotional well-being and enrichment resources, referrals, and program opportunities for general high school student population
  • Develop new partnerships with new organizations and programs to work with the school
  • Manage organization/program partnership relationships
  • Facilitate workshops for students and their families on a variety of topics including social services, family services, enrichment opportunities, etc.
  • Build relationships with students, existing Community Based Organization (CBO) staff, and school staff
  • Develop strong relationships with teachers, parents and students, especially through existing groups such as the school leadership team (SLT) and grade levels.
  • Participate in weekly team meetings and weekly individual supervision
  • Identifying chronically absent students and gain parent consent to provide services and supports for those students.
  • Connect students to a range of prevention, early intervention and intensive service programs that address the physical, emotional, cognitive, and social development of each
  • Engage families and caregivers in understanding and supporting the education of their
  • Engage and lead in Crisis intervention; small group counseling and individual counseling.

D. Administrative:

  • Ensure accurate attendance tracking and reporting.
  • Meet contractual requirements regarding enrollment and attendance.
  • Respond to all electronic and phone communication within two (2) business days.
  • Coordinate and execute all major events and activities along with other GSS’s Program Directors.
  • Prepare a monthly calendar of events, programs, meetings, and activities.
  • Create a budget plan that supports program needs and ensure timely spending.
  • Collaborate cross-borough and agency/department-wide events and strategic planning efforts.
  • Assist with data collection, research and prepare relevant data on a bi-weekly basis.
  • Interpret data to inform the decision making process.

E.  Remote Engagement (should school closures occur):

  • Experience facilitating live and pre-recorded activities
  • Familiarity using web-based platforms to engage participants: zoom, google classrooms, etc.
  • Monitor participant engagement and safety while on live sessions remotely.
  • Facilitate wellness checks/calls to families.
  • Follow remote working plan, policies and procedures as highlighted by the supervisor.
  • Maintain remote/virtual attendance logs and records.
  • Ensure the safety of program staff and participants over remote platforms.
  • Computer proficiency including Microsoft Word and Excel, email correspondence, Internet and database management a requisite.

EQUAL OPPORTUNITY EMPLOYER (EOE)

 

 

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Head Start Director

Posted by | July 22, 2021 |

DEPARTMENT:          Early Childhood

REPORTS TO:             Head Start/EHS Director

SALARY:                      $73 -75k

 JOB SUMMARY:  

Provide high-quality, culturally competent child development and program administrative services to Grand St. Settlement Early Childhood Programs.  The Center Director manages teaching staff and comprehensive services for the successful operation of the program.

EDUCATION, EXPERIENCE AND SKILL REQUIREMENTS:

  • Master’s Degree in Early Childhood Education or related field
  • Position requires a current New York State N-6 certification
  • Excellent verbal and written communication skills
  • Proficiency in Microsoft Suite Word, PowerPoint and Excel
  • Must have demonstrated achievement in supervision and management, family and community partnerships and collaborating with diverse teams.
  • Excellent computer skills
  • Excellent decision-maker and problem solver
  • Bilingual (English/Chinese and/or English/Spanish) preferred

Pre-Employment Requirements:

  • Clearance through DOI Fingerprint Screening, NYS Central Registry, Sex Offender Registry clearance, three (3) reference checks, physical examination with updated TB test, varicella, Tdap, MMR (fees may apply)
  • Obtain Mandated Reporter training certificate (every two (2) years) and comply with agency’s policy and procedure regarding identification and reporting of child abuse and neglect
  • Obtain First Aid/CPR and Preventive Infectious Diseases certificate within the first year of employment.
  • Meet all employee health requirements in Article 47 (DOHMH) and Head Start Performance Standards.

 ESSENTIAL DUTIES AND RESPONSIBILITIES:

Under the direct supervision of the HS/ EHS Director, the Center Director shall be responsible for:

  • Planning: Oversee and approve the preparation of daily lesson plans, including individual plans for each child including goal setting based on identified needs.  Coordinates coverage and scheduling for center’s staff; Verifies time cards and schedules staffs’ vacation time, sick leave and compensatory time to ensure program coverage and effective program operation.
  • Program Implementation: Implement daily lesson plans in response to children’s needs and interests incorporating observations, anecdotal record keeping, knowledge of early childhood development and the Developmental Continuum
  • ERSEA –Must maintain 97% of enrollment at all times under ERESA requirements.
  • Family Partnerships: Assist teaching staff in developing a system offering parents opportunities for enhancing and increasing their child observation skills
  • Communication and Service Coordination: Lead regular team meetings and participate in case conferences, as necessary, to ensure service coordination across GSS Early Childhood Services
  • Record Keeping and Reporting: Maintain filing, tracking and documentation systems for the early childhood education service area and ensure confidentiality of child and family records
  • Ongoing Monitoring and Self-Assessment: Ensure compliance with Head Start Performance Standards relating to the education service area. Participates in Annual Self-Assessment, Program Information Report (PIR), CACFP reporting, Community Assessment, Federal Reviews and Policy Council Meetings.  Assist with monitoring of classroom environments regularly using formal and informal observation, implement researched and reliable tools (Environmental Rating Scales – ITERS/ ECERS and CLASS)
  • Human Resources and Supervision: Provide ongoing verbal and written feedback consistent with their individual development plans for performance improvement, ensure adherence to Head Start performance standards, and to plan and direct work.  Collaborate and manage coaching implementation and professional developments for all staff.
  • Facilities: Ensures that facilities, materials, and equipment are safe, appropriate, and conducive to learning and reflective of the different ages and stage of development of each child, including children with disabilities in accordance with Head Start Program Performance Standards and DOHMH Article 47 regulations

EQUAL OPPORTUNITY EMPLOYER (EOE)

Please be advised that job offers can only be made once your clearances come through

 

 

 

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Director of School Support

Posted by | July 22, 2021 |

The City University of New York’s Office of K-16 Initiatives seeks a Director to provide strategic oversight and leadership to CUNY’s early college high school and K-12 school support partnership initiatives. K-16 Initiatives is home to a diverse group of programs that seek to address long standing educational inequities by creating pathways for all New York City students to achieve postsecondary success. The School Support portfolio includes programs that are focused on supporting early college high school models, professional development for high school teachers and leaders, and curriculum for high school courses. The Director of School Support will help to manage and lead organizational realignment to better coordinate across these programs and maximize our impact as a partner to NYCDOE.

About the position:

The Director of School Support will

  • Lead school development and planning activities for Early College Initiative (ECI) High Schools
  • Lead development of data driven school support plans including leadership and teaching supports for Early College and Affinity Schools
  • Oversee the collection and analysis of data related to Early College student success and retention, using the data to inform practices
  • Lead strategic communication and community building with Early College and Affinity school leaders and staff, and partner college staff
  • Supervise, coach, support and develop the staff of the ECI and Affinity school support programs
  • Oversee coordination of high school-college partnerships for Early College High Schools, including coordination of Early College Liaisons
  • Collaborate closely with Superintendents to coordinate school development plans and supports
  • Foster strong relationships with high school principals and school leadership
  • Maintain relationships with employer partners for 9-14 College and Career High Schools

Strong candidates will demonstrate

  • Collaborative and innovative approach to working
  • Experience in school leadership and/or district administration at the 6-12 level
  • Demonstrated knowledge and expertise of issues related to college readiness, transition and success, particularly for young people from groups underrepresented in higher education
  • Supervisory experience working with educational program administrators and instructors
  • Experience designing and facilitating professional and curriculum development activities
  • Ability to engage complex, multiple perspectives, build consensus and to mediate different approaches and viewpoints
  • Ability to troubleshoot and problem-solve professional development issues related to program expansion
  • Outstanding oral, written and oral communication skills
  • Strong consultation, negotiation, presentation and teaching skills
  • Ability to use data and research findings for program and staff development purposes
  • Ability to work independently and collaboratively in fast-paced, demanding, and complex work environment, with the ability to carry out complex assignments and adapt to changing situations and priorities
  • Strong budget management ability
  • Excellent writing and interpersonal skills
  • A demonstrated knowledge of curriculum development at the high school, college transition, and/or adult learning levels
  • A demonstrated understanding of various school programming models, especially in Career and Technical Education (CTE) or Early College High Schools, and knowledge of DOE course credit policies and procedures
  • Ability to envision new opportunities to engage and support principals and other school leaders

 

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Physical Education Teacher

Posted by | July 21, 2021 |

Nichols School is seeking applications for a full-time Physical Education Teacher for both the Middle and Upper Schools for the upcoming 2021-2022 school year.  A degree in Physical Education is preferred. Candidates should have a passion for teaching, using fun, inventive and current techniques, and understand the importance of physical health and wellness for people of all ages.  Organizational skills, flexibility, and the ability to build strong relationships and encourage kids of all abilities is important. Coaching experience is required as the position involves coaching three seasons of Middle School sports. 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.

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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Director of Culturally Responsive Education

Posted by | July 21, 2021 |

About Youth Communication

Youth Communication provides powerful, teen-written stories and professional development to help educators and youth workers connect with the teens they serve and build their social and emotional competencies and literacy skills. Our professional development and curricula are based entirely on true stories written by teens in YC’s intensive writing workshops. That makes YC’s programs and services exceptionally engaging and uniquely culturally responsive to students who are furthest from opportunity.

Overview of role

Youth Communication is seeking a skilled educator with expertise in the principles of culturally responsive education, designing and conducting professional development for teachers and school staff, and adolescent social and emotional learning. The Director of Culturally Responsive Education (DCRE) will work closely with the Senior Director of Education Programs, the Director of Training, and our team of trainers to bring Youth Communication’s story-based professional development to schools and school districts across the country.

The ideal candidate for this role has a passion for YC’s mission, anti-racist education, a strengths-based approach to working with adolescents, and the power of storytelling to create change. The DCRE will be responsible for creating and conducting a series of professional development workshops with the goal to cultivate the mindsets educators need to create culturally responsive and inclusive school communities, particularly for students of color. They will bring their own expertise in supporting marginalized youth and use a soon-to-be-published casebook that melds educational theory and teen-written stories developed in partnership with a professor at City University of New York’s Hunter College as the basis for these workshops. Additionally, the DCRE will develop workshop descriptions, learning objectives, and story-based training agendas on supporting students whose identities as young people of color intersect with marginalized gender identities, sexualities, dis/abilities, national origins, and religions.

The DCRE will regularly conduct professional development sessions on site at schools (in NYC and beyond) and remotely via videoconference and, in collaboration with the Director of Training, support our team of trainers in doing the same.

This position requires the ability to be collaborative and creative, as well as a strong desire and ability to build a professional development program from the ground up. This is a new position at Youth Communication, and the ideal candidate will be flexible, entrepreneurial, and resourceful. The DCRE will be joining a team of educators committed to learning and self-reflection, maintaining a rewarding work-life balance, and being a part of a community at work.

Key responsibilities include, but are not limited to:

·      Collaborate with the Executive Director, Senior Director of Education Programs, and our academic partner at Hunter College to create a story-based professional development model using a soon-to-be published book of educational theories on culturally responsive education, using YC stories as case studies.

·      Use YC’s story-based method to create and deliver professional development sessions to district/school administrators, building educators, and others who work with youth to increase their knowledge of the experiences and strengths of students of all races, gender identities, sexual orientations, nationalities, and abilities.

·      Collaborate with Partnership Manager to ensure successful delivery of contracted professional development services.

·      Collaborate with the Director of Training to onboard new trainers to YC’s professional development model and methods. The DCRE will also work with the Director of Training to schedule additional trainers for professional development sessions, as needed.

·      Collaborate with the Director of Evaluation to develop, implement, and analyze post-PD session surveys.

·      Liaise with YC’s editorial department and curriculum development team to keep informed of the true, teen-written stories that are being developed for publication, suggest editorial directions that would be useful for professional development purposes, and stay connected to what our writers—and thus teens, in general—are most concerned about.

·      Build relationships with district and school personnel, as well as other education professionals, to further desired outcomes, continued partnership, and YC’s thought leadership in the field.

·      Provide feedback to YC’s curriculum writing and training teams on creating educational and professional development experiences that align with YC’s and our partners’ diversity, equity, and inclusion goals.

·      Identify regional and national conferences themed on culturally responsive education/equity in education/DEI in education to expand YC’s national exposure. Develop proposals for story-based presentations at these conferences, manage submissions, and deliver presentations when accepted. (Some travel may apply.)

·      Serve as an additional trainer for our SEL program orientation and follow-up sessions, as needed.

Qualifications:

·      A background in education, including teaching experience or equivalent direct work with adolescents, and an advanced degree in education or similar field. Experience as a school or district administrator is desired but not required.

·      Deep knowledge of the principles of culturally responsive education and how to create school communities that are welcoming for youth of all races, ethnicities, gender identities, sexual orientations, nationalities, and levels of ability.

·      Demonstrated success implementing culturally responsive education practices with adolescents in and out of classrooms.

·      Experience designing and conducting professional development for a wide range of educators.

·      The ability to create brave learning spaces that encourage vulnerability and risk-taking among participants.

·      Comfort facilitating professional development sessions that might push people out of their own comfort zones, especially in regards to discussions about race and educational equity.

·      Experience with qualitative and quantitative forms of program evaluation and continuous improvement processes to ensure desired outcomes preferred.

·      Familiarity with and/or interest in social science research and how it applies to educational practice.

·      Excellent written and oral communication skills.

·      Strong computer skills, including fluency operating a variety of videoconferencing platforms, navigating databases, and using the collaborative function of word processing and other documents.

·      Demonstrated ability to work on a highly collaborative team to meet departmental and organizational goals.

·      Desire to learn and grow in an organization that is expanding its reach and impact.

·      A commitment to anti-racist education and creating sustainable and inclusive communities for all adolescents.

Salary: $75,000 – $85,000

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Senior Manager, Development & Communications

Posted by | July 19, 2021 |

About Read Ahead

Since 1991, Read Ahead has connected public elementary school students with caring mentors from leading corporate and community partners. During weekly Read Ahead sessions, our volunteer mentors form meaningful relationships with their mentees, and help children to grow their literacy skills, confidence, love of reading, and other skills essential for success. Over 98% of teachers would recommend Read Ahead to a colleague, and our program impacts the lives of over 750 children each year.

The need for Read Ahead is especially urgent in the wake of COVID-19. To meet this moment, Read Ahead developed a completely virtual program for the 2020-21 school year and is continuing this for 2021-22. Combining our 30 years of experience with new technology platforms that include 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 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, genetics, or veteran status. We seek to build a diverse staff representative of the communities we serve. All qualified applicants are strongly encouraged to apply.

Position Overview

Read Ahead seeks a driven, organized, and entrepreneurial Senior Manager, Development & Communications to join our Development & Communications team. This newly created position will play a key role in Read Ahead’s fundraising and marketing success, working to collectively meet or exceed Read Ahead’s $1.7M budget for FY22.

This position provides a unique opportunity for someone who is eager to take the next step in their career as a development professional, and meaningfully contribute to a small, collaborative, and results-oriented team. This is an externally facing role, and the Senior Manager will drive success in some of Read Ahead’s signature events and fundraising initiatives, including working with our dynamic and successful Junior Board, and valued corporate partners. They will also serve as a key collaborator in building out new fundraising initiatives with a focus on individual giving, and developing Read Ahead’s marketing strategy with an emphasis on social media and email marketing.

This position reports to the Managing Director, Development, Communications, & Operations. They will directly supervise and manage a Manager, Development & Communications.

Responsibilities

Fundraising

  • Drive success in Read Ahead’s signature peer-to-peer fundraising events and campaigns, including #GivingTuesday, a board-led annual appeal in November / December, NYC marathon events, and Junior Board events and initiatives.
  • Develop tailored campaign messaging and collateral, support and engage peer-to-peer fundraisers, and monitor and evaluate campaign progress.
  • Participate in calls and meetings with individual and institutional funders.
  • Serve as a thought partner and collaborator to the Managing Director in the development of new fundraising campaigns and initiatives, with an emphasis on cultivating mid to major level donors. 

Donor Stewardship & Relationship Building

  • In collaboration with the Managing Director, design recognition and stewardship plans for individual and institutional donors.
  • Lead annual renewal and stewardship process for corporate partners.
  • Manage relationships with a portfolio of corporate partners.
  • Develop, oversee, and manage service event opportunities for new and existing corporate partners.
  • Serve as the primary point of contact for Read Ahead’s active and engaged Junior Board.
  • In collaboration with the Managing Director, design and execute an annual calendar of virtual and in-person cultivation and stewardship events.

Event Production & Project Management

  • Drives success for Read Ahead in-person and virtual events (including our annual gala, signature Junior Board event, and cultivation / stewardship events) by designing project plans, executing on or delegating work, and monitoring and reporting on progress.
  • Manages all aspects of event production by serving as primary point of contact for vendors, venues, and event consultants.
  • Collaborates with the MD and event committee members to create compelling event  collateral, drive attendee outreach and stewardship, and track and manage guest lists.

Communications & Marketing

  • Manage the corporate grant renewal and reporting process, including working with Read Ahead’s program team to gather quantitative and qualitative data, writing / editing grants and reports, and participating in calls with funders.
  • In collaboration with the Managing Director, develop an annual content calendar for Read Ahead’s blog, social media, and email marketing including newsletters and campaign-specific messaging.
  • Develop compelling social media, blog, and email content by writing posts, selecting photos and/ or designing infographics, and supporting team members across the organization to identify great stories and contribute content.
  • Monitors and evaluates external collateral and social media to ensure that Read Ahead’s mission, vision, and values are well-represented, and DEIB goals are being met.
  • Write donor acknowledgement and stewardship letters, draft content for online fundraising campaigns, and ghost write emails and other communications for board members and Read Ahead leadership.

Operations & Management

  • 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.
  • Ensure timely and accurate donor, gift, and acknowledgement information is entered into the CRM database (Kindful), and support the Managing Director with monthly / quarterly / annual financial reporting and reconciliation processes.
  • Collaborate with the Managing Director and Operations Director to streamline data entry and reporting processes. 
  • Monitor donations during peer-to-peer campaigns, ensure that accurate and timely donor lists can be shared with peer-to-peer fundraisers, and oversee corporate matching fund follow-up.
  • Analyze prior campaigns, donation history, and prospect research to advise Managing Director on new areas of fundraising opportunity. 
  • Oversee budget and expenses for specific campaigns and events, ensuring that funds are spent wisely and stay within budget. 
  • Support, coach, and manage one full-time direct report (Manager, Development & Communications). 

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

  • Skilled listener, with the ability to understand diverse stakeholder perspectives, and tailor messaging accordingly. 
  • Sound judgment, with the ability to independently manage external and internal relationships with key stakeholders, and ask for help when needed.
  • Excellent written and verbal communication skills, with the ability to create compelling narratives that advance Read Ahead’s story across a variety of platforms including grants, marketing collateral, donor outreach letters, and social media. Experience with grant writing and/or creating social media content is a plus, but not required.
  • Highly organized administrator with flexibility, strong attention to detail, the ability to both create and improve processes and systems, project-management skills, and a love of problem-solving.
  • 4-5+ years of experience in a nonprofit role (development or marketing strongly preferred), with a desire to take on increasing responsibility and learn all aspects of fundraising at a dynamic, growing organization.
  • Ability to learn & leverage technology to support team collaboration, workflow, and efficiency required. Training on current Read Ahead tools (Google Suite, Kindful CRM, Qgiv, monday.com, Later, Slack, Canva, etc.) will be provided. Prior experience with fundraising CRM databases (Salesforce, Raiser’s Edge, Kindful, etc.) and online fundraising sites (Qgiv, Classy) a strong plus.
  • Passion to lead, coach, and support staff to grow professionally.
  • Enthusiasm for staying up-to-date with fundraising trends, and mission-related news.
  • Experience with organizations serving New York City public schools, families, and communities and/or youth literacy or mentoring programs preferred, but not required.

Salary/Benefits: $80,000 – $85,000/ 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. 12/31/2021)
  • Eligibility to participate in pre-tax TransitChek 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
  • Remote work policy offered
Comments Off on Program Coordinator (Part-Time)

Program Coordinator (Part-Time)

Posted by | July 19, 2021 |

Program Coordinator (Part-Time, Temporarily Remote)

Start date: September 1, 2021

Commitment: Approximately 29 hours/week 

About Read Ahead

Since 1991, Read Ahead has connected public elementary school students with caring mentors from leading corporate and community partners. During weekly Read Ahead sessions, our volunteer mentors form meaningful relationships with their mentees, and help children to grow their literacy skills, confidence, love of reading, and other skills essential for success. Over 98% of teachers would recommend Read Ahead to a colleague, and our program impacts the lives of over 750 children each year.

The need for Read Ahead is especially urgent in the wake of COVID-19. To meet this moment, Read Ahead developed a completely virtual program for the 2020-21 school year and is continuing this for 2021-2022. Combining our 30 years of experience with new technology platforms that include 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 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, genetics, or veteran status. We seek to build a diverse staff representative of the communities we serve. All qualified applicants are strongly encouraged to apply.

Position Overview

As a part of a dynamic and dedicated program team, the Program Coordinator (Part-Time) 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 (Part-Time) 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 (Part-Time) 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 (Part-Time) 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 (Part-Time) will participate in initiatives that further deepen the impact of Read Ahead’s unique approach to using literacy as a means of social change.

Program Coordinators (Part-Time)work approximately 29 hours per week (precise schedule to be confirmed in discussion with manager, and will be based on school and program scheduling needs). Occasional required meetings, training sessions, or other events may also take place outside of regular hours.

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. 

During the 2021-2022 school year, Read Ahead will run a virtual program over Zoom likely with some in-person programming in spring 2022. Program Coordinators will be required to be in person occasionally to set up programs at partnering schools between late August-October 2021.

Responsibilities

Program Facilitation (subject to change based on program models)

  • Facilitate, coordinate, and monitor 10-15 weekly 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 assistance to participants (i.e., Zoom and online reading platforms)
  • Manage and support ~150 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 

Program Quality Management (subject to change)

  • Conduct tasks that ensure a high-quality program, including data tracking, supporting mentor training
  • Review and approve mentor applications and support mentors through onboarding process
  • Collaborate on content and possibly delivery of mentor training
  • 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 2021-22 program and encourage student enrollment, including communicating with school leadership and liaisons, answering caregiver questions, supporting with completion of permission forms
  • Collaborate in a pilot of summer RA staff-led programming with students and/or lead or collaborate in a continuation of mentor-mentee programming

Family Engagement

  • Support and execute new family engagement initiatives to build relationships with families
  • Support all other initiatives that foster greater engagement of parents and caregivers, as determined by the Senior Director, Program

Administrative Tasks

  • Enter and track 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

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 remote work with the ability to lead and monitor daily mentoring sessions remotely

School openings & likely but tentative schedules include:

We have multiple openings for the Program Coordinator position. Most work will be done remotely but there will likely be some in person set up at the assigned school and possibly some in person work spring 2022. Program schedules and day/time commitment are still TBD but the tentative schedules are below. Schedules will be discussed during the interview process.

  • PS 1, Lower East Side/Chinatown: Tuesday-Friday ~11:30am-5:30pm + Saturday ~9am-1:30pm (Saturdays required)  *Mandarin speaker needed
  • PS 33, Chelsea: Tuesday-Friday ~11:30am-5:30pm + Saturday ~9am-1:30pm 
  • PS 51, Hell’s Kitchen: Tuesday-Friday ~11:30am-5:30pm + Saturday ~9am-1:30pm 
  • PS 134, Lower East Side: Monday-Friday ~11:30am-5:30pm OR Monday-Thursday ~11:30am-5:30pm + Saturday 9am-1:30pm

Summary of Compensation and Benefits

Pay Rate: $25.00/hour

Benefits: Paid Time Off (PTO): Paid time off policy includes:

  • All federal holidays
  • Wed – Fri of Thanksgiving week
  • Christmas Eve – New Year’s Day
  • Five (5) sick days
  • Vacation day accrual based upon employment anniversary date; during the first year employees accrue 11 days per year and after the first year accrue 14.5 days per year

Benefits Package 

  • 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 TransitChek program
  • Professional development & wellness stipends
Comments Off on High School Teaching Opportunities!

High School Teaching Opportunities!

Posted by | July 16, 2021 |

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
Comments Off on Special Education Teacher

Special Education Teacher

Posted by | July 16, 2021 |

Why Teach With Us?

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

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

Advantages of teaching at a New Visions school include:

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

Who You Are

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

What You’ll Do

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

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

What We’re Looking For

  • Bachelor’s degree from an accredited college or university is required; Master’s degree is preferred
  • A valid New York State SWD Certification 
  • 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
Comments Off on Continuous Improvement Coach

Continuous Improvement Coach

Posted by | July 16, 2021 |

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 700 public schools and thousands of teachers, serving 450,000 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 educational leader looking to transfer your skills to a mission-driven organization.  You’ve demonstrated success in addressing complex school challenges and coaching educational leader.  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.  

What You’ll Do

You’ll partner with school leaders across our network of Affinity schools to address complex challenges through intentional continuous improvement cycles. You’ll build relationships with principals and school leadership teams to drive student success.  You’ll develop and improve school based systems that can reliably and sustainably produce strong outcomes.  You’ll use technology and data to increase efficiency and create dynamic and continuously improving school organizations. 

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 Social Worker/Mental Health Counselor – (3 Positions)

Social Worker/Mental Health Counselor – (3 Positions)

Posted by | July 16, 2021 |

DEPARTMENT:     Youth and Community Development Services

LOCATION(S):
• PS 297 (Bedford Stuyvesant, Brooklyn, NY) – 1 Position
• PS 328 (East New York, Brooklyn, NY) – 1 Position
• Brooklyn Community Arts & Media (BCAM) High School (Clinton Hill, Brooklyn, NY) – 1 Position

PROGRAM:            Community Schools Initiative

REPORTS TO:       Community School Director

SALARY:                  Commensurate with experience; excellent benefits including medical, dental, vision, 401k retirement plan, and 24 paid vacation days per year

DATE:                        Full-time beginning July 2021; summer location and duties may vary

SCHEDULE:           Monday – Friday, 8am – 4pm; some Saturdays and evenings

JOB SUMMARY:
Grand Street Settlement is seeking a creative LMSW or LMHC with a can-do attitude to join its Community School Team at one of our Brooklyn schools (BCAM, PS 297, PS328). Social workers/mental health counselors on the Community School Team take on diverse portfolios of work that include individual and group counseling, supporting school-wide community-building and restorative practices, crisis intervention, and facilitating linkages to other service providers. The social worker or mental health counselor will also work closely with other members of the Community School Team (director, case managers, tutors, and expanded learning time staff) to provide other supports that will enhance the Community School.

EDUCATION, EXPERIENCE AND SKILL REQUIREMENTS:
• New York State LMSW or LMHC from an accredited school of social work (may consider candidates with a provisional license); SIFI certification preferred
• Bilingual (Spanish) preferred
• At least one year’s experience in a school setting; three or more years’ experience working with youth and families in underserved communities preferred
• Strong experience facilitating counseling groups, providing clinical services, and/or serving as a case manager for youth and families
• Demonstrated ability to work in a fast-paced environment, to communicate and collaborate with diverse stakeholders, to prioritize multiple competing tasks, and to take initiative on new projects
• Strong organizational and computer skills
• Must be able to pass criminal background check and clearance by NYC Department of Education

ESSENTIAL DUTIES AND RESPONSIBILITIES (REMOTE and IN-PERSON):
• Provide individual counseling and case management
• Facilitate group counseling (individually or with co-facilitator)
• Conduct home visits and other outreach to engage parents in the provision of services to their children and, more broadly, in the school community
• Collaborate with school staff to meet the needs of students, families, and the school community
• Support the development of a positive school culture by helping to develop and implement school-wide and targeted initiatives
• Support the implementation of the Peer Group Connection peer leadership program and/or School Advisory program; co-teach a daily or weekly classes with a licensed teacher; attend related professional development, including overnight retreats
• Provide crisis intervention and continued follow-up for youth and families; conduct screenings for suicidality and self-harm
• Maintain confidential records including assessments, service plans, and case notes
• Develop and maintain relationships with other community resources to which the Community School Team can refer students and families
• Supervise one social work intern
• Perform other duties as assigned

EQUAL OPPORTUNITY EMPLOYER (EOE)

If selected for this position, applicant must obtain NYC Dept. of Health fingerprint clearance and State Central Registry (SCR) clearance (fees may apply); ability to maintain State Central Registry (SCR) clearance and fingerprint clearance throughout the duration of employment.

*Community members from Williamsburg, Bedford-Stuyvesant, and the greater Brooklyn area are strongly encouraged to apply for this position.

 

Comments Off on Development Associate

Development Associate

Posted by | July 15, 2021 |

Advancement Associate  

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 and bring our most effective and replicable practices to a growing number of public schools outside of our network as well. 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.

Serving nearly 200,000 students since our inception, we are redefining what educational excellence looks like in New York City public schools. 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 results are strong. 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 that were 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.

Summary:

Join our highly collaborative, five-person Advancement team and together we’ll work to surpass our $3M annual fundraising goal and boost our organization’s visibility. As the Development Associate you’ll take the reins in managing our department’s data systems and gift acknowledgement processes while providing critical support for fundraising, communications, and Board relations. Our ideal Development Associate is a go-getter who asks questions, connects dots, and is incredibly detail-oriented. We are driven by our mission to ensure that all NYC’s young people have access to a high quality education and are looking for someone who shares that passion and is excited by the opportunity to connect with our schools and students.

This position is a full-time role reporting  to the Director of Development. 

Essential Functions:

  • Manage and oversee LiveImpact donor database/communications system, including all data entry, complex coding/tagging of gifts and constituents, revenue reporting and reconciliation, regular data cleaning, and troubleshooting issues with vendor, as well as other data-based tools. Also leverages data to help keep the department on track and improve our fundraising efforts, including surfacing prospects, flagging donors in need of extra cultivation, etc.
  • Manage acknowledgment process for donations, including drafting and sending thank you letters, coordinating with our President & CEO to include personalized language for gifts, and notifying Board members of gifts received that they have solicited so they can send additional thanks.
  • Follow-up with donors, funders, and Board members on pledges and other needs, including matching gift administration, tax substantiation, invoicing, etc.
  • Create, manage, and ensure accuracy of solicitation and email lists for Board member outreach and general appeals, customizing where necessary.
  • Coordinate and provide support for cultivation/appeal mailings (paper and electronic) and other donor outreach.
  • Provide support for key events such as our Gala, Board Retreat, College March, and cultivation events.
  • Contribute to grant proposals and reports.
  • Assist with Board meeting management via assembling and sending materialis, managing invitations and tracking RSVPs, updating Board portal of website,  and other related activities.

Professional Experience/Qualifications:

  • 1-3+ years of professional experience and eager to be involved in all aspects of a fundraising/ communications office.
  • Keen attention to and love of detail.
  • Experience with cloud-based database administration and fluency with technology.
  • Ability to work independently, prioritize, plan, and multi-task.
  • Outstanding organization, judgment, and problem-solving capabilities.
  • Excellent interpersonal and communication skills, both written and oral.
  • Interest in seeing how their work connects to “big picture” department goals.

Additional Competencies and Desired Skills:

  • Works collaboratively, adapts to multiple contexts and approaches work with a sense of humor and flexibility.
  • A lifelong learner interested in continually developing a deeper understanding of the best practices related to the position and of our organizational work.
  • A personal and professional focus on empathy, compassion, and kindness.

Compensation and Benefits: 

  • We offer a competitive salary which will be commensurate with experience and qualifications.
  • We offer workplace flexibility/partial remote work to support the wellbeing of our staff. 
  • We offer medical, dental, and vision coverage as well as 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.

 

No phone calls please. We appreciate all responses, but due to the high volume of resumes received, we can only contact those applicants whose qualifications best match the position requirements.

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Teacher

Posted by | July 15, 2021 |

The Bard Early College Academy @ UAMA is seeking educators passionate about their fields of study and committed to advancing equity through rigorous curricula made accessible to high school students with varied levels of academic preparation. Successful applicants must be committed to teaching classes through a competency-based interdisciplinary model that prepares students for our early college program in 11th and 12th grade.

In addition, candidates will be expected to participate fully in the life of the school, including professional development rooted in exploring historic/systemic inequalities in our society, especially as they are related to K-12 education; interdisciplinary curriculum planning; student advising; club and extracurricular involvement, and committee service. All candidates must have or be enrolled in a program working towards a New York State Teaching License; high school teaching experience, and/or experience working with high school-age students is desirable.

We are seeking teachers in the following subjects:

  • Mathematics
  • Science
  • History
  • The Arts
  • Special Education

The Bard Early College Academy @ UAMA is an early college partnership that establishes a satellite campus of the Bard Early College at the Urban Assembly School of Music and Art, a New York City Department of Education High School located in Downtown Brooklyn. The early college partnership enables students in 11th and 12th grade to enroll as part-time undergraduate students at Bard College, where they can earn up to sixteen tuition-free college credits concurrently with their high school studies. All classes take place at UAMA.

The Bard Early College Academy @ UAMA is committed to equity and inclusion and is an unscreened NYCDOE school with no entrance exam or audition process, open to all New York City students who apply.

 

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Associate Director, College Advising

Posted by | July 14, 2021 |

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

The Associate Director of College Advising is responsible for leading and executing an effective college advising process for the NY SEO Scholars high school program to ensure 100% acceptance rate into 4-year colleges and/or universities for the senior class. This includes the development of all components of SEO’s college access, preparation, and advising programs from 9th through 12th grades along with management of the 12th Grade department staff.  The Associate Director also oversees partnerships with colleges, universities, and scholarship programs that result in 100% of students attending competitive postsecondary institutions. The Associate Director is a dynamic and highly entrepreneurial leader, eager to create systems that support the implementation and improvement of a successful college advising program that prepares and guides 1,000 students through the college admissions process.

KEY RESPONSIBILITIES

Lead the 12th Grade Department (40%) 

  • Manage, support and develop team of full-time staff including an Assistant Director of College Access, three Program Managers of College Advising, a Program Coordinator and three part-time college advisors
  • Manage team of advisory instructors, providing feedback and support, managing related HR functions
  • Coach staff on best practices around student support, advising, and engagement
  • Conduct effective and collaborative department meetings and 1:1 check-in meetings that keep all initiatives on track
  • Set meaningful, outcomes-oriented department and individual performance goals that lead to 100% college admission and 90%+ admission into competitive institutions

Lead, develop, and evolve the College Advising Program (40%)

  • Develop and refine SEO Scholars’ practices and policies on college admissions, scholarships, and financial aid advising to increase the number of students admitted into competitive institutions while decreasing gaps in financial aid
  • Lead the development of college advising content, systems, and processes for a remote/hybrid national program model, including best practices and strategies for virtual meeting facilitation and advising
  • Develop and manage class rosters, schedules, and data to create and maintain the infrastructure for an individualized and adaptive college advising model, including further refinement of tracked groups and programming
  • Manage the development and implementation of family engagement workshops and staff-wide trainings on college admissions, scholarships, and financial aid advising based on staff and program needs
  • Work collaboratively with the Curriculum and Instruction Department to deliver comprehensive college advisory curriculum for Scholars in 9th through 11th grade; collaborate with SF Scholars as needed

       Cross-Departmental and External Work (20%)

  • Work collaboratively with the Director of Programs, Vice President and College Scholars Team to develop and grow SEO’s formal and informal partnerships with colleges and universities that improve students’ access and advocacy within the college admissions process
  • Collaborate with other grade-level leads to create a continuous college awareness program and college-going culture for Scholars from 9th through 12th grade
  • Partner with the College Persistence Team to develop program initiatives that ensure a seamless transition from the high school program to the college program
  • Other duties as assigned

QUALIFICATIONS

  • Bachelor’s degree required; Master’s degree in relevant field highly preferred
  • Four to six years’ experience in college admissions at a high school, college/university or related non-profit organization
  • At least three years of experience managing a motivated and high-performing team with a demonstrated track record of success
  • Experience managing complex projects with multiple deadlines in a fast-paced, entrepreneurial environment
  • Experience and knowledge of the NYC DOE, SUNY/CUNY systems, EOP/HEOP, and the up-to-date changes in college admissions and financial aid landscapes

PREFERRED QUALIFICATIONS

  • Demonstrated passion for closing the achievement and opportunity gap on the high school and college level for first-generation and low-income students
  • Exceptional leadership skills and aptitude in building strong culture and community
  • Data-driven and results-oriented with an unquestionable commitment to high-quality work
  • Excellent interpersonal skills, strong work ethic, and high level of accountability
  • Highly detail-oriented with superior written and oral communication skills
  • Ability to effectively present in front of a room of 250+ Scholars
  • Ability to conduct difficult conversations with Scholars and families to give honest, productive feedback
  • Highly adaptable and solutions-oriented with an ability to solve complex problems
  • Intermediate to advanced Excel skills and experience working with Salesforce(database), Brightspace (LMS)
  • Bilingual Spanish/English is highly preferred

 WORKING CONDITIONS

  • This is a full-time exempt position
  • Standard work week:
    • Fall Term: Tuesday through Saturday (3x a month); Monday through Friday (1x month)
    • Spring Term: Tuesday through Saturday (3x a month); Monday through Friday (1x month)
    • Summer Term: Monday through Friday
  • This is an event-heavy position – managing classes, workshops and special events with external partners is a near daily responsibility in addition to 1:1 student and family meetings as needed.
  • Frequent late evening events
  • Work requires traveling to different physical locations for weekday and Saturday programming
  • Currently a remote position; return to office date is Sept 2021 but subject to change

 

We encourage candidates from diverse backgrounds to apply!

SEO is proud to be an equal opportunity and affirmative action employer. We’re committed to equal employment opportunity regardless of race, color, ancestry, religion, sex, national origin, sexual orientation, age, citizenship, marital status, disability, gender identity or any other legally protected status. Visually and hearing impaired candidates can contact us for assistance at: jobinfo@seo-usa.org.

Comments Off on College Readiness Manager (Teacher)

College Readiness Manager (Teacher)

Posted by | July 14, 2021 |

Yonkers Partners in Education (YPIE) is a nonprofit organization located in Yonkers, NY that partners with students to ensure they are ready for, enroll in, and complete college. We confront the challenges of a low-income, urban school district by providing families with equitable access to the critical tools and services necessary for college success.

*Given the ongoing challenges of the pandemic, it is imperative that candidates for this position be adaptable, persistent in their work with students, and able to work/teach both remotely and in-person.*

Job Mission:

The YPIE Scholars Program is focused on preparing students with the academic and life skills needed for college success. A College Readiness Manager provides academic interventions and facilitates programming that builds student skills in academics and beyond.

College Readiness Managers are assigned a cohort of students across one or more high schools in Yonkers and tasked with leveraging an array of academic intervention strategies and resources to ensure 100% of assigned Scholars are engaged and ready for college. College Readiness Managers also facilitate academically-rooted YPIE Majors in order to foster students’ passions and facilitate academic, socio-emotional, and pre-professional growth for all Scholars. Daily responsibilities include:

  • Academic Intervention Work: Directly tutor and coach 80-120 YPIE Scholars across one or more high schools, and incorporate volunteer Graduation Coaches, YPIE College Zone academic help, and other supports to ensure assigned Scholars become ready for college.
  • Tutor Scholars and facilitate learning in core subjects to foster academic readiness
  • Develop and execute intervention plans while counseling each Scholar around social/emotional health, self-awareness, and self-management
  • Coach each Scholar around accessing resources and connect Scholars to crucial internal and external supports as necessary to support Scholars in achieving their goals
  • Manage YPIE Scholars’ assigned Graduation Coach volunteers to support Scholars’ growth & obtain 8.5/10 average score on end of year volunteer survey
  • Programming: Facilitate pre-professional, academic, and/or social and emotional learning programming to ensure all YPIE Scholars meet college readiness goals.
    • Plan, coordinate, and facilitate one or more career-pathway programs (“YPIE Majors”)
    • Plan and execute daily lessons to ensure that 100% of Scholars reach academic program goals, leveraging areas of academic expertise to support tutoring needs
    • Plan and execute life skills and pre-professional programming, special events, electives, team building program, and additional interventions 

Strong Applicants will possess

  • An outcomes-focused orientation
  • Experience in teaching, program design, counseling, social work, or related field
  • Experience with and commitment to ensuring equity for a diverse population of students
  • Experience working with, tracking, and analyzing data to target student support and evaluate effectiveness
  • Proven organizational and program tracking skills
  • Ability to navigate partnerships with diverse stakeholders
  • A car and a willingness to travel to program sites
  • Flexibility to work some evening and weekend hours as student needs arise
  • Spanish fluency a plus
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AP Environmental Science Teacher

Posted by | July 9, 2021 |

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

Science teachers at New Visions schools work with a diverse range of students to develop Biology, Chemistry, Earth Science, or Physics content knowledge and skills through exploration/experimentation, reading, discussion, and writing. Science teachers at New Visions schools will:

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

What We’re Looking For

  • Bachelor’s degree from an accredited college or university is required; Master’s degree is preferred, with a minimum 3.2 GPA
  • A valid New York State Science Subject Area Certification in Biology or General Science
  • Proven track record for planning lessons with clear learning objectives and a means for assessing whether those objectives have been met
  • Strong organizational and communication skills
  • Demonstrated content knowledge and familiarity with Common Core State Standards
  • Demonstrated success in tailoring instruction to the needs of diverse learners
  • Ability to work collaboratively with others to achieve common goals
  • Experience working with educational technology

Additional Information 

Our schools are currently operating with a remote instructional model, with the intent to return to the classroom when it is safe for New Yorkers. For this specific role, both remote and in-person work may be required. We’ll be able to share additional specifics around work expectations as you move forward in the interview process.   

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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Digital Arts Teacher

Posted by | July 9, 2021 |

We are looking for an experienced Digital Arts Teacher to join the team at our growing school in the Rockaways. If you’re looking for an opportunity to CREATE something remarkable, then apply for our opportunities today!

The Program

The Digital Arts Program at HUM IV launched in 19-20. Students build creative skills, vocabulary, and processes relating to a wide variety of design disciplines. Some of these topics include: the elements and principles of design, typography, page-layout techniques, the design process, understanding client, target audience and message/purpose, presentation and defense of design decisions, and more. Students learn about graphic design, illustration, digital and darkroom photography, 3D modeling through architecture and interior design, identity/brand design, motion graphics and 2D animation, web design and the basics of HTML and CSS web development. Through project-based work, Digital Arts majors will develop computer literacy and learn many programs including Photoshop, Illustrator, SketchUp, InDesign, Flash, and Dreamweaver. By their senior year, students are prepared to take the Adobe Certified Associate exam in one or more Adobe programs.

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 or 3+ years teaching digital arts in a high school 
  • Demonstrated content knowledge and familiarity with NYS Visual Arts Standards and/or the Arts Commencement Exam in Visual Art
  • 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
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Grants Associate

Posted by | July 8, 2021 |

Grants Associate (Full Time) – The Hollyhock Foundation (New York, NY)

Background
Founded in 2003, the Hollyhock Foundation is committed to creating high-quality educational opportunities for all children. In recent years, the foundation’s priorities have expanded to include mitigating climate change and strengthening the field of investigative journalism. Hollyhock selects high-performing organizations and partners with leadership to support growth. The foundation is led by its board of directors, including the co-founders, and an executive director and two program managers.

Job Summary
The Hollyhock Foundation is seeking a full-time grants associate who will work closely with the executive director and program managers to support the foundation’s grantmaking activities.

Responsibilities

  • Prepares meeting materials, board minutes, grant agreements, reporting templates, and grant letters for use across the foundation’s grant programs.
  • Updates and manages the foundation’s information infrastructure. This includes updating the grants management database, filing key notes and meeting materials, and generating user-friendly reports and analyses as needed to support the foundation’s decision-making.
  • Supports staff in scheduling meetings and booking travel.
  • Assists program staff with research and analysis of potential funding initiatives and special projects.
  • Supports program staff in reviewing and renewing grants.

Qualifications

  • Bachelor’s degree required and master’s degree preferred.
  • At least 2-5 years of professional experience in relevant roles.
  • Excellent in Excel and Powerpoint; experience with Fluxx grantmaking database a plus.

Compensation
Compensation is competitive and includes health insurance, travel reimbursement, vacation and family and medical leave.

Comments Off on Elementary School Teacher (Special Education, English as a New Language, General Education)

Elementary School Teacher (Special Education, English as a New Language, General Education)

Posted by | July 2, 2021 |

Why WHIN?

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

Our Mission:

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

We believe…

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

We are looking for teachers who are…

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

We support teachers by…

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

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

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

Specifically, Elementary Teachers at WHIN are responsible for:

  • Creating and maintaining a fun, engaging, and inclusive classroom culture where all students love to learn
  • Fully planning, preparing for and differentiating objective-driven lessons and assessments to meet learners’ needs and accurately assess mastery.
  • Establish and communicate measurable lesson objectives and evaluate student success of mastering objectives.
  • Driving academic outcomes for all students by analyzing data, differentiating instruction, and supporting each learner’s unique needs
  • Collaborating with colleagues to implement an effective integrated co-teaching model to serve all students in an inclusive classroom
  • Design and plan classroom routines, procedures, and other Responsive Classroom practices (Morning Meeting).
  • Inspiring students and fellow staff to perform at his or her highest potential
  • Developing and maintaining strong and professional relationships with WHIN families

Qualifications for the Elementary Teacher positions are:

  • NYS or equivalent Teaching Certification in Special Education, English as a New Language, or General Education
  • Urban elementary teaching experience
  • Demonstrated success raising achievement levels of all students
  • An unwavering belief that all students can achieve at a high level
  • Proven commitment and success working with students and families
  • The ability to excel in a fast-paced, dynamic, and exciting school

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

EEO Policy: WHIN Music Community Charter School is an equal rights and opportunity agency and does not discriminate on the basis of race, color, national origin, sex, disability, age, religion, ancestry, marital status, or any other legally protected classification in its activities, educational programs, or employment practices as required by Title VI, IX, and Section 504.

 

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Senior Director, Social Work & Wellness

Posted by | July 1, 2021 |

Positions Report to: Superintendent/Chief Academic Officer 

Start Date: July 6, 2021

Hours: Flexible based on school/programming schedule

Compensation: EHTP offers a competitive salary and comprehensive benefits package

FLSA Status: Exempt

Who We Are

East Harlem Tutorial Program (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, East Harlem Scholars Academies. 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.

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 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.

About the Opportunity

The Senior Director, Social Work (whole-organization lead social worker) is responsible for setting and managing a vision and team that ensures that all EHTP students develop the social-emotional skills necessary to succeed in school, community, and life. In collaboration with deputy superintendents, network directors of inclusive learning, and principals, this Senior Director, Social Work directs and supervises a team of experienced social workers in our schools and Out-of-School Time (OST) programs for the development, implementation, and evaluation of comprehensive approaches to the social, emotional, and academic growth of students. This Senior Director role oversees all social-emotional learning practices and interventions to support students, as well as the social and emotional health and literacy needed for families across the district. Informed by current research and best practices in the field, the Senior Director, Social Work is responsible for developing a strategic racial equity approach to the work, managing a team of social workers to their highest capacity [through weekly clinical supervision], aligning programming, measuring effectiveness, and facilitating professional development.

What Success Looks Like

Clinical Practice Coordination and Supervision

  • Provide clinical supervision, continuous coaching, and professional development for four full-time lead social workers across our school sites and Out-of-School Time (OST) programs, addressing evidence-based development of diagnostic, treatment, and intervention planning; processing any counter therapeutic personal issues; and/or resolution of ethical/legal issues
  • Coordinate the implementation of proactive counseling programs at each campus that includes supports specific to student data and feedback from principals and program managers  (ex. grief counseling, trauma counseling, and social anxiety)
  • Plan and manage monthly clinical case conferences for the entire organization
  • Lead, support, and model the use of crisis intervention across sites
  • Support and participate with hiring (initial screening support, last round clinical interviews) of social workers; and with staff transitioning from LMSW to LCSW
  • Critically evaluate IEP mandated counseling and support the transition/declassification process
  • Ensure school-based counseling teams have the capacity to meet all IEP counseling mandates and associated requirements (e.g. progress reporting, encounter attendance)
  • Develop whole-staff professional development with an emphasis on supporting teachers and school leaders with in-classroom response strategies
  • Provide crisis intervention and support for families, if needed

Network-level Leadership

  • Develop and lead the continuous improvement of a racial-equity centered approach to the organization’s vision, guiding pursuits, and strategic priorities for social work
  • Progress monitor and improve the implementation of school-level and program-level social and emotional supports using data, e.g. Salesforce, Kickboard, and other platforms
  • Develop social workers in collecting, analyzing, reporting, and using data to problem solve and identify interventions to support students and families
  • Oversee ongoing professional learning for all school and program social workers around instruction and support, including but not limited to training on restorative practices, trauma-informed practices, culturally responsive care, and mental health
  • Develop and lead organizational policies related to the intersection of social-emotional and academic development for students
  • Forge and strengthen external community partnerships and trust with other school networks and academic programs within East Harlem and upper Manhattan, including colleges and universities, community-based programs, social work organizations, and community stakeholders
  • Plan and lead monthly lead social worker and all-social workers meetings and huddles; and plan quarterly planning and review meetings with deputy superintendents, network directors of inclusive learning, and principals
  • Oversee the planning and facilitation of school workshops for students and families in order to support social and emotional development and proactively address issues

Who You Are

  • You have at least 10+ years post-masters clinical experience in relevant educational positions
  • You have at least 5+ years experience in supervising social workers, ideally within schools, education and/or other nonprofit organizations
  • You have a race and equity lens that guides your work and efforts to think about social work as a practice, your role as a leader, and the impact of data in driving decision-making for students
  • You have experience building teams and individuals at varying levels of experience through radically human and accountability-centered coaching
  • You have a track record of exceptional clinical skills and experience providing and modeling how to provide crisis intervention and short-term treatment to children and their families
  • You have experience planning and implementing professional development
  • You enjoy and/or have experience working with diverse populations of students and communities
  • You have demonstrated success in raising the social-emotional wellness and achievement levels of historically-marginalized student populations
  • 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 hold yourself to high professional and ethical standards
  • You have at least a Master’s Degree and appropriate LCSW certification, required
  • Bonus for Spanish bilingual

Thank you for taking the time to submit an application.

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Registrar/Scheduler

Posted by | June 29, 2021 |

Nichols School is seeking applications for a full-time Registrar/Scheduler to join our forward-thinking community beginning immediately.  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 Registrar/Scheduler will work closely with the Dean of Academics to create and manage the master schedule for the school and maintain the accuracy of student records.  Applicants must have knowledge of scheduling systems and proven exceptional experience with data processing. Working in a fast-paced environment, candidates must be able to perform multiple tasks concurrently.

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

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.

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

Comments Off on Senior Director, Social Work & Wellness

Senior Director, Social Work & Wellness

Posted by | June 29, 2021 |

Positions Report to: Superintendent/Chief Academic Officer 

Start Date: July 6, 2021

Hours: Flexible based on school/programming schedule

Compensation: EHTP offers a competitive salary and comprehensive benefits package

FLSA Status: Exempt

Who We Are

East Harlem Tutorial Program (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, East Harlem Scholars Academies. 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.

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 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.

About the Opportunity

The Senior Director, Social Work (whole-organization lead social worker) is responsible for setting and managing a vision and team that ensures that all EHTP students develop the social-emotional skills necessary to succeed in school, community, and life. In collaboration with deputy superintendents, network directors of inclusive learning, and principals, this Senior Director, Social Work directs and supervises a team of experienced social workers in our schools and Out-of-School Time (OST) programs for the development, implementation, and evaluation of comprehensive approaches to the social, emotional, and academic growth of students. This Senior Director role oversees all social-emotional learning practices and interventions to support students, as well as the social and emotional health and literacy needed for families across the district. Informed by current research and best practices in the field, the Senior Director, Social Work is responsible for developing a strategic racial equity approach to the work, managing a team of social workers to their highest capacity [through weekly clinical supervision], aligning programming, measuring effectiveness, and facilitating professional development.

What Success Looks Like

Clinical Practice Coordination and Supervision

  • Provide clinical supervision, continuous coaching, and professional development for four full-time lead social workers across our school sites and Out-of-School Time (OST) programs, addressing evidence-based development of diagnostic, treatment, and intervention planning; processing any counter therapeutic personal issues; and/or resolution of ethical/legal issues
  • Coordinate the implementation of proactive counseling programs at each campus that includes supports specific to student data and feedback from principals and program managers  (ex. grief counseling, trauma counseling, and social anxiety)
  • Plan and manage monthly clinical case conferences for the entire organization
  • Lead, support, and model the use of crisis intervention across sites
  • Support and participate with hiring (initial screening support, last round clinical interviews) of social workers; and with staff transitioning from LMSW to LCSW
  • Critically evaluate IEP mandated counseling and support the transition/declassification process
  • Ensure school-based counseling teams have the capacity to meet all IEP counseling mandates and associated requirements (e.g. progress reporting, encounter attendance)
  • Develop whole-staff professional development with an emphasis on supporting teachers and school leaders with in-classroom response strategies
  • Provide crisis intervention and support for families, if needed

Network-level Leadership

  • Develop and lead the continuous improvement of a racial-equity centered approach to the organization’s vision, guiding pursuits, and strategic priorities for social work
  • Progress monitor and improve the implementation of school-level and program-level social and emotional supports using data, e.g. Salesforce, Kickboard, and other platforms
  • Develop social workers in collecting, analyzing, reporting, and using data to problem solve and identify interventions to support students and families
  • Oversee ongoing professional learning for all school and program social workers around instruction and support, including but not limited to training on restorative practices, trauma-informed practices, culturally responsive care, and mental health
  • Develop and lead organizational policies related to the intersection of social-emotional and academic development for students
  • Forge and strengthen external community partnerships and trust with other school networks and academic programs within East Harlem and upper Manhattan, including colleges and universities, community-based programs, social work organizations, and community stakeholders
  • Plan and lead monthly lead social worker and all-social workers meetings and huddles; and plan quarterly planning and review meetings with deputy superintendents, network directors of inclusive learning, and principals
  • Oversee the planning and facilitation of school workshops for students and families in order to support social and emotional development and proactively address issues

Who You Are

  • You have at least 10+ years post-masters clinical experience in relevant educational positions
  • You have at least 5+ years experience in supervising social workers, ideally within schools, education and/or other nonprofit organizations
  • You have a race and equity lens that guides your work and efforts to think about social work as a practice, your role as a leader, and the impact of data in driving decision-making for students
  • You have experience building teams and individuals at varying levels of experience through radically human and accountability-centered coaching
  • You have a track record of exceptional clinical skills and experience providing and modeling how to provide crisis intervention and short-term treatment to children and their families
  • You have experience planning and implementing professional development
  • You enjoy and/or have experience working with diverse populations of students and communities
  • You have demonstrated success in raising the social-emotional wellness and achievement levels of historically-marginalized student populations
  • 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 hold yourself to high professional and ethical standards
  • You have at least a Master’s Degree and appropriate LCSW certification, required
  • Bonus for Spanish bilingual

Thank you for taking the time to submit an application.

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Special Education M.S. & H.S Teachers

Posted by | June 23, 2021 |

Special Education M.S. & H.S. Teachers

Oppportunity Charter School
 New York, New York County, New York, United States

Job Description

Belief in Every Student’s Promise

Opportunity Charter School (OCS) teachers are trained in cutting-edge, research-based methodology of evaluating students’ academic strengths and challenges. To maximize each child’s personal development, an individualized education plan is created that is tailored to his or her unique needs. Students receive differentiated instruction in every curricular area with the goal of expanding their higher cognitive thinking.

Performance-Driven and Results-Oriented

Our curriculum will prepare students to take the Regents exams and transition to college or a meaningful career. Our goal is for every student to graduate having achieved a clearly demonstrated academic and social foundation, as well as a deep understanding of their own strengths and challenges. Our teachers are responsible for implementing OCS’s Common Core curriculum, and assessing students in order to appropriately meet their academic needs. We seek educators who are dedicated to improving their instructional practices by working critically and collaboratively with their colleagues.

Specific Responsibilities

  • Implement curriculum and create performance tasks aligned to the Common Core Standards;
  • Design and implement assessments that measure progress towards academic standards;
  • Use interim assessment data to enhance curriculum and inform instructional practices;
  • Participate in professional learning communities, grade-level activities, and school-wide functions;
  • Communicate and collaborate effectively with students, families, and colleagues;
  • Have extensive content knowledge including how to differentiate and level questioning.

Requirements

  • Bachelor’s degree is required. Master’s degree preferred;
  • NY State certification in Special Education or Students With Disabilities 7-12 is preferred

Compensation is competitive and commensurate with experience. Opportunity Charter offers a full benefits program, as well as membership in Teachers’ Retirement System.

Job Type: Full-time

Pay: $58,000.00 – $82,000.00 per year

Benefits:

  • Dental insurance
  • Disability insurance
  • Employee assistance program
  • Employee discount
  • Flexible spending account
  • Health insurance
  • Life insurance
  • Paid time off
  • Retirement plan
  • Vision insurance

Schedule:

  • 8 hour shift
  • Monday to Friday

COVID-19 considerations:
Yes, we are taking additional COVID-19 precautions. We are providing staff with cloth masks, paper disposable masks and plastic individual shields. We also have hand sanitizers.

Work Location:

  • One location

This Job Is:

  • A good job for someone just entering the workforce or returning to the workforce with limited experience and education
  • A job for which all ages, including older job seekers, are encouraged to apply

Work Remotely:

  • Temporarily due to COVID-19

COVID-19 Precaution(s):

  • Remote interview process
  • Personal protective equipment provided or required
  • Temperature screenings
  • Social distancing guidelines in place
  • Virtual meetings
  • Sanitizing, disinfecting, or cleaning procedures in place

How to Apply

Send resume to Gail12@msn.com

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Director of Student Recruitment

Posted by | June 23, 2021 |

An Invitation to Apply for the Position of

Director of Student Recruitment & Enrollment

 

About Public Prep

At Public Prep we believe that joy, warmth, and rigor are the foundation of a school culture where students achieve academically and develop strong character. In the words of one community member, “Every student, every family and every Public Prep staff member plays an important part of our amazing school, a school filled with energy, personality, hardworking people who are committed to ensuring all of our scholars have a sense of belonging and are put on a predictive path to and through college.”

 

Our network comprises 6 schools across 5 campuses in the Lower East Side and Bronx, serving 2,100 scholars in grades PreK-8:

Girls Prep Bronx Elementary School (Grades Pre-K-5)

Girls Prep Bronx Elementary School II (Grades Pre-K-1)

Girls Prep Bronx Middle School (Grades 6-8)

Girls Prep Lower East Side Elementary School (Grades PreK-4)

Girls Prep Lower East Side Middle School (Grades 5-8)

Boys Prep Bronx (Grades K-8)

 

Primary Function & Position Overview

The Director of Student Recruitment & Enrollment sets strategy and manages execution for Public Prep’s new family engagement and communications from prospects, newly enrolled and retention of existing families. The key areas of responsibility include student recruitment, enrollment, network-wide family communication and community outreach. Through data analytics, the Director projects enrollment growth and builds the plan to meet all recruitment goals. The Director also ensures that current and prospective families develop meaningful relationships with school leadership and with fellow families.

 

Duties & Responsibilities:

Enrollment Oversight and Leadership

  • Generate solutions to enrollment challenges facing all campuses and work collaboratively with school leaders/fellow home office staff to problem solve.
  • Build a positive culture amongst home office staff and between campus leadership/home office.
  • Supervise a team of employees responsible for student recruitment and student enrollment.
  • Develop team members and support their professional growth.
  • Support growth and expansion efforts to ensure Public Prep builds strong community relationships in all campus neighborhoods.

Strategic Planning and Project Management

  • Research and implement best practices related to student recruitment, enrollment and retention.
  • Analyze, track, and monitor enrollment data to inform action planning.
  • Lead weekly enrollment team meetings with relevant network office staff and school leaders to ensure strong collaboration across teams.
  • Codify and communicate systems expectations of campus-based staff supporting the recruitment and enrollment process.
  • Manage budget and track expenditures against the recruitment and enrollment budget.
  • Manage all relevant vendors toward timely execution.
  • Systematically seek and employ feedback from key stakeholders.
  • Create a welcoming experience for families from the first interaction with the staff.

Student Recruitment

  • Employ school-based staff with training and resources to effectively engage in fairs and information sessions.
  • Assist in the development of improved marketing materials in collaboration with the Public Prep Communication team and school leadership.
  • Create and manage marketing strategy to generate applicants to all campuses.
  • Build on effective strategies, pilot new ideas and maintain feeder partnerships to develop large, strong pools of prospective students.
  • Collaborate with communications team to ensure robust social media campaign and use of digital marketing platforms (Facebook, Instagram, Google).
  • Calendarize, plan, and prepare the materials for new family events including open houses, new family welcome orientations, and summer events.
  • Communicate information, resources and opportunities to all new prospective families network-wide.
  • Manage index of community partners, set application goals per partner, and track enrollment outcomes met through these partnerships.
  • Develop engagement strategy to keep applicants and new families enthusiastic and connected to the Public Prep community.

Student Enrollment

  • Analyze historical data to inform enrollment projections, monitor trends and forecast for future planning.
  • Build predictable models to govern our approach to student recruitment and enrollment.
  • Aggressively monitor student enrollment headcount to ensure seats are filled as soon as they become available and enrollment targets are met.
  • Maintain critical enrollment data for per-pupil billing, withdrawal tracking, rostering and other related reporting.
  • Work across departments specifically with the Home Office Finance team and Student Support Team to ensure submission of New York City Per Pupil Invoices.
  • Manage Public Prep’s student enrollment and recruitment system, Schoolmint, by tracking application and new student information.
  • Ensure a smooth process from submission of application via Schoolmint to Public Prep’s internal Student Information System, Powerschool & the NYC Department of Education information System, ATS.
  • Manage the list noticing and uploading new student information to the NYC Department of Education information system, ATS.
  • Serve as a resource for family and staff questions about enrollment and registration process

 

Public Preparatory Network is an Equal Opportunity employer. Public Preparatory Network is committed to the principles of equal employment opportunity for all employees and applicants for employment.

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.

Please be sure to attach a resume and a cover letter including examples of how you have demonstrated continuous learning and specific ways you have used data to drive decisions.

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Director of Network Operations and School Support

Posted by | June 23, 2021 |

An Invitation to Apply for the Position of

Director of Network Operations and School Support

 

About Public Prep

At Public Prep we believe that joy, warmth, and rigor are the foundation of a school culture where students achieve academically and develop strong character. In the words of one community member, “Every student, every family and every Public Prep staff member plays an important part of our amazing school, a school filled with energy, personality, hardworking people who are committed to ensuring all of our scholars have a sense of belonging and are put on a predictive path to and through college.”Our network comprises 6 schools across 5 campuses in the Lower East Side and Bronx, serving 2,100 scholars in grades PreK-8:

Girls Prep Bronx Elementary School (Grades Pre-K-5)

Girls Prep Bronx Elementary School II (Grades Pre-K-1)

Girls Prep Bronx Middle School (Grades 6-8)

Girls Prep Lower East Side Elementary School (Grades PreK-4)

Girls Prep Lower East Side Middle School (Grades 5-8)

Boys Prep Bronx (Grades K-8)

 

Primary Function & Position Overview

The Director of Network Operations and School Support helps build and sustain the infrastructure of our growing network of charter schools.  The Director of Network Operations and School Support is responsible for enhancing Public Prep’s existing operations procedures and practices, ensuring that school operations comply with city, state, and federal laws and regulations put forth through our charter authorizer. The Director of Network Operations and School Support manages the Shared Services Team at the home office and works closely with the school-based Directors of Operations.The Public Prep Director of Network Operations and School Support  is ultimately responsible for ensuring that the school-based Operations teams can excel in their school-based functions, by ensuring compliance with and improvement of our operating policies, procedures, structures and systems.

Through this work, the Director of Network Operations and School Support  improves the instructional impact at our schools by regularly monitoring and auditing school-based school operations teams to ensure effective systems, routines, and resources. THey also build and codify systems to ensure network-wide visibility to school-based operational functions. The Director of Network Operations and School Support combines a capacity for strategic thinking with keen attention to detail

 

Duties & Responsibilities:

Strategy

      • Support in developing the operations and school support strategy aligned with the networks’ goals and strategy
      • Work with the Managing Director of Operations and school-based Directors of Operations to develop a network-wide operations manual and associated processed, structures and reporting
      • Work toward the centralization of network-wide processes and functions

Compliance and Reporting

      • Oversee and collaborate with the network Shared Services Associate to support schools’ compliance with all city, state, federal, and authorizer policies related to public school operations
      • Ensure compliance with health and safety laws, charter contracts, and all federal and local workplace regulations

School Operations and Policy Oversight

      • Support school-based Directors of Operations regarding:  (1) state, federal and charter authorizer compliance; (2) procurement and inventory management ; and (3) technology infrastructure support as needed.
      • Lead and manage school based operations teams in a temporary capacity in the absence of a campus Director of Operations
      • Issue reminders in advance of school deadlines, such as for NYSTL spending, submission of bi-monthly enrollment reports, or city/state compliance deadlines and other
      • Communicate and implement PPN-wide operational policy and process changes throughout the schools
      • Collaborate with the Managing Director of Network Operations and implement campus Operations a building Walkthrough Protocol and conduct monthly evaluations for each school based on the Walkthrough Protocol.

Student Recruitment

      • Lead and collaborate with the Director of Student Recruitment and Enrollment in setting strategy and managing the execution for Public Prep’s new family engagement and communications from prospects, newly enrolled and retention of existing families.
      • Collaborate with the Recruitment and Enrollment team to determine ambitious goals rooted in data and develop a strategy to meet those goals as needed.

Procurement and Fiscal/Vendor Management

      • Oversee large, multi-school purchases by coordinating orders with vendors and tracking delivery, inventorying and payment.
      • Conduct price comparisons across vendors and initiate relationships to offer best prices to our schools.

Facilities and School Start-Up

      • Work closely with the Managing Director of Operations to ensure plans are in place and are effectively executed for the opening, repairs and renovation of school spaces, both new and existing.
      • Support and work with school-based Directors of Operations to ensure they are equipped for the operational start and end of the school year (i.e., opening day & end of year closeout checklist, facilities maps, operational training for staff, etc.)

Organizational Leadership

      • Ensures that each direct report has a development plan aligned to their performance goals and expectations.
      • Collaborate with organization leaders in cross functional teams to develop, operationalize, and coordinate projects in need of additional capacity;
      • Develop and refine strategy documents and presentations for a variety of audiences;
      • Ability to exercise considerable tact, courtesy and confidentiality in frequent contact with the internal and external parties.
      • Proactively identify organizational opportunities and needs and mobilize others to address them;
      • Provide high-level strategic visioning and project management for charter applications and growth planning.
      • Additional responsibilities as outlined or assigned by your supervisor.

 

Qualifications

      • A Bachelor’s degree from an accredited college, university, or art school
      • An M.A., Ed.M or Master’s degree or minor in a relevant content area or equivalent experience
      • A minimum of 3 years of demonstrated success working in a high-performing, urban school or education-related management setting preferred
      • A track record of success managing complex projects that involve multiple stakeholders
      • A track record of building and leading teams of diverse stakeholders
      • Exceptional organization and planning skills
      • Superior communication skills
      • An ability to work collaboratively
      • A commitment to single-sex education

Public Preparatory Network is an Equal Opportunity employer. Public Preparatory Network is committed to the principles of equal employment opportunity for all employees and applicants for employment.

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.

Please be sure to attach a resume and a cover letter including examples of how you have demonstrated continuous learning and specific ways you have used data to drive decisions.

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Director of Leadership Development

Posted by | June 23, 2021 |

An Invitation to Apply for the Position of

Director of Leadership Development

At Public Prep we believe that joy, warmth, and rigor are the foundation of a school culture where students achieve academically and develop strong character. In the words of one community member, “Every student, every family and every Public Prep staff member plays an important part of our amazing school, a school filled with energy, personality, hardworking people who are committed to ensuring all of our scholars have a sense of belonging and are put on a predictive path to and through college.”

 

Our network comprises 6 schools across 5 campuses in the Lower East Side and Bronx, serving 2,100 scholars in grades PreK-8:

Girls Prep Bronx Elementary School (Grades Pre-K-5)

Girls Prep Bronx Elementary School II (Grades Pre-K-1)

Girls Prep Bronx Middle School (Grades 6-8)

Girls Prep Lower East Side Elementary School (Grades PreK-4)

Girls Prep Lower East Side Middle School (Grades 5-8)

Boys Prep Bronx (Grades K-8)

 

Primary Function & Position Overview

The Director of Leadership Development is an integral part of the PPN Talent Team. Reporting directly to the Chief Talent Officer, the Director of Leadership Development works closely with Home Office Cabinet Members, school leaders, and teacher leaders to actualize Public Prep’s vision for adult learning through internal development programming. The Director of Leadership Development will oversee three key talent functions 1) the creation and management of internal leadership development programming, 2) the mapping of talent development opportunities across instructional and non-instructional roles of the organization, and 3) the management of third party talent and leadership development vendors.

The Director of Leadership Development is results and achievement-oriented team player who is willing to do whatever it takes to get the job done through proactive and collaborative problem solving. They take a data-driven approach to enhancing the organization’s talent strategy and possess outstanding project management skills with an ability to prioritize and meet deadlines in a fast-paced environment. The Director of Leadership Development has strong interpersonal skills with a demonstrated ability to build trusting and collaborative relationships with diverse constituencies.

 

Duties & Responsibilities: 

Leadership Development Program Management

      • Co-lead the design and execution of a differentiated teacher leadership development program that provides opportunities for the development of instructional entry-level leaders in alignment with network-wide academic achievement, social-emotional, and staff satisfaction goals.
      • Collaborate with Chief Talent Officer and Chief Operating officer on the design and execution of a differentiated non-instructional leadership development program that provides opportunities for the development of staff from entry-level to senior leadership in alignment with Public Prep’s vision for adult learning and organizational goals.
      • Lead the design and execution of a mentor program through the development of curriculum, programming, and scope and sequence of content.
      • Oversee the development and execution of leadership development initiatives including a mentorship program and mid-level leader development to ensure a strong succession plan and alignment to network-wide meeting structures for instructional and non-instructional staff.

Talent Development Strategy

      • With the Chief Talent Officer and Superintendent, analyze data and trends to ensure strong ongoing organizational development of staff.
      • Create network-wide talent map structure to articulate development competencies at every level and ensure alignment with employee evaluation resources.
      • Participate and co-lead meetings with network-wide supervisors of key roles to triangulate employee performance, student performance, staff satisfaction and talent development strategy.
      • Manage the Talent Review process through streamlining of processes with other talent management touchpoints.
      • With the Chief Talent Officer, Managing Director of Talent and Superintendent, develop strategic outreach and recruitment plans to attract high quality candidates for all roles across the network.
      • Responsible for making evidence-based recommendations for leader placements to the senior leadership team.
      • Conduct quantitative and qualitative research and make recommendations on core initiatives and special projects;

Third Party Talent and Leadership Development Vendor Management

      • Collaborate with the Managing Director of Talent to ensure consistency of NYU, Relay and TFA partnerships with internal talent acquisition strategies.
      • Liaise with partner points of contact to ensure recurring and ongoing open lines of communication between program and school.
      • Plan, oversee, and lead partnerships from ideation through to completion to ensure work stays on track and is done at a high level;

Organizational Leadership

      • Ensures that each direct report has a development plan aligned to their performance goals and expectations.
      • Collaborate with organization leaders in cross-functional teams to develop, operationalize, and coordinate projects in need of additional capacity;
      • Develop and refine strategy documents and presentations for a variety of audiences;
      • Ability to exercise considerable tact, courtesy and confidentiality in frequent contact with the internal and external parties.
      • Proactively identify organizational opportunities and needs and mobilize others to address them;
      • Provide high-level strategic visioning and project management for charter applications and growth planning.
      • Additional responsibilities as outlined or assigned by your supervisor.

Qualifications:

      • Bachelor’s Degree required; relevant Master’s degree a plus;
      • At least 4 years of relevant professional work experience required; non-profit or education leadership preferred;
      • Demonstrated exceptional project management skills;
      • Excellent written and verbal communication skills;
      • Proficiency with Google Suite and Microsoft Office software systems;
      • Extremely detail-oriented and well-organized, with the ability to meet tight deadlines;
      • Highly resourceful with the ability to troubleshoot and problem-solve issues;
      • A positive, upbeat attitude, solutions-orientation, and high level of flexibility;
      • Ability to create and maintain systems that enhance organizational efficiency;
      • A commitment to the mission of Public Preparatory Network.

Public Preparatory Network is an Equal Opportunity employer. Public Preparatory Network is committed to the principles of equal employment opportunity for all employees and applicants for employment.

 

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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Development Manger

Posted by | June 22, 2021 |

An Invitation to Apply for the Position of

Development Manager (Available 2021-2022)

 

About Public Prep:

Public Prep is the nation’s first non-profit network that exclusively develops exceptional, tuition-free PreK and single-sex elementary and middle public schools. We pursue continuous excellence through our dedication to an inclusive community focused on scholar, family, and staff collaboration. Our scholars are resilient and empathetic, guided by our four core values of community (sisterhood/brotherhood), scholarship, responsibility, and merit.  Our teaching model is designed to incorporate a culturally responsive approach that is informed by data to cultivate an environment that empowers scholars to become independent learners.  At Public Prep we believe zip code should not define your destiny, systemic and institutional racism must be disrupted and that all scholars should be on a predictable path to and through college.

 

Our network comprises 6 schools across 5 campuses in the Lower East Side and Bronx, serving 2,100 scholars in grades PreK-8:

 

Girls Prep Bronx Elementary School (Grades Pre-K-5)

Girls Prep Bronx Elementary School II (Grades Pre-K-1)

Girls Prep Bronx Middle School (Grades 6-8)

Girls Prep Lower East Side Elementary School (Grades PreK-4)

Girls Prep Lower East Side Middle School (Grades 5-8)

Boys Prep Bronx (Grades K-8)

 

Public Preparatory Network is an Equal Opportunity employer. Public Preparatory Network is committed to the principles of equal employment opportunity for all employees and applicants for employment.

 

Primary Function & Position Overview:

The Development Manager is a valuable member of the Development and External Relations team and is responsible for driving fundraising goals and initiatives; researching prospective funders, writing grant proposals and reports, providing critical support for fundraising and friend-raising events, and managing development recordkeeping and reporting.

 

 

Duties & Responsibilities:

Grants and Donor Management

  • Manage Public Prep’s development calendar, including application deadlines and upcoming interim reports and meetings
  • Research and review prospective funders (i.e. Government Grants Information Service and Philanthropy News Digest) for mission-aligned public and private grant opportunities and manage pipelines by donor type, keeping updated records of status in cultivation cycle
  • Draft and edit grant proposals, interim reports, and all other grant management and compliance requirements, including liaising with members for any data requests
  • In partnership with the finance team, support with state and federal grant requirements, as needed
  • Manage development grant systems portals and online grant and matching grant accounts
  • In partnership with the Development team, support the creation of a suite of development materials, including pitch decks, annual report, and one pagers

Leadership/Other

  • Drive agendas for development team meetings and follow up with team members to circulate notes and manage next steps
  • Supervise interns as necessary
  • Attend and support Board Development Committee meetings
  • Engage in the life of the school and network by attending special events, visiting classrooms and maintaining relationships with staff, families and alumni.

Donation Management and Reporting

  • Send donation tax receipts to all donors within two weeks of receiving a gift
  • Manage all aspects of donation tracking, including managing check tracking process in partnership with operations and finance teams, keeping accurate records on internal development plan, maintaining donation records in Network for Good database
  • Partner with MD of Development and External Relations and the MD of Finance to optimize how the teams utilize Network for Good reporting
  • Support with financial reporting and material creation for board committees and meetings

Development Event Support

  • Support with donor meetings and visits, including scheduling and logistical details, preparation of materials and talking points, note-taking, and additional support as needed
  • Support Public Prep development events, inclusive of the creation and management of project plans, coordinating event logistics (ie. with venue and vendor), ticket tracking, day-of event support and volunteer management, and event follow-up;
  • Additional responsibilities as outlined or assigned by your supervisor

 

 

Qualifications:

  • Bachelor’s degree from an accredited college or university
  • Experience communicating with a variety of stakeholders and audiences
  • Grant writing experience
  • Outstanding ability to use Google Suite, including Sheets, Slides and Docs
  • Facility with platforms such as Network For Good
  • Ability to manage multiple priorities at once
  • Sound judgment and decision-making skills
  • Superior communication skills and attention to detail
  • Demonstrated success fundraising for a nonprofit organization
  • Demonstrated success working in a nonprofit environment, preferably in education, is a strong plus

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.

 

Please be sure to attach a resume and a cover letter including examples of how you have demonstrated continuous learning and specific ways you have used student data to drive instructional decisions.

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Chief Academic Officer

Posted by | June 22, 2021 |

An Invitation to Apply for the Position ofChief Academic Officer (Available 2021-2022)Bronx, NY
About Public Prep

At Public Prep we believe that joy, warmth, and rigor are the foundation of a school culture where students achieve academically and develop strong character. In the words of one community member, “Every student, every family and every Public Prep staff member plays an important part of our amazing school, a school filled with energy, personality, hardworking people who are committed to ensuring all of our scholars have a sense of belonging and are put on a predictive path to and through college.”

Our network comprises 6 schools across 5 campuses in the Lower East Side and Bronx, serving 2,100 scholars in grades PreK-8:

Boys Prep Bronx (Grades K-8)

Primary Function & Position Overview

The Chief Academic Officer (CAO) is a leadership role that will report to the Superintendent of Public Preparatory Network. The CAO provides leadership and executes the vision and strategic direction for Public Prep’s curriculum, instruction, assessment and school improvement initiatives. Responsible for our core instructional program, the Chief Academic Officer ensures that all scholars become independent learners who are curious, engaged, and growing in all aspects academically, socially, and emotionally.

The Chief Academic Officer supervises and provides direct coaching and concrete, actionable feedback to the network academic team, as well as collaborates with the Chief Talent Officer and Superintendent to foster a network-wide growth mindset of continuous learning and professional development. The Chief Academic Officer ensures the professional development and coaching of instructional faculty is aligned to network priorities to achieve high-quality, culturally relevant instruction within a warm, inclusive, and academic rigorous environment across our network of schools.

The Chief Academic Officer is a highly motivated and collaborative leader who takes initiative to solve problems and address challenges through an equity lens, centering the needs of all scholars on the pathway to achieving their full potential. The Chief Academic Officer models the core values of scholarship, merit, community, and responsibility and embodies a growth-mindset.

Duties & Responsibilities

Domain I: Vision and Supporting Systems
    • Build a culture of collective efficacy and positively impact instructional practice by maintaining a focus on rigor, high expectations, growth, and achievement for all
    • Collaborate with the Superintendent, Chief Talent Officer and Academic Cabinet to ensure there is a common vision for student learning, high-quality instruction and the professional development and coaching required for instructional staff to put all Public Prep scholars on a predictive path to college completion
    • Drawing on work done over the last several years, as well as Public Prep’s Strategic Plan, refine and implement a vision for strong instruction and curriculum across our network grounded in our mission and Vision for Impact
    • Provide leadership for all aspects of the network’s instructional program, including curriculum and assessment, instructional quality, and use of both instructional and non-instructional data
    • Assess the quality and impact of organizational structures related to curriculum and instruction, researching best practices and providing actionable feedback that can be implemented to increase leader, teacher, and student outcomes
Domain II: Rigorous Instruction and Learning
    • Develop a scope and sequence of professional learning for school leaders, instructional staff and student support teams to ensure consistent, normed implementation of Public Prep’s expectations of high-quality instruction, family engagement and positive behavior systems to achieve high levels of student engagement and learning through a continuous loop.
    • Drawing on work done over the last several years, as well as Public Prep’s Strategic Plan, leads the advancement and cohesive development of an aligned, network-wide PK-8 curriculum that ensures all scholars are challenged to think and work hard every day
    • Leads the effort to review, adapt and change academic frameworks and intervention programs based on student needs, within a MTSS framework
    • Designs, implements, and evaluates systems to assess student achievement
Domain III: Drive Results
    • Sets ambitious goals and leads process of change with specific and measurable outcomes to strengthen overall academic program, in alignment to Public Prep’s Strategic Plan
    • Positively impacts a data informed culture in schools by ensuring laser-like focus on teaching, learning, and increasing achievement and growth for all students
    • Assesses the strength of the academic program at all schools through observations, achievement and survey data; identify trends and align network-wide strategy, opportunities and support for leaders and teachers.
Domain IV: Authentic Leadership
    • Demonstrate personal leadership by employing reflective practices while building and encouraging strong, trusting relationships through the application and modeling of appropriate and effective communication strategies
    • Directs instructional leadership training for content supervisors, Principals, Academic Directors, and aspiring leaders
    • Represents the school to a variety of audiences and supports all necessary functions for school management and success.
    • Provides instructional/curricular input to network-wide and school-based new teacher orientation and mentoring programs.
Domain V: Strategic Talent Management
    • Manage the Home Office Academic Directors to unlock their potential and drive a strong instructional programming across all content areas through curriculum development, assessment, professional development and instructional coaching.
    • Build capacity, in their team members and across teams, by strategically leveraging relationships while observing, supporting, and coaching them toward success and holding them accountable to a vision of excellence for all scholars
    • Work collaboratively with a variety of consultants and strategic partners to ensure alignment to network goals/priorities and build the internal capacity of the team.
    • Ensures that each member of the Academic team has a development plan aligned to their performance goals and expectations.

Qualifications

    • A demonstrated commitment to the mission of Public Prep and to the goal of building a culture of the highest of expectations;
    • A minimum of a Master’s degree in school leadership, education or a related field
    • Experience as a classroom teacher, preferably in elementary and middle schools
    • At least 8 years of leadership and management experience overseeing academic programs and driving significant results in high-performing Pre-K-12 institutions or nonprofit organizations, with examples of the following:
    • Deep understanding of project planning, curriculum, instruction, assessment, professional development, data inquiry, and instructional technologies
    • Proven track record of achieving short- and long-term organizational objectives and academic results through the development and implementation of academic systems, and
    • Coaching and supporting teachers and school leadership teams
    • Experienced strategist and innovator who will contribute in the leadership, management, and growth of cross-functional teams and adult learners across the organization
    • Highly accountable and results-driven with the ability to set and use goals to guide action and objectively measure performance
    • Outstanding communication and organizational skills with experience in Google SuiteStrong work-ethic, detail-driven, solutions-oriented, and a relentless commitment to success
    • Ability to prioritize, multi-task, delegate, and lead by example.
Public Preparatory Network is an Equal Opportunity employer. Public Preparatory Network is committed to the principles of equal employment opportunity for all employees and applicants for employment.

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.

Please be sure to attach a resume and a cover letter including examples of how you have demonstrated continuous learning and specific ways you have used data to drive decisions.

APPLY FOR THIS JOB

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Academic Experiences Manager

Posted by | June 19, 2021 |

BACKGROUND

HopeWell is the largest nonprofit provider of foster care in Massachusetts and Connecticut, serving approximately 1000 foster youth annually through a comprehensive, youth-centered and trauma-informed approach. Through innovative solutions such as My First Place™, an education and employment program that provides safe, stable housing, and case management support for youth who have aged out of foster care, and with collaborative partnerships among stakeholders in government, health care, philanthropy, business, and social justice, HopeWell is driving the systems change urgently needed to raise the standards of the foster care experience so that every child can reach their potential in life.

 

THE OPPORTUNITY

HopeWell seeks an Academic Experiences Manager to work toward closing the opportunity gap foster youth experience from preschool through high school. The Academic Experiences Manager will collaborate closely with the Education Director and other inaugeral staff to support the launch and growth of our new program RISE: Readiness, Inquiry, Scholarship, Education. RISE provides intensive, long-term, one-on-one tutoring and educational support for foster youth that also addresses social, emotional, and cognitive needs. Unlike traditional tutoring programs, RISE tutors are paired with students, not schools, so tutoring and support remains consistent throughout the four to eight changes of home placements and schools that most foster youth experience through age 18. With a deep commitment to education, child welfare, and social justice, the inaugural staff will bring an entrepreneurial mindset to the challenges of launching a new program and growing it statewide and beyond. A knowledgeable, skilled, and innovative educator, trainer, and coach, the Academic Experiences Manager will bring proven experience to the work of developing, and supporting staff in implementing, a program service delivery model from the ground up.

 

THE ACADEMIC EXPERIENCES MANAGER POSITION

The RISE program will start as a pilot in the fall of 2021, in or near the Greater Boston area. The pilot will address gaps in reading and literacy for students in foster care in kindergarten through 3rd grade while also focusing on social and emotional learning. In the coming months and years, we intend to grow to implement RISE to support students in all grades across Massachusetts and Connecticut, and to eventually partner with affiliate organizations across the country to adapt and implement RISE in their local communities.

The Academic Experiences Manager will report into and collaborate with the Education Director to build and implement the RISE program service delivery model. Key areas of responsibility will include developing and managing the tutoring curriculum and impact measurement infrastructure, as well as training and coaching tutors.

While High Impact Tutoring (often called High Dosage Tutoring or HDT) programs have recently demonstrated excellent outcomes data for the general population, they often don’t meet the unique needs of youth in foster care. We are currently engaging in an intensive discovery sprint to develop an evidence-informed, new program that is tailored to respond to these unique needs. As such, there will be a lot to learn once the program launches in order to most effectively close the achievement gap. The Academic Experiences Manager will be engaged in a continuous cycle of collecting and analyzing data, and using learnings from the program outcomes data to hone the program model.

 

POSITION SUMMARY

This is an exciting opportunity to contribute to a growing team to transform what is possible for youth in foster care. We are seeking someone who is passionate about education, child welfare, and social justice and is enthusiastic about the idea of piloting, strengthening, and growing a brand new education program that delivers real results. This position requires an experienced educator whose alignment with HopeWell’s mission and this new initiative is matched with experience using data to guide practice, knowledge about various literacy, math, and social and emotional learning tools, and a proven track record of supporting staff in implementing these tools. The Academic Experiences Manager will thrive on both taking an entrepreneurial and innovative approach to meeting youth’s educational needs, and ensuring that the infrastructure and details needed to implement the service delivery model day-to-day are in place. This individual will have the strong ability and desire to work well with BIPOC youth.

 

KEY RESPONSIBILITIES

The Academic Experiences Manager will:

  • Develop and implement core tutoring curricula to address literacy, math, and social and emotional gaps of RISE participants for the pilot launch and beyond. This involves:
    • Researching and selecting curriculum for the pilot (K-3 literacy) and other curricula as program grows to other grades and learning areas.
    • Developing guidelines to adapt curricula to specalized needs of youth in foster care.
    • Developing a framework for the scope and sequence of tutoring supports RISE will offer across grades and skill levels.
    • Creating and employing infrastructure for the day-to-day implementation of the program model.
  • Create and lead Tutor training and ongoing Tutor coaching and support model. This involves:
    • Developing and implementing Tutor on-boarding, training, ongoing coaching, and professional development model to ensure Tutors are prepared to deliver the RISE model in a way that is aligned with the program curricula and involves high quality, youth-centered supports that are trauma-informed, evidence-based, and grounded in best practices.
    • Collaborating with Tutor Supervisor to develop and implement systems for gathering data on Tutor performance through observation, surveying students and caregivers, and analysis of both a Tutor’s documentation and student outcomes data.
    • Adapting Tutor coaching and support model in response to data gathered on Tutor performance.
  • Create and implement a measurement framework for diagnosing student needs and skill gaps, tracking program engagement, and assessing student progress over time. This involves:
    • Researching and selecting pre-existing measurement tools, and creating new tools where needed.
    • Analyzing RISE participant achievement data (e.g. diagnostic tests, student work samples, progress assessments) to determine how to better develop curriculum materials and provide targeted, high quality Tutor training.
    • Use data to continuously assess progam, curriculum, and service delivery fidelity. Adapt model as needed to ensure quality service delivery and best possible student outcomes.
  • Collaborate with Education Specialist and Tutor Supervisor to ensure alignment across all areas of academic supports and provide comprehesive, program-wide ongoing professional development; additionally, collaborate as needed around supporting individual youth and caregivers
  • Other duties as assigned. RISE is a brand new program, and as such, the roles and responsibilities of various team members will likely adapt and change as the program is launched and evolves

 

QUALIFICATIONS

This is a comprehensive list of qualifications that we believe will lead to success in the role. We understand that any one candidate may not have every qualification on this list. We strongly encourage candidates with lived experience with the foster care system to apply.

 

  • Ed. or equivalent degree.
  • 5-10 years of experience in educational settings, including at least 2 years coaching teachers or tutors.
  • Experience in curriculum development and in designing and delivering professional development programs for teachers or tutors
  • Knowledge of special education, including how to adapt curriculum to meet the needs of all students
  • Experience serving youth who have experienced trauma and implementing support strategies that use student-centered and trauma-informed approaches
  • Experience in Massachusetts public education system a plus
  • Ability to gather and use information and data to monitor program outcomes and manage workloads
  • Demonstrated understanding of and competence in serving BIPOC youth.
  • Demonstrated flexibility and entrepreneurial spirit; thoughtful, curious, and open-minded approach to learning, growth, and change
  • Demonstrated ability to organize, plan, and prioritize activities, ensuring that details and daily program operations are effectively addressed
  • Strong interpersonal skills, with the ability to coach toward high levels of performance, engagement, and accountability
  • A high degree of effective oral and written communications skills
  • Must be comfortable working in community settings and supporting a team who is consistently in the field
  • Computer skills sufficient to perform essential functions

 

OTHER REQUIREMENTS

  • Daily access to an automobile is required
  • A valid MA State Driver’s License
  • Clearing of background checks as required by state and federal law.

 

WORKPLACE CULTURE AND BENEFITS

HopeWell has an unparalleled work culture, with an emphasis on diversity, belonging, inclusion, equity, and holistic wellness. At HopeWell, each team member is called to uphold and live daily the values of empathy, strength, learning, and integrity. HopeWell is an environment where we laugh and smile while handling serious, life-changing work.

HopeWell offers a comprehensive total rewards package that values employee wellness, work-life balance, and continuous learning. Benefits include student loan pay-down assistance, tuition reimbursement, funding for professional development, as well as a full suite of healthcare benefits, and generous paid-time-off.

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Math Teacher – $2,000 Signing Bonus!

Posted by | June 17, 2021 |

Position: Middle Schools Math Teacher
Reports to: Assistant Principal of Instruction – STEM
Location: STRIVE Prep- Kepner, STRIVE Prep – Federal, STRIVE Prep- Westwood, STRIVE Prep – Lake
Salary: $41,000 – $58,000* based on years of experience + a $2,500 addition to base upon successful passing of the Secondary Math Praxis + $2,000 signing bonus

*This position is eligible for a $2,000 STEM signing bonus in addition to other potential compensation listed below*

STRIVE Prep is a Denver-based community of public charter schools that challenges every student to strive for college and thrive throughout life by helping them to discover and develop the knowledge, skills, and confidence necessary to succeed in college and beyond. We encourage you to read our 2020 Impact Report and learn more about what a career at STRIVE Prep is like here.

We seek dedicated educators that live STRIVE Prep’s core values of achievement, justice, & perseverance every day and are committed to growing as an anti-racist educator.

In addition, both STRIVE Prep – Kepner and STRIVE Prep – Federal utilize COMPASS: Valor’s Social-Emotional Approach at their campus. You can learn more about this program here.

ESSENTIAL DUTIES & RESPONSIBILITIES

Instruction:

  • Lead engaging, data-driven instruction in Mathematics, using a predetermined Math curriculum.
  • Teach daily student interventions, providing individualized instruction based on student needs.
  • Analyze student data and use it to provide student feedback and set goals
  • Collaborate with other teachers, school leaders, curriculum directors, the English Language Development Director, and the special education team to ensure that instruction meets the needs of each learner.
  • Be available to students by phone every evening, Monday-Thursday, for homework assistance until 8:00 p.m.

Culture:

  • Lead a student advisory at the beginning and end of each school day, and serve as the main point of contact and advocate for students in an advisory of approximately 15 students.
  • Establish systems and routines in order to create a safe, purposeful, and welcoming classroom environment focused on learning.
  • Communicate regularly and often with families to both solicit their input and share student social and academic progress.
  • Provide supervision of students during before and after school activities (arrival, dismissal, breakfast, lunch, and break).
  • Participate in family and community events, including twice-annual parent conferences and at least one student enrollment event or activity.
  • Own the success and achievement of all scholars in the school.

Development:

  • Attend and participate in weekly staff and grade level meetings.
  • Participate in regular instructional coaching meetings and content-based department meetings.
  • Participate in STRIVE Prep’s Summer Training Institute as well as professional development throughout the school year.

REQUIREMENTS

  • Bachelor of Arts or Sciences degree
  • Achieve Qualified Teacher status (teacher’s license not required) within six weeks of starting through one of the approved channels outlined by the Colorado Department of Education

PREFERRED REQUIREMENTS

  • Speaks Spanish
  • 2+ years of teaching experience
  • Knowledgeable about math instruction through a culturally responsive and critical pedagogical framework
  • Demonstrated success working with scholars from historically marginalized communities

COMPENSATION & BENEFITS

This‌ ‌is‌ ‌a‌ full-time exempt ‌position‌ ‌and‌ ‌is‌ ‌eligible‌ ‌for‌ ‌the‌ below ‌compensation‌ ‌and‌ ‌benefits. You can view our benefits package here.

  • *Competitive base compensation based on years of K-12 teacher of record experience and other relevant factors allowable by Colorado law and STRIVE Prep policy.
  • We offer a $2,500 stipend for those qualified by CDE to teach secondary mathematics.
  • Health benefits (eligibility for full-time employees only)
    • 100% employer-paid premium for employee-only medical coverage
    • Dental
    • Vision
    • Company Paid Employee Life Insurance
    • Voluntary Life (Employee, Spouse, Child)
    • Voluntary Critical Illness & Accidental Coverage
    • Voluntary Short-Term Disability
    • Employee Assistance Program
  • Participation in the Colorado Public Employee Retirement Association (PERA) pension program (in lieu of Social Security tax) with an option to elect into a competitive 401(k) plan.
  • Applicable Pay for Performance increase upon successful completion of a full school year
  • Time off benefits (eligibility for full-time employees only)
    • Paid Time Off (PTO)
    • Paid Designated Breaks
    • Up to 6 weeks of paid Family Leave (upon eligibility)
    • Paid Sabbatical (upon eligibility)

EQUAL EMPLOYMENT OPPORTUNITY AND DIVERSITY, EQUITY AND INCLUSION

STRIVE Prep is an Equal Opportunity Employer and does not discriminate on the basis of race, color, religion, national origin, sex, sexual orientation, age, disability, or any other status protected by law or regulation. STRIVE Prep works to make a college preparatory education for all students in our community the norm, rather than the exception. To achieve this we are committed to building and sustaining a diverse team by maintaining hiring and recruiting processes that are free from bias.

Comments Off on High School Coding/Technology Teacher (2021-2022)

High School Coding/Technology Teacher (2021-2022)

Posted by | June 15, 2021 |

Positions Report to: Instructional Leadership Team

Start/End Date: 2021 – 2022 School Year

Hours: 7:40 am – 4:15 pm + some out of school time responsibilities

Compensation: East Harlem Scholars Academies offer 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 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. You will also be asked to act as a class advisor for our community of students, providing mentor and support during their high 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. Candidates should note that an intended outcome for the role will be offering electives for our students as we build our course pathways.

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 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, and appropriate NYS certifications
  • Appropriate education credentials and experience with teaching Coding/Technology classes

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
  • Thoughtfully modifies and differentiates instruction to meet the needs of the individual learners
  • 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

Thank you for taking the time to submit an application.

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Elementary Instructional Coach (2021-2022)

Posted by | June 15, 2021 |

Positions Report to: Instructional Leadership Team

Start/End Date: 2021-2022 School Year

Hours: 7:40 am – 4:15 pm + some out of school time responsibilities

Compensation: East Harlem Scholars Academies offer 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 Instructional Coach 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. The Instructional Coach will support the Leadership Team by providing curriculum and instruction support to ensure all of our students are performing at their maximum potential. In addition, the Instructional Coach will be responsible for providing professional development to share best practices and instructional strategies across all subject areas.

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 appropriate NYS certifications
  • Knowledge of and experience with administering and analyzing student assessments and data
  • Demonstrates knowledge and understanding of Scientifically Based Reading Research (SBRR) and Scientifically Based Reading Instruction (SBRI) such as: Fountas and Pinnell, Leveled Literacy Intervention and Reading Mastery

Areas of Leadership

  • Support the instructional development of all teachers in understanding the curriculum, varied assessments, and our instructional rubric.
  • Provide direction and coordination for how the curriculum is taught, ensuring consistency with network initiatives and recognized best instructional practices.
  • Informally observe (non-evaluative) lessons and provide feedback for a teacher’s professional growth and students’ success.
  • Assist teachers with resources, materials, tools, information, etc. to support classroom instruction and planning.
  • Assist teachers with planning and pacing of lessons, the development of differentiated lessons, and the selection of best practices to meet the needs of their students.
  • Support teachers and administrators in using data to improve instruction on all levels
  • Develop staff members’ knowledge, skills, attitudes, and behaviors through a variety of professional development targeted topics and designs.
  • Develop coaching plans for teachers to ensure student improvement.
  • Build strong relationships with teachers, administrators, and other coaches
  • Potentially serve as a manager to a small portfolio of teachers and staff
  • Depending on the needs of the school, the ideal candidate must also be willing to engage in non-instructional support responsibilities, such as supervision of the play yard and/or arrival and dismissal assignments.

Thank you for taking the time to submit an application.

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Special Education Math Teachers (Grades 7-12)

Posted by | June 15, 2021 |

Positions Report to: Instructional Leadership Team

Start/End Date: 2021 – 2022 School Year

Hours: 7:30 am – 4:30 pm + some out of school time responsibilities

Compensation: East Harlem Scholars Academies offer 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 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 with Math and/or Science
  • You have a Bachelor’s Degree or higher, and 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

Thank you for taking the time to submit an application.

Comments Off on High School Assistant Principal (2021-2022)

High School Assistant Principal (2021-2022)

Posted by | June 15, 2021 |

Positions Report to: Principal

Start/End Date: 2021-2022 School Year

Hours: 7:40 am – 4:15 pm + some out of school time responsibilities

Compensation: Scholars Academies offer 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.

Mission

The mission of the Assistant Principal is to actualize the teaching, learning, and care vision of the Principal and Network Team by organizing and coaching a team of teachers and teacher-leaders to evaluate, implement, and assess curriculum, assessments, culture systems, and family engagement practices.

In the next 3-5 years, you will:

  • Lead the implementation analysis and evaluation of curriculum [all contents] with grade/content leads to meet school, grade, and network student achievement and student persistence gains.
  • Actively lead/co-design a tired, role-specific and multi-year PD series that builds on and expands content, pedagogical, and interpersonal knowledge specifically in the context of abolitionist teaching strategies and mindsets
  • Lead design and implementation of student assessment and data cycles, including but not limited to college-readiness exams, Project-Based Learning showcases, etc.
  • Ensure all assessments [summative/formative] and interim benchmarks are curriculum-aligned, common core aligned and aligned with equity/culturally responsive goals.
  • Align and ensure all academic interventions/support strategies to individual student needs by partnering with the team of Inclusive Learning, Dean of Students, and Academic Intervention Specialists.
  • Manage a portfolio of teachers and teacher-leaders, including implementation of coaching and evaluation cycles
  • In collaboration with the High School Principal, lead hiring and staffing cycles year-to-year
  • Collaborate with the Director of Student Culture and Family Engagement to align student culture systems and protocols with classroom expectations and family commitments to ensure long-term, high-impact academic outcomes while also ensuring long-term, high-impact social-emotional outcomes for all students.

What are the top 3-5 things your ideal candidate will accomplish in the first 2 years?

  1. Collaborate with the Principal to design a sustainable, role-responsive professional learning plan that supports teachers in analyzing student data, developing pedagogical content knowledge, and implementing those instructional practices in alignment with Common Core and Next Generation standards and interim assessments.
  2. Collaborate with grade-team and/or content leaders to develop schedules and systems for aligning, norming, and evaluating scholar-facing assessments and assessment data, in collaboration with the Network’s assessment provider, ANet. Implement a robust baseline assessment process to ensure accurate data for every scholar.
  3. Collaborate with school-based Leadership Team in order to meet with all instructional coaches, grade-team leads, and interventionists to understand strengths and growth areas for RTI, and build a progress-monitoring protocol with planning meeting templates (with the Dean of Inclusive Learning) for all teachers to ensure consistent horizontal and vertical alignment within the school and across the Network.
  4. With input from the College Access team, complete a comprehensive 9-12 Course Catalogue that incorporates Early College opportunities for all students.
  5. Develop and implement a cohesive Progress Reporting system that provides clear, actionable feedback for every scholar at multiple benchmarks, and manage academic transition plans for scholars in matriculating grades.

How will your ideal candidate’s career or life be transformed by working for you?

As a result of working with us, you will deepen and widen your philosophy and practice of anti-racist schooling through internal reflection, community-building, peer-to-peer feedback, and effective habits of dialogue. Additionally, you will know why you believe what you believe about the intersectionality of scholars, family, teachers, classrooms, and community.

Areas of Leadership

  • Embodiment and effective modeling of our core values for students and educators
  • 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
  • Highly skilled in people management and instructional coaching strategies
  • Demonstrates deep knowledge of content and effective pedagogy, evidenced by clear and objective-driven instruction and meaningful student engagement through active learning practices
  • Sets clear expectations and institutes routines so as to establish and maintains a purposeful, supportive, and fun environment for learning, in which students and educators feel safe, valued, and respected by adults and their peers
  • Builds a school 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

Thank you for taking the time to submit an application.

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CULTURAL EDUCATOR FELLOWSHIP

Posted by | June 15, 2021 |

Virtual Culture’s Board of Directors seeks a Cultural Educator to organize and implement a strategic business plan generated at a summer 2021 Virtual Culture Program Design Charette, which the Fellow will help facilitate and participate in.  The Educator will identify and cultivate the Charette participants who will advise Virtual Culture on Phase II of its rollout. This next phase follows the organization’s initial steps (in fall 2020 and spring 2021) of concept development, program design, partnership building, and launch. The Fellow will implement the recommendations and next steps that emerge from the Charette as well as handle some aspects of organizational administration. The Charette will be 90 minutes via Zoom to focus on re-envisioning Virtual Culture and building strategy for middle-high school grades culture enrichment. Topics will include scope, vision, outreach, marketing, and funding. The Cultural Educator will have full responsibility for the presentation of the courses and opportunities (from partner organizations, museums, etc.) on the VC website. This includes working with existing partners (cultural institutions), building relationships with new ones, posting and updating the courses and links, and overseeing the  look and feel of the site. Initially,  this will also include updating the site and ensuring course listings are current. 

This is a unique opportunity for someone committed to the arts, diversity, equity, and inclusion, to make a difference in the lives of New York City’s young people. 

The ideal candidate will  hold a bachelor’s degree, preferably in the arts, humanities, education, or design. A current candidate or recent graduate of a graduate degree program in these fields is preferred. Experience in a fast-paced environment and experience with grant writing and  administration is a plus. Applicants should possess:

  • Proven ability to take direction but also to work with minimal direct supervision and manage multiple projects while being a committed team player
  • Commitment to social justice, equity, and transformative place-based and cultural work
  • Superior written communication skills; excellent analytical, critical thinking, and organizational skills with precise attention to detail 
  • Facility with website design, and the ability to easily update and edit the course listings 
  • Interest in community engagement and inclusion and with a strong sense of ethical practice and empathy 
  • Understanding of, and interest in, arts and culture 
  • A high degree of competency in the MS Office suite, particularly Excel, PowerPoint, and Word, Adobe Suite, also SquareSpace.
  •  The ability to learn new applications quickly.
  • Organizational skills, follow-up, and attention to detail. 
Comments Off on Onboarding Coach (NYC)

Onboarding Coach (NYC)

Posted by | June 11, 2021 |

Otus offers a seamless K-12 learning platform for administrators, teachers, students, and families.

We do this by implementing amazing ideas from awesome people and we need more awesomeness on our team. Are you passionate, collaborative, love to geek out on technology, and want to work for a mission-driven company that is shaping the way teachers, students and parents of students learn together? If so, we want to hear from you.

Our diverse team consists of talented designers, developers, coaches, and leaders who share a variety of interests. You’ll find musicians, world travelers, beer enthusiasts, nerds, sports fans, and all-around great people who shape our positive culture.

Your Role

We are looking for a talented and highly motivated Onboarding Coach to help bring the best possible software solutions to educators located in New York City.

As an early member of a growing team, you must possess a strong work ethic and be upbeat, driven, intelligent, well-organized, articulate, share a passion for learning new technologies, and thrive in a fun, fast-paced environment.

You will have the opportunity to immediately contribute and see the results of your work in use by students, teachers, parents and district administrators across the country.

Responsibilities

  • Facilitate onsite Otus training and professional development workshops
  • Be the project manager through each new client’s onboarding and implementation process
  • Attain a deep understanding of the web-based product and iOS applications, and keep abreast of latest changes
  • Contribute to the growing knowledge base of feature requests
  • Collaborate with Marketing team to ensure an educator’s voice is represented in all Otus communications
  • Tackle basic to advanced technical questions as they arise in relation to support tickets
  • Other job-related duties as assigned

Qualifications

  • An outgoing personality with excellent interpersonal and communication skills (written and verbal)
  • Patience to deal with complex issues and a variety of personalities
  • Excellent presentation and facilitation skills and the ability to lead a positive, productive session either in person or via webinar
  • Solid experience in project management
  • Ability to work independently as well as collaboratively within the team and across various departments
  • Strong analytical skills, detail-oriented and ability to prioritize, effectively multi-task and meet deadlines
  • Strong Excel skills and the ability to quickly learn and become a subject matter expert on a new product and ongoing product changes
  • Foreign language skills, especially Spanish, are a plus
  • Minimum of an earned Bachelor’s Degree
  • 2-3 year(s) of experience as a teacher, instructional/technology coach, or school administrator.
  • Ability to travel up to 30% nationally or 80% within the NYC Metro Area.

Benefits and Perks

  • Competitive salary and employee stock options
  • 22 days of paid vacation per year
  • Up to 12 weeks of parental leave and great work/life balance
  • Our team works remotely from the comfort of their homes (HQ in Chicago)
  • Excellent medical, dental, and vision insurance
  • Professional development/tuition reimbursement
  • Home office improvement budget
  • Life Insurance and disability benefits
  • 401K with an employer match (up to 4%)

Otus is an Equal Opportunity Employer and embraces diversity of every kind. You must be legally authorized to work in the US. Unfortunately, the company is unable to support sponsorships at this time.

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Math Instructional Coach (Part-time)

Posted by | June 10, 2021 |

We are looking for an instructional coach to work on the Bridges to Academic Success team, a small team of coaches, professional developers, curriculum developers and researchers grant-funded by the New York Education Department (NYSED). We work to train teachers and administrators to support Students with Interrupted and Limited Schooling (SIFE) and Newcomers with implementation of team hybrid curricular materials and resources. 

 

We are looking for an individual with a math background who also has experience teaching Newcomer English learners. Preferably, the candidate will have some experience coaching math teachers and/or leading professional learning seminars, and developing math curricula. The students who use our materials are new to the US, new to English, and have in many cases experienced an interruption in their schooling. 

 

In the 2021-22 year, we are rolling out a Guided Math curriculum to support SIFE in secondary schools who need foundational math skills in order to engage with 9th grade material. The Instructional Math Coach will continue to develop curricular materials in collaboration with our teacher development partners and Bridges team members. 

 

In addition, he/she will develop and facilitate Math training for secondary content-area teachers, including an emphasis on language development and scaffolds required to meet the needs of all ELLs. In addition to design and facilitation of these trainings, the coach will collect relevant student inquiry data and engage in remote or eventual on-site coaching of administrators and teachers in our Math resources.

 

The position requires both individual and collaborative work, both on site with teachers and in professional development workshops with the goal of supporting teachers to accelerate SIFE in language, literacy and math. The coach will be responsible for designing and creating content as well as short videos to support teacher professional learning.  

 

Finally, the position requires participation in collaborative meetings to review and discuss work plans and professional development materials. All coaches and professional developers are expected to keep logs of their work and debrief on a weekly or biweekly basis with their direct supervisor, who will also offer training and support. Other tasks will be discussed and designed as needed. 

 

Required Qualifications

  • 3+ years experience teaching math 
  • 3+ years experience working with and teaching English Language Learners and preferably SIFE; 
  • Interest in and willingness to become familiar with our instructional methods to both coach and participate in the design of professional development sessions;
  • Knowledge and experience with curriculum development and design, including backwards design;
  • Ability to work collaboratively and independently to plan and facilitate professional development in both face to face and online sessions. Willingness to give and receive feedback on work and to revise in response to feedback;
  • Ability to adapt to different school contexts; 
  • Experience facilitating adult learning;
  • Experience working in online platforms or technology 


Preferred Qualifications

  • Experience coaching teachers;
  • Experience working with teacher teams; 
  • Experience designing and facilitating professional development sessions for teachers;
  • Bilingual in Spanish or other language spoken by large populations of Newcomer immigrant students 

 

Start Date: Late July/August. This will begin as a remote position while schools are discouraging visitors. As it becomes safe for coaches to return to schools this position will require occasional travel to Long Island, NYC, and areas further north of NYC.

This is a part-time one-year position requiring 3-4 days per week.  Hourly rate commensurate with experience. Opportunities for contract renewal at the end of the school year.

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Middle School Science Teacher

Posted by | June 10, 2021 |

Middle School Science Teacher (6-8)

 

Who we are:

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

 

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

 

What you’ll be doing:

  • Collaborating with colleagues in developing purposeful and engaging daily and long-term plans that reflect differentiation and accommodations needed for the growth and success of all students.
  • Utilizing student IEPs to inform instructional assessments that provide meaningful measurements of students’ growth towards goals
  • Developing and leading an advisory group of 12-15 students that is focused on the social/emotional well-being of students
  • Developing and leading an elective course that is within the teacher skill set and matches student interest as well
  • Keeping families well-informed of student performance and progress through professional communication methods
  • Integrating feedback and goal-setting into lesson delivery
  • Demonstrating commitment to creating an inclusive environment for all students
  • Supporting Classroom Assistants with bussing, arrivals, dismissals, and transitions
  • Developing and coordinating learning opportunities outside of the classroom, including but not limited to the science electives and field trips to science museum/institutions

 

About you:

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

 

Qualifications:

  • Bachelor’s degree from an accredited college or university required
  • New York State teaching certification in required. VOICE will also consider (a) strong candidates who are completing or have recently completed a NY State teacher training program and who can show that they will be fully certified by the first day of employment, and (b) strong candidates with teacher training or credentials/licenses from another state who can demonstrably commit to working toward and achieving NY State teaching certification by a reasonable deadline.
  • Teaching or student teaching experience in a school required
  • Experience with and interest in working with high needs students preferred
  • Completion of at least 30 course credits in biology, earth science, physics, and/or chemistry preferred
  • New York State teaching certification in Science or exceptional scientific experience

 

What you’ll enjoy:

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

 

 

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Elementary Special Education Coordinator

Posted by | June 10, 2021 |

Elementary Special Education Coordinator

Who we are:

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

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

What you’ll be doing:

●     Collaborating with colleagues in developing purposeful and engaging daily and long-term plans that reflect differentiation and accommodations needed for the growth and success of all students.

●     Utilizing student IEPs to inform instructional assessments that provide meaningful measurements of students’ growth towards goals

●     Keeping families well-informed of student performance and progress through professional communication methods

●     Integrating feedback and goal-setting into lesson delivery

●     Demonstrating commitment to creating an inclusive environment for all students

●     Supporting Classroom Assistants with bussing, arrivals, dismissals, and transitions

●     Providing targeted push-in and pull-out academic support, which may include but is not limited to ensuring that all Special Education mandates are met, writing lessons for small groups based on grade-level curriculum and supplemental instructional materials, and collaborating with classroom teachers for push-in and pull-out groups

●     Working with teachers around monthly academic Intervention Service (IS) recommendations, quarterly progress monitoring for IEPs, and documentation

●     Convening and facilitating monthly IS meeting

●     Onboarding all service providers, collecting progress reports, and coordinating schedules with teachers

●     Supporting teachers with the completion of teacher reports and the creation of measurable content-specific goals

●     Participating and contributing to meetings as member of the IEP team

About you:

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

●     Open to collaborating with and learning from colleagues who have a variety of backgrounds, experiences, strengths, and talents

●     Successfully able to handle multiple projects concurrently in a fast-paced environment, and ability to be self-directed and take initiative

●     Attentive to detail

●     Have a knowledge and understanding of basic principles of curriculum design, child learning theory and behavioral approaches

●     Value and are committed to diversity in the workplace and classroom

●     Effective skills in self-management including but not limited to meeting deadlines, effective prioritization of tasks, self-organization, managing up, and efficient time and task management

●     Ability to establish communication and build warm individual relationships with students and families, colleagues, and external partners

 

Qualifications:

●     Bachelor’s degree from an accredited college or university required

●     New York State teaching certification in Student with Disabilities. VOICE will also consider (a) strong candidates who are completing or have recently completed a NY State teacher training program and who can show that they will be fully certified by the first day of employment, and (b) strong candidates with teacher training or credentials/licenses from another state who can demonstrably commit to working toward and achieving NY State teaching certification by a reasonable deadline.

●     Teaching or student teaching experience in a school required

●     Master’s Degree from an accredited college or university preferred

●     Experience with and interest in working with high needs students preferred

●     Working knowledge of SESIS preferred

What you’ll enjoy:

●     A competitive total rewards package that values your experience and credentials, your work-life balance and sustainability to serve VOICE students and families to your best abilities, as well as your learning and development as a person and professional, including:

○      Participation in the New York City Teachers Retirement System pension program

○      3 or more prep periods per day to ensure you have time to collaborate with your colleagues, develop/adjust your lessons for your students, and other miscellaneous tasks

○      Comprehensive benefits package, including participation in a pre-tax commuter benefits program and partial reimbursement for monthly commuting expenses

○      Gym reimbursement

○      Cultural enrichment reimbursement

○      Access to tickets at a free or reduced cost to numerous events throughout New York

○      Paid maternity leave, child care leave, and other generous leave policies

○      Benefits options include: Choice of four (4) Medical plans, FSA/HSA and Dependent Care FSA accounts, vision insurance as well as fully paid dental, life and disability insurance

○      Many opportunities to get to know your VOICE colleagues!

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3rd-5th Grade Teacher

Posted by | June 10, 2021 |

Who we are:

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

 

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

 

What you’ll be doing:

●     Collaborating with colleagues in developing purposeful and engaging daily and long-term plans that reflect differentiation and accommodations needed for the growth and success of all students.

●     Utilizing student IEPs to inform instructional assessments that provide meaningful measurements of students’ growth towards goals

●     Keeping families well-informed of student performance and progress through professional communication methods

●     Integrating feedback and goal-setting into lesson delivery

●     Demonstrating commitment to creating an inclusive environment for all students

●     Supporting Classroom Assistants with bussing, arrivals, dismissals, and transitions

 

About you:

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

●     Open to collaborating with and learning from colleagues who have a variety of backgrounds, experiences, strengths, and talents

●     Successfully able to handle multiple projects concurrently in a fast-paced environment, and ability to be self-directed and take initiative

●     Attentive to detail

●     Have a knowledge and understanding of basic principles of curriculum design, child learning theory and behavioral approaches

●     Value and are committed to diversity in the workplace and classroom

●     Effective skills in self-management including but not limited to meeting deadlines, effective prioritization of tasks, self-organization, managing up, and efficient time and task management

●     Ability to establish communication and build warm individual relationships with students and families, colleagues, and external partners

 

Qualifications:

●     Bachelor’s degree from an accredited college or university required

●     New York State teaching certification required. VOICE will also consider (a) strong candidates who are completing or have recently completed a NY State teacher training program and who can show that they will be fully certified by the first day of employment, and (b) strong candidates with teacher training or credentials/licenses from another state who can demonstrably commit to working toward and achieving NY State teaching certification by a reasonable deadline.

●     Teaching or student teaching experience in a school required

●     Experience with and interest in working with high needs students preferred

●     SpEd certification is preferred but not required

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Special Education Teacher (Bilingual), K-3

Posted by | June 9, 2021 |

About LEEP Academy

LEEP Dual Language Academy Charter School is a new and growing elementary school in Sunset Park, Brooklyn. We use the research-based 90:10 model of Spanish language immersion that helps all students achieve in all subjects while also becoming bilingual and bi-literate. In the 2021-22 school year, we will grow to serve students in grades K-3, using instructional techniques from high-performing charter schools and the best dual language programs in the nation.

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

Teachers: Does this sound like you?

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

  • You have native-level fluency in Spanish and English. That means that, in both languages, you can read and write professional documents such as lesson plans; carry on academic conversations with parents and colleagues; and teach academic concepts with native-speaking students.
  • You have at least two years of teaching experience, including experience teaching special education. You have at least a Bachelor’s degree and are certified or on the way to certification.
  • You have elementary school teaching experience. You know how to plan a lesson, connect with students, make the most of every minute, check for understanding, and turn data into improved teaching and learning.
  • You like the idea of teaching in Spanish most of the school day, even if you’ve never done it before. If you have mostly taught Spanish in the past, you feel prepared to teach every subject.
  • You’ve worked at a high-performing school where teachers work as a team and receive frequent feedback to improve their practice. Or maybe you’ve tasted that style of teaching in a graduate program and want to obtain a job where you can keep improving.
  • You know how to create plans for differentiated learning and adjust systems as appropriate to meet students’ individual needs. You believe that all students can and should be held to high expectations when given the supports/scaffolds necessary.
  • You want to join a school community that is safe and orderly while treating every student and family with dignity. You think all children deserve a strong foundation in math and literacy, without overlooking science, the arts, and social-emotional development.
  • You like to “nerd out” about teaching and the subjects you teach.
  • You work really hard. You stay organized. You hate to be unprepared.

Teacher Roles

At LEEP Academy, we plan lessons in detail, but not from scratch; we work together from a common set of high-quality curricula in English and Spanish. We collect and analyze formative and summative data. We differentiate instruction and work with families and service providers to meet each child’s needs. We communicate and collaborate. We model our school’s Core Virtues: Cariño, Respeto, Valentía, Gratitud, y Alegría.

Teachers work in the range of 50-55 hours per week. Our core work hours are from 7:15am to 4:30pm daily, including a lunch break and prep period. (Students are dismissed at 3:15, except for Wednesdays when they leave at 1:30pm to allow for professional development.)

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

 

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

Comments Off on 3-5 Grade Teacher

3-5 Grade Teacher

Posted by | June 8, 2021 |

Who we are:

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

 

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

 

What you’ll be doing:

●     Collaborating with colleagues in developing purposeful and engaging daily and long-term plans that reflect differentiation and accommodations needed for the growth and success of all students.

●     Utilizing student IEPs to inform instructional assessments that provide meaningful measurements of students’ growth towards goals

●     Keeping families well-informed of student performance and progress through professional communication methods

●     Integrating feedback and goal-setting into lesson delivery

●     Demonstrating commitment to creating an inclusive environment for all students

●     Supporting Classroom Assistants with bussing, arrivals, dismissals, and transitions

 

About you:

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

●     Open to collaborating with and learning from colleagues who have a variety of backgrounds, experiences, strengths, and talents

●     Successfully able to handle multiple projects concurrently in a fast-paced environment, and ability to be self-directed and take initiative

●     Attentive to detail

●     Have a knowledge and understanding of basic principles of curriculum design, child learning theory and behavioral approaches

●     Value and are committed to diversity in the workplace and classroom

●     Effective skills in self-management including but not limited to meeting deadlines, effective prioritization of tasks, self-organization, managing up, and efficient time and task management

●     Ability to establish communication and build warm individual relationships with students and families, colleagues, and external partners

 

Qualifications:

●     Bachelor’s degree from an accredited college or university required

●     New York State teaching certification required. VOICE will also consider (a) strong candidates who are completing or have recently completed a NY State teacher training program and who can show that they will be fully certified by the first day of employment, and (b) strong candidates with teacher training or credentials/licenses from another state who can demonstrably commit to working toward and achieving NY State teaching certification by a reasonable deadline.

●     Teaching or student teaching experience in a school required

●     Experience with and interest in working with high needs students preferred

●     SpEd certification is preferred but not required

Comments Off on Campus Culture Specialist

Campus Culture Specialist

Posted by | June 8, 2021 |

Campus Culture Specialist

 

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 Campus Culture Specialist promotes a safe school culture that nurtures, motivates and challenges students to achieve the highest level of academic excellence and to develop into mindful, responsible contributing participants in their education  and communities by implementing VOICE’s approach to behavior management and crisis de-escalation, supporting staff around preventive strategies, and establishing and maintaining partnerships with families.

 

Student Support

  • In collaboration with faculty, social workers, deans, and classroom assistants, implement a range behavior management approaches with a goal of maximizing all students’ instruction time, which may include but is not limited to: de-escalating student crises, employing restorative practices, administering appropriate consequences, training and collaborating with faculty and staff, supporting with due process for student suspensions
  • Develop relationships w/ all students to support their socioemotional & behavioral needs
  • Employ a range of strategies to support a values-based school culture, which may include but is not limited to maintaining a regular presence in classrooms and hallways, working to document, train, and implement consistent school culture practices
  • Ensure VOICE’s incident process is followed, which may include but is not limited to creating anecdotals and incident reports to document and communicate student behaviors, interviewing students, verifying that appropriate parent/guardian/family communication is made, training and following up with faculty and classroom assistants on process, implementing or supporting follow-up actions or student consequences
  • Communicate with parents/families/guardians and participate in meetings with faculty and staff regarding student behavior and follow-up actions needed
  • Serve as a first responder for student crises as they may arise; follow the proper protocol and systems for transporting and monitoring students in Restoration; follow up on child’s reintegration into classroom and thoroughly document each scenario
  • Provide support to faculty and staff around student culture and discipline, which may include but is not limited to professional development and consultations


Lunch, Recess, Arrivals, Departures and Bussing

  • Ensure the safety of students during lunch/recess periods and bussing/arrivals/dismissal by serving as primary coordinator, which may include but is not limited to training students, faculty and staff on procedures and directly supervising faculty and staff
  • Expedite student arrival, departure and all bussing
  • As needed, serve as the designated “late leader” in a weekly leadership rotation in order to ensure all students are safely supervised while waiting to be picked up by their parents/families/guardians after bussing ends

Scheduling and Coverage Coordination

  • Create schedules for classroom assistants
  • Plan and communicate daily coverage plans for Upper / Lower ES team in response to planned leaves and special events, as well as unplanned call-ou