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Managing Director of Operations

Posted by | April 16, 2021 |

Managing Director of Operations

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.

In order to grow and scale with excellence, we recognize the critical importance of strong operational systems across our schools. We are seeking a strategic operational leader who will set a high bar for school operations and will achieve that vision of excellence by managing and building relationships with others. In this new role, the Managing Director of Operations will oversee school operations and is responsible, through direct management of the Director of Facilities and the coaching and mentoring of the Director of Operations (DOOs), for ensuring that our schools operate at the highest level, with systems in place that allow teachers and principals to focus on instruction and academic achievement. 

This is an exciting opportunity for an experienced, strategic operational leader to build systems and processes, set a high bar for school operations, and achieve that vision of excellence by managing and supporting a team of DOOs.  

 

RESPONSIBILITIES

  • Develop, build, and manage systems and processes for school operations functions, including dashboards, manuals, performance checklists, etc. and operationalize through strategic change management 
  • Ensure our Director of Facilities and DOOs lead highly effective school operations systems, including but not limited to daily school systems, facilities, financial management, food & transportation, student & staff culture, enrollment management, etc.
  • Design performance metrics to evaluate school operations and design strategic plans for accountability and improvement 
  • Create, implement, and monitor network-wide operations strategic initiatives 
  • Support hiring, on-boarding, management, and evaluation of all operations staff, including DOOs and school-based operations teams
  • Build and leverage relationships with internal and external parties, including shared services and school leaders, to increase operational effectiveness 

QUALIFICATIONS

  • Bachelor’s degree required; graduate degree in business or operations highly preferred;
  • Significant experience and a track record of success in non-profit operations management with school-based operations management preferred;
  • Demonstrated experience with effectively managing team members to concrete outcomes;
  • Excellent communication, relationship-building, and customer service skills and ability to work towards a common vision with various partners (e.g. school leaders, operations leaders, shared services teams);
  • Ability to create and manage multi-year strategic plans to scale operations functions;
  • Ability to effectively and strategically prioritize between multiple high-leverage, high-risk issues; outstanding judgment and understanding of the implications of decisions on schools and partners;
  • A high bar for excellence and ability to thrive in a fast-paced, high-change organization;
  • Excellent organization, project management, time management, and follow-up skills; 
  • Ability to demonstrate an appropriate sense of urgency; and
  • 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.  

 

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.

Comments Off on Health and Nutrition Specialist

Health and Nutrition Specialist

Posted by | April 15, 2021 |

POSITION:                   

Health and Nutrition Specialist

 

DEPARTMENT:            

Early Childhood

 

REPORTS TO:              

Head Start and EHS Director

 

SALARY:     $40,000-45,000 (Annually)

 

JOB SUMMARY:  

Manages overall health and nutrition/food service activities of the organization; including supervision of heath roles, reporting and maintaining information regarding child health and nutrition events as well as records, monitoring, tracking, overseeing and assuring confidentiality of health and nutrition records; working with  nutritionist consultant  to review individual child and family nutrition data and individual nutrition plans; confers with staff and parents about nutrition related issues. May oversee food service operations, including food safety and sanitation checks.

 

EDUCATION, EXPERIENCE AND SKILL REQUIREMENTS:

  • Bachelor’s Degree in Social Services, Health Care Management, Health Care Administration or related field
  • Excellent computer skills including strong working knowledge of Microsoft Word and Excel; ability to accurately enter and analyze health data to maintain health and safety requirements of all participants
  • Knowledge of community resource and skills to link families with appropriate agencies and services, preferred
  • Good understanding of prenatal, new born, infant, toddler and preschool age health
  • Experience working with infants/ toddlers and preschool age  preferred
  • Medication Administration certificate preferred
  • Bilingual English/ Chinese or Spanish strongly preferred

 

ESSENTIAL DUTIES AND RESPONSIBILITIES:

Under the direct supervision of the Head Start/ EHS Director, the Health & Nutrition Specialist shall be responsible for:

  • Coordinate ,and work with Health/ Nutrition Coordinator to manage, and enhance all Grand Street Early Childhood Programs’ health and nutrition policies and procedures in compliance with the Head Start Performance Standards, DOHMH Article 47 and other applicable regulations
  • Serve as a resource to staff and families with immediate and ongoing health questions and concerns
  • Supervise Health Specialist in implementing and monitoring Health and Nutrition Services for all programs
  • Collaborate with Family Advocates and Home Visitors with the tracking of all children and family health care needs and services, including medical, dental, vision and      hearing/screening examinations as specified by the NYC Department of Health and Head Start Performance Standards.
  • Provide guidance and oversight to Family Services staff and Home Visitors in the tracking and follow-up of all child and family health and nutritional needs and services
  • Collaborate with cooking staff in accurate record keeping and ensuring compliance with Head Start nutrition Performance Standards and Department of Health regulations
  • On an ongoing basis,  review all children and family health records, seeking to eliminate gaps in services and detecting and following up on any abnormal findings/ areas of concern
  • Develop systems to ensure the confidentiality of family records and information
  • Participant in Self- Assessment, PIR, grant renewal and updates, program monitoring, reviews and other programmatic compliance requirements
  • Ensure appropriate staff is informed of any special health needs of a child in the program, and monitor compliance health recommendations
  • Collaborate with Disabilities Coordinator to meet all the special health needs of children with disabilities
  • Coordinates with Nutrition Consultant services for children, pregnant woman and food services
  • Participate in staff meetings, trainings as needed and multi-disciplinary case conferences with staff and parents
  • Meet with families at times of parent preference for both immediate and ongoing health questions and concerns
  • Make postnatal home visits with Home Visitor after birth of child, as per Head Start Performance Standards
  • Coordinate and serve on Heath Advisory Group
  • Develop and disseminate health/nutrition curriculum for home and center based programs
  • Provide guidance and support to all staff on children’s health issues
  • Coordinate and implement training related to health and nutrition for all staff
  • Provide training and support to parents, both individually and in groups on health issues
  • Intervene in the prevention of child abuse and neglect, as mandated by federal and state law
  • Conduct health checks  and provide health and safety education during home visits and in the classroom as needed
  • Report immediate concerns regarding trends in illnesses, accidents or health related issues to the Director
  • Network in the Lower East Side Community and all Brooklyn service areas to develop health/nutrition collaboration in services of our children and families
  • Actively participate in Citywide health-related coalitions
  • Identify and use local, state, and national resources to improve the health of our children
  • Remain current in best practices for health and nutrition services for child care settings
  • Other duties may apply

 

New job Responsibilities

  •  Brooklyn Health Advisory -Works along with Health Coordinator 

 

PRE- EMPLOYMENT REQUIREMENTS:

  • Clearance through DOI Fingerprint Screening, NYS Central Registry, Sex Offender Registry clearance, 3 reference checks, physical examination with updated TB test, varicella, tdap, MMR (fees may apply)
  • Obtain Mandated Reporter training certificate (every 2 years) and comply with agency’s policy and procedure regarding identification and reporting of child abuse and neglect
Comments Off on [2021-2022] 8 grade Algebra Teacher

[2021-2022] 8 grade Algebra Teacher

Posted by | April 15, 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 Academic Dean, the 8th Grade Math Teacher will be responsible for building meaningful relationships with students, implementing a Common Core-aligned curriculum, and working with their grade team to analyze data to drive instruction. This is an exciting opportunity for an educator who is passionate about improving student outcomes by leading excellent instruction and building a positive school culture.

Responsibilities

    • Work with co-teacher to create and foster a culture where all students can achieve at high levels;
    • Implement a Common Core-aligned curriculum through backwards lesson planning and follow school-wide protocols for developing and documenting syllabi, lesson plans, assignments, and rubrics;
    • Actively participate in all meetings, collaborative planning, and professional development, including an annual summer institute;
    • Track, monitor, and assume responsibility for academic progress of students;
    • Analyze assessment data, and daily data including exit tickets and Do Now’s to inform instruction;
    • Set and maintain high expectations by building meaningful relationships;
    • Work with Student Culture Team to create individual behavior plans for students, as needed;
    • Build a warm and inclusive classroom environment and abide by school-wide practices for classroom management and individual behavior plans;
    • Work with grade team to analyze data, revise practices, norm on team-wide initiatives, and discuss individual scholars with a solutions-oriented mindset;
    • Establish and maintain strong relationships and regularly communicate scholars’ progress towards goals and with families.

Qualifications

    • Bachelor’s degree required;
    • Master’s degree or higher preferred;
    • New York State certification in subject area preferred;
    • At least two years of teaching experience with record of improving student achievement preferred;
    • A desire to make a difference in the lives of our students, families and community;
    • Desire and ability to receive and implement feedback;
    • Excellent written and verbal communication skills, including the ability to communicate effectively with various audiences (including colleagues, students, families);
    • A commitment to working with diverse populations of families and students;
    • Bilingual (Spanish) preferred;
    • A strong belief in the mission and values of DREAM, including the desire to make a difference in the lives of our students, families, and community.
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.
Comments Off on Program Assistant

Program Assistant

Posted by | April 15, 2021 |

DEPARTMENT:           

Early Childhood

 

REPORTS TO:            

Center Director

 

SALARY:

$35,000-$40,000 (Annually)

 

SCHEDULE:

Full-time (Monday-Friday; 8am-4pm, 9am-5pm, or 10am-6pm)

DATE:

April 15, 2021

 

JOB SUMMARY:  

Responsible for administrative and program support services for the Early Childhood Programs.  This position includes eligibility, recruitment, selection and attendance efforts to maintain full funded enrollment for all program options.

 

 EDUCATION, EXPERIENCE AND SKILL REQUIREMENTS:

  • High School Diploma or Equivalent required; business courses or AA or AAS Degree preferred
  • Excellent oral & written communication skills, some administrative experience preferred
  • Able to work independently and collaboratively
  • Well-developed organizational skills including the ability to multi-task and manage time effectively
  • Able to create, maintain and manage internal record-keeping on an ongoing basis
  • Experience working with and knowledge of community resources, preferred
  • Ability to foster and maintain positive, professional relationships with participating families
  • Ability to use public transportation and travel independently
  • Proficient computer skills including strong working knowledge of Microsoft Word and Excel
  • Bilingual English/Spanish or English/Chinese preferred
  • 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 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 Center Director, the Program Assistant shall be responsible for:

  • Maintain ongoing communication with current families and facilitate intake for new families
  • Maintain budget functions in partnership with fiscal department and delegate sites; program supply and office supply ordering – follow up with vendors, inventory and tracking, travel and expense reports, prepare check requisitions, CACFP reports, parent fees and summary report if applicable, track volunteer time, and coordinate staff access to ADP timecards for submission to payroll
  • Assist teachers with classroom related administrative responsibilities and assist in classrooms and socializations as needed; duties may include translating for home visits and assist with handling children transported by bus services
  • Assist with all clerical functions for the program, including document preparations for meetings and reporting for all staff members; answering phones, translating for teachers and parents, check mail daily and distribute accordingly, file documents into master binders and child files, greet parents when they come in and assist them when needed
  • Responsible for tracking attendance, unexpected absence call log, enrollment, volunteers and in-kind in data systems (Excel, COPA, WES or DOE vendor portal) also help support staff with meeting 97% of enrollment at all times.
  • Process required staff and volunteer forms/documents
  • Record monthly fire drills according to DOHMH requirements
  • Maintain inventories for janitorial, office and kitchen supplies
  • Maintain waitlist database and lead year-round program recruitment plan including recruitment activities, post materials, attend community outreach events, coordinate open houses and other related functions
  • Strategize recruitment methods utilize program data sources, (i.e. Community assessment, data and events, social service partners and any other resources such as social media) to development and implement annual outreach plan to increase Head Start/ EHS visibility and enrollment
  • Develop partnerships in Lower East Side and Brooklyn community
  • Ensures programs maintain funded enrollment level and waiting list, assist to fill vacancies as needed at individual sites and analyze enrollment data to inform the planning process
  • Participate in annual self-assessment, community assessment, & ongoing monitoring
  • Perform other center related duties around enrollment, scheduling, & parent communication
  • Liaison for Cool Culture participation & manage required paperwork/communication with families
  • Support program compliance by obtaining F-01, F-07, and S-95 certificates as second means of certificate holder on site
  • Other duties as assigned
Comments Off on Quality Assurance Specialist

Quality Assurance Specialist

Posted by | April 15, 2021 |

Department:

Early Childhood Services

 

Reports to:

Director of Evaluation and Compliance

 

Salary Range:    

$50,000 (Annually)

 

Date:

April 2021

 

Job Summary: 

The goal of the position is to assist the Director of Evaluation and Compliance (DEC) design and implement monitoring and evaluation activities to ensure compliance with contracts and demonstrate impact of services.  The Quality Assurance Specialist (QAS) will help analyze program data to allow Grand Street Settlement (GSS) to more efficiently quantify program outcomes and develop benchmarks by which program performance can be evaluated. The focus of the QAS will be on GSS’s early childhood programs, senior services with varying involvement in other GSS departments.

 

Qualifications 

  • Associate or Bachelor degree or equivalent work experience required.
  • Good interpersonal skills and strong relationship building with stakeholders/program managers
  • Interest in data systems including the collection & monitoring process and technical tools, the data visualizations and continuous quality improvement.
  • Interest in human services.
  • Good organization skills and detail-oriented.
  • Ability to take initiative, maintain confidentiality, and meet deadlines.
  • Excellent written and verbal skills.
  • Capacity to work independently and as part of a team.
  • Proficiency in word processing and Microsoft Excel.
  • Knowledge of databases, evaluation, research methodology, and statistical analysis a plus.

 

Essential Duties and Responsibilities 

Program Evaluation

  • Manage participant databases and produce reports.
  • Conduct outreach to staff with respect to data integrity.
  • Support staff with database trainings and respond to staff questions relating to databases.
  • Assist DEC with developing monitoring and evaluation procedures.
  • Design, implement, and analyze surveys for programmatic assessment.
  • Other projects as needed.

Quality Improvement/Data Analysis

  • Assist with coordination and collection of data for various reports such as monthly monitoring reports, quarterly outcome trends, and departmental annual reports.
  • Train users on forms, software, and procedures.
  • Work with the managers and DEC to ensure that mandated service delivery is documented.
  • Assist with documentation, assessments, and improvement of data collection and reporting methodology across GSS programs.
  • Assist with report writing.
  • Support DEC with analysis and formulating recommendations for agency wide planning and Development initiatives.

New Projects/Contract Support

  • Assist DEC with managing preliminary planning for new projects/contracts.
  • Formulate tools and protocols for reporting.

Administrative Responsibilities

  • Oversee administrative tasks related to contracts and contract reporting and record keeping. Train staff on these tasks on an as-needed basis, and act as task supervisor.
  • Manually enter data from hardcopy surveys and record keeping into database.
Comments Off on Bilingual Social Worker/Mental Health Counselor

Bilingual Social Worker/Mental Health Counselor

Posted by | April 15, 2021 |

TITLE: 

Bilingual Social Worker/Mental Health Counselor

DEPARTMENT:

Youth and Community Development Services

LOCATION:

Williamsburg, Brooklyn

PROGRAM:

Community Schools Initiative

REPORTS TO:

Community School Director

SALARY:         

Commensurate with experience; benefits include health and dental insurance, a 401k retirement plan, and 24 paid vacation days per year

DATE:

February 2021; summer location and duties may vary

SCHEDULE:

Monday – Friday, 8am – 4pm (Full-time); 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 Juan Morel Campos Secondary School. 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) required
  • 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 Middle 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
Comments Off on Center Director

Center Director

Posted by | April 15, 2021 |

POSITION:                  

Center Director

 

DEPARTMENT:           

Early Childhood

 

REPORTS TO:             

Head Start / EHS Director

 

SALARY:  $60-65K

  

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 writing skills and computer proficiency in Microsoft Word and Excel
  • Must have demonstrated achievement in supervision and management, family and community partnerships and collaborating with diverse teams.
  • Excellent computer skills
  • Clearance through DOI Fingerprint Screening, NYS Central Registry, Sex Offender Registry clearance, 3 reference checks, physical examination with updated TB test, varicella, Tdap, MMR (fees may apply)
  • Obtain Mandated Reporter training certificate (every 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
Comments Off on Managing Director of Schools

Managing Director of Schools

Posted by | April 13, 2021 |

Reporting to the Chief Education Officer, the Managing Director of Schools will be responsible for developing and leading the school principals, principals-in-residence, network curriculum leaders, and the network director of special education in order to drive exceptional outcomes for students, families, and staff. This is an exciting opportunity for an individual who has a track record of driving results, developing senior leaders, launching and seeing through ambitious initiatives, and interacting with fundraisers and external partners.

Responsibilities 

PRINCIPAL MANAGEMENT AND COACHING

  • Directs and coaches school principals on school management, including planning, staffing, program, culture, curriculum, instruction, and assessments
  • Leads the schools in continuous improvement of programs and systems, including the development of school plans and key performance indicators, and sets high expectations and standards for quality teaching and learning that align with mission and organizational culture
  • Defines and monitors key metrics to determine success of school network and foster data-driven continuous improvement
  • Fosters a collaborative and results-driven culture across the network of schools
  • Plans and executes professional development for principals that deepens their leadership capacity 

DESIGN AND DEVELOPMENT OF THE ACADEMIC PROGRAM

  • Works with the curriculum team to create a strategic vision for the network academic model; incorporates evidence-based best practices, aligns curriculum, instruction, and assessments, meets state and college/career requirements, and meets the needs of all students 
  • With input from and collaboration with key stakeholders, develops network strategy for implementation of the academic and SEL model and resource allocation to achieve desired student outcomes
  • Ensures that academic model includes high expectations and an effective tiered system of supports to meet the needs of all students, including special populations (e.g. Special Education, English Language Learners)
  • Ensures and is ultimately responsible for continuous improvement of student outcomes
  • Promotes educational equity (equitable outcomes and processes) as a guiding principle across the entire school network, and ensures it is reflected in curriculum, instruction, and assessment systems
  • Supports school leaders in creating coherence in instructional practice/routines and optimizing student learning outcomes within schools

PROFESSIONAL LEARNING AND DEVELOPMENT OF INSTRUCTIONAL STAFF

  • Continually aligns and refines academic model, professional development, and coaching systems to drive improvement and achieve desired student outcomes across school network
  • Creates data-driven culture throughout academics team and network of schools
  • Ensures academic team efforts are effectively building the capacity of teachers and leaders across the system to meet the needs of all students and create conditions for students to thrive
  • Develops a vision and strategy for building and launching a Principal-in-Residence program, a school leader development program that prepares aspiring school leaders to succeed or found DREAM schools

SENIOR LEADERSHIP TEAM MEMBER

  • Collaborates with the senior leadership team to establish and accomplish organizational goals, objectives and strategic plans
  • Collaborates closely with other senior leaders in the organization to optimize the partnership between the schools, DREAM’s programs, and shared services.  

 

QUALIFICATIONS

  • Masters Degree in Education and/or School Administration, preferred  
  • Extensive teaching and leadership experience with a record of achievement for ALL children  
  • Deep knowledge of best practices in educational leadership and school health  
  • Willingness to be hands-on and do whatever it takes to develop and maintain an excellent system of schools and programs  
  • A drive to succeed and achieve great results on behalf of students, especially those furthest from opportunity
  • Expert knowledge, understanding and experience in developing curriculum, instruction, and assessment systems
  • Supervisory and leadership development experience with school leaders, instructional staff, and teacher leaders  
  • A successful record leading effective teams and individuals, managing organizational change and initiating key innovations  
  • A strong analytic, performance management, accountability, and systems-thinking orientation necessary to inform strategy development and execution
  • An ability to connect with a diverse group of people and build strong relationships grounded in listening and high levels of challenge and support
  • Excellent written and verbal communication skills, including ability to convey complex information to a variety of audiences 
  • A strong belief in the mission and values of DREAM, including the desire to make a difference in the lives of our students, families, and community.

 

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.

Comments Off on Physics, AP Biology, Environmental Science, Spanish and Special Education

Physics, AP Biology, Environmental Science, Spanish and Special Education

Posted by | April 9, 2021 |

School of the Future is hiring! We are looking for two high school science teachers to teach Physics, AP Biology, Environmental Science, as well as a senior science elective. We are also looking for a Computer Science teacher, a Special Education teacher with a focus on math and history, and a Spanish teacher.

School of the Future is a small, innovative public sixth through twelfth grade school within District 2. We are located in the Gramercy Park neighborhood at 22nd Street and Lexington Avenue with a student population of seven hundred and thirty.  We aim to have a rigorous, supportive and Antiracist environment.  Half of our classes are co-taught and we have a very strong and integrated Special Education Program.  Students at School of the Future graduate by portfolio and exhibitions. Portfolios in the Middle School are a collection of the students’ best works and exhibitions in the High School are extensively researched papers and oral presentations whereby students demonstrate they have mastered the challenging standards of research: construct and answer an interesting essential question, demonstrate critical thinking skills, and adhere to conventions of writing. The high school uses this form of assessment instead of Regents Exams. In general, our staff uses a range of alternative assessments to inform their daily practice and objectives for individual students. Our approach is to be nurturing yet academically demanding and provide personally and politically engaging curricula. We are a project-based school as we believe the workshop approach fits with our philosophy of apprenticeship and students as worker, teacher as coach. Please check out our website at sof.edu.

 

Comments Off on Math Parental Leave Position for 7th/8th Grade at Small Progressive Charter School 2021 – 2022

Math Parental Leave Position for 7th/8th Grade at Small Progressive Charter School 2021 – 2022

Posted by | April 9, 2021 |

Community Roots is hiring:

A Math teacher for our 7th/8th grade class to cover parental leave from Sep.-Dec., 2021. 

 

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 

About Community Roots:

Community Roots Charter School is a rigorous learning community where learning is embedded in meaningful real world context, where children are deliberately taught to see the connections between school and the world. CRCS students will meet or exceed the Common Core standards and be prepared to excel in the 21st century by being taught to be independent thinkers and to work productively within a diverse group of learners. At CRCS students will learn to combine curiosity with appropriate application, which will lead to deep understanding and the confidence to take on challenges to become who they want to be.

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

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

Comments Off on Middle School Math Specialist for Grades 6-8 at Small Progressive Charter School 2021-2022

Middle School Math Specialist for Grades 6-8 at Small Progressive Charter School 2021-2022

Posted by | April 9, 2021 |

Community Roots is hiring:

A Math Specialist for 6th-8th grades. 

 

About Community Roots:

Community Roots Charter School is a rigorous learning community where learning is embedded in meaningful real world context, where children are deliberately taught to see the connections between school and the world. CRCS students will meet or exceed the Common Core standards and be prepared to excel in the 21st century by being taught to be independent thinkers and to work productively within a diverse group of learners. At CRCS students will learn to combine curiosity with appropriate application, which will lead to deep understanding and the confidence to take on challenges to become who they want to be.  Currently, Community Roots has 460 students in grades K-8. Our first 8th grade class graduated in June 2015. Please visit our website for more information about our school: www.communityroots.org.

 

Compensation:

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

Responsibilities

  • Implement targeted, research-based math interventions to individual students and small groups of students in the least restrictive setting
  • Collect and use student data to set goals and monitor progress toward instructional outcomes
  • Collaborate with classroom teachers to administer and review assessment data e.g. school based assessments, math assessments, proctor state tests
  • Collaborate with classroom teachers to develop and monitor student intervention plans, including classroom based interventions 
  • Hold family conferences to review individual student’s progress at least twice a year and arrange more frequent, regular conferences as needed
  • Provide families with written narratives to report on individual student’s progress at a minimum of twice a year, in accordance with the schoolwide progress report schedule  
  • Provide push in/pull out Special Education Teacher Support Services (SETSS) 
  • Manage IEP caseload 
    • Remain in frequent communication with families
    • Attend IEP pre-meetings and meetings and contribute relevant information 
    • Report three times a year on IEP goals 
    • Facilitate and/or participate in student centered research and meetings (e.g. Child Study Team, Functional Behavioral Assessments and Behavior Intervention Plans)
  • Co-facilitate a “crew”, our school’s advisory structure 

 

Qualifications

  • Special education certification 
  • Demonstrated success in implementing math intervention and/or instruction 
  • Belief in CRCS mission and philosophy

Community Roots seeks individuals who:

  • Believe in and are capable of high levels of collaboration and communication
  • Believe that communicating and building relationships with children’s families is essential
  • See themselves as active learners committed to ongoing professional development
  • Always start from a child’s strengths 
  • Understand that children learn in different ways
  • Are capable of building a safe, nurturing, supportive and high achieving school culture
  • Believe that working and educating children in a diverse environment is essential
  • Enjoy their work

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

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Associate Special Education Teacher

Posted by | April 8, 2021 |

Associate Teacher Job Description

 

West End Day School (WEDS) is an independent, elementary school dedicated to offering a social-emotional approach to learning.  Our mission centers on creating a safe haven for learning and fostering the development of resilience in children to build a strong foundation for their lifelong success.  The foundation of our school highlights that all behavior has meaning, and how children feel impacts how they learn.  At the core of our guiding principles is the notion that ‘relationships matter” and having positive relationships with one’s teachers and peers at school makes all the difference when it comes to learning.  We are looking for candidates who share our relationship based, team-based approach, and who have an interest in understanding a child’s behavior to help them make meaningful changes. 

 

West End Day School is striving to diversify its faculty and student body. We encourage people of color and members of other underrepresented groups to apply and join our community as we continue to grow and learn.  We are deeply committed to equity, inclusion, social justice, compassion, and non-violence; and seek candidates who share this commitment and strive to join us in celebrating and honoring differences. This loving school does not tolerate discrimination on the basis of race, color, religion, gender, ethnic origin, age, socio-economic status, physical disability or sexual orientation in any form. This is true for all hiring practices, privileges, administration of our education policies, admissions policies, and other school-related programming. 

 

Responsibilities including but not limited to:

 

  • Create and deliver lessons to small groups of students in core academic areas.
  • Help to prepare classroom materials and help plan whole group lessons and activities.
  • Support Head Teacher during whole group lessons.
  • Assist Head Teacher with evaluation of students as well as writing reports for bi-annual report cards.

 

Requirements:

 

  • Must be a certified teacher with some experience in Special Education.
  • Strong communication skills – ability to work collaboratively with clinical and professional staff.

 

How to Apply:

 

Resumes should be sent to Katy Jenkins or Jessica Chambers, Co-Education Heads

Email: resumes@westenddayschool.org

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Controller

Posted by | April 8, 2021 |

At Literacy Trust, we believe education is a basic human right and access to high-quality literacy instruction is a cornerstone of our democracy. Our mission is to leverage existing resources in school communities to increase educational capacity and create fluent, motivated, self-confident readers.

We provide professional development to allow teachers, paraprofessionals, and other school community members to utilize our signature literacy intervention program, Reading Rescue. We strive to build sustainable intervention models that eventually become a core component of the school’s literacy ecosystem. Literacy Trust is currently partnering with more than 140 New York City schools, reaching over 1000 educators and 1000 students, throughout the five boroughs.

At Literacy Trust, we promote events, ideas, thinking, programs, and communities that inspire action in pursuit of universal access to literacy. To learn more about Literacy Trust, please visit: www.literacytrust.org.

About the Controller:

Our dynamic, growing organization seeks a Controller to join our team in order to manage our daily accounting and financial transactions. Reporting to the Director of Talent, Operations, and Culture, the successful candidate will be a strategic and analytical thinker, a problem solver, and possess a strong attention to detail. The Controller will perform key transactional, analytical, supervisory and managerial functions supporting the agency with an annual budget of approximately $3M. The Controller will be responsible for ensuring that our day-to-day accounting and finance operations run smoothly, enabling the long-term success of the organization. Key areas of oversight include grant and fund accounting, contract billing, budgeting, banking, preparation of reports, and maintenance of records.

(Note: responsibilities listed below define our standard work in a pre-Covid environment when schools are operating normally; we have been constantly shifting how we support schools and how we operate internally in order to meet the needs of distance learning.)

Key Responsibilities:

  • Accounting & Reporting
    • Oversee the general accounting, including journal entries, cash disbursements, accounts payable, cash receipts, accounts receivable, reconciliation of bank accounts, and adjusting journal entries, among other things.
    • Ensure that all financial activities involving funds awarded (federal and non-federal) are accounted for in compliance with rules and GAAP, grantor and/or agency-specific requirements, and Literacy Trust’s accounting policies and procedures, and proactively stay up to date on changes to regulations.
    • Direct and manage the documentation of accounting policies and procedures.
    • Prepare monthly, quarterly and annual financial reports for departmental directors, and Board of Directors.
    • Prepare short- and long-term cash flow analysis, monitor cash flow.
    • Provide financial reports to funders and partners as requested.
    • Prepare and oversee the annual audit and preparation of federal filings including IRS Form 990 ensuring timely filing.
  • Budget Management
    • Co-lead the drafting of the organizational budget, ensuring that organizational strategic priorities are properly funded.
    • Provide grant budgets, and strategic support in fundraising efforts to optimize revenue.
  • Financial Supervision
    • Design and implement internal controls; ensure checks and balances.
    • Oversee the physical & electronic filing, safekeeping, archival, retrieval of financial documents.
    • Respond to inquiries from vendors, funders, partners and internal staff re: financial matters.

Core Competencies:

  • Financial analytical skills
  • Long-term financial planning
  • Strong pursuit of accuracy
  • Efficiency and optimization
  • Project-based cost accounting

Requirements

  • Bachelor’s degree in Accounting or Finance. Certified Public Accountant (CPA) or Master of Business Administration (MBA) a plus.
  • 5+ years of experience in nonprofit accounting, with strong knowledge and understanding of Nonprofit GAAP.
  • Outstanding budget drafting/management, analytical, writing and organization skills with capacity to manage projects and successfully prioritize among multiple tasks.
  • Experience handling numerous government contracts for various government agencies, including federal, state and city such as the Department of Youth and Community Development’s (DYCD) and the Department of Education (DOE).
  • Experience with Quickbooks. (Expensify, Bill.com, Salesforce experience is a plus.)
  • Proficient in Microsoft Office products, including expertise in Excel.
  • Ability to maintain highest confidentiality when dealing with sensitive or private information.
  • Passion for Literacy Trust’s mission, impact and interest in investing external
    stakeholders in the work.
  • Must be authorized to work in the U.S.

Benefits

  • Salary: $70,000
  • Excellent benefits package: We provide employees with 100% coverage for medical, dental, vision, and life insurance, in addition to partial coverage for family members. We also provide retirement accounts with an employer match.
  • Professional development: We provide employees with a professional development budget after your first year of service because we want to see you grow in a way that’s meaningful to you.
  • Vacation: We offer employees 15 vacation days. Additionally, employees have the Department of Education winter break and the first week of July as paid time off.
  • Work-life balance: In case the vacation time or summer Fridays didn’t make it clear, we pride ourselves in supporting staff to have a healthy work-life balance, including occasional days to work remotely when appropriate.
  • Fun work environment: We love to celebrate accomplishments, birthdays and more.
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Analyst, Policy & Impact

Posted by | April 8, 2021 |

About HERE to HERE:

HERE to HERE enhances paths to rewarding careers for young people by uniting employers, educators and community-based organizations in the Bronx and across New York City. Our vision is a thriving, inclusive economy, in the Bronx and elsewhere, driven by meaningful partnerships between young people and employers.  We work closely with high schools, postsecondary programs (and particularly CUNY and its Bronx campuses), community-based organizations, public officials, and employers.

 

Our goal is to build partnerships and policies that help employers identify the talent they need to thrive and ensure every student develops the passion, experience, and professional network to succeed in a career of their choice.

 

Reports to: 

Vice President, Policy & Impact

 

To Apply: 

To apply online via the H2H’s career page,  by April 30, 2021. Please be sure to include a cover letter and resume. We will request writing samples during the interview process.  We will be reviewing candidates until we find the right person for the role.

Position Summary:

The Analyst, Policy and Impact will provide staff support to the Vice President of Policy and Impact, as well as the Director, Research and Analytics, for a range of initiatives, with a focus on three main tasks that are critical to our organization: 

  1. Produce supporting research for  the expansion of braided pathways, which combines education and employment to benefit students, employers, and educators; 
  2. Provide direct advocacy efforts to  support expanded and enhanced work-based learning and career pathways in New York City’s public high schools, CUNY’s postsecondary programs, and among employers; and
  3. Manage how HERE to HERE collects, analyzes, and presents data about our progress to elevate and expand the organization’s mission.

These areas of work will require a candidate with the skills, experience, and desire to connect with individuals and organizations external to HERE to HERE, learn about their interests and motivations, and support their engagement with our organization.

For more background on our work, please read materials such as these.

 

We are looking for someone who is passionate about our mission and will thrive in a high energy, dynamic team like ours. And we mean TEAM. We collaborate, engage in healthy debate, jump in wherever our skills are needed, we all lead and follow. We are a group of unique individuals who truly believe in this work.

Position duties will include:

  • Support a variety of ongoing efforts in the Policy and Impact team, including research and advocacy connecting work and education for students in New York City public high schools and at CUNY as well as tracking and analysis of the organization’s impact metrics.
  • Coordinate meetings with external stakeholders by setting agendas and logistical arrangements, preparing pertinent background materials, preparing pre-meeting materials, attending and documenting meetings, ensuring follow up and action items are complete. 
  • Support the development and stewardship of external partnerships. Represent HERE  to HERE in meetings with external partners, including community groups, students, employers, and members of the public. 
  • Partner with colleagues across the organization to identify and share best practices, lessons learned, and policy recommendations.

 

Qualifications & Experience

As part of this team, you will be most successful if you possess most of the following:

  • Strong writing, verbal communication and analytical skills; demonstrated ability to proof and edit written documents; Conversational Spanish language skills highly preferred.
  • Comfort with qualitative and quantitative data analysis, and experience or willingness to learn how to conduct labor market data analysis using the American Community Survey, Burning Glass, and publicly-available education data. 
  • Comfort and desire connecting to and developing relationships with a wide range of individuals and organizations external to HERE to HERE, as we build a movement for change.
  • Fluency in Microsoft Office Suite (especially in Powerpoint and Excel) and Google Suite (especially Calendar and Drive) required; familiarity with Salesforce a plus; willingness to learn and utilize Zoom, Slack, and other technologies.
  • 2+ years of relevant experience working in a fast-paced environment. Relevant experience includes: managing multiple projects simultaneously; working with senior staff and/or clients; experience working in advocacy, including creating convincing materials, pitching legislators and public officials, convening partners and coalition/network members.
  • Strong organization, project, and time management skills, and attention to detail; track record in meeting deadlines and working both independently and collaboratively.
  • Passion for youth development and curiosity about a wide range of 21st century career trajectories and building bridges across sometimes divergent stakeholder groups
  • Unwavering commitment to service and social justice; willing to engage with and support colleagues and partners in addressing systemic barriers to youth success and the root causes of racial inequity.
  • Ideally, a connection to and experience working in The Bronx

 

Compensation and Benefits:

This is a full-time overtime-exempt position. HERE to HERE staff have worked remotely since March 2020. When the office opens, this role will be based out of the HERE to HERE office, located in The Bronx and will travel throughout NYC via public transportation to meetings and events.

HERE to HERE offers generous benefits including medical (including sponsored dependent and family plans), dental and vision insurance, Employee Assistance Program, 401K match, generous paid time off (currently 20 days PTO and 13 paid holidays), and paid parental leave.

 

 

HERE to HERE is an Equal Opportunity Employer and Prohibits Discrimination and Harassment of Any Kind: HERE to HERE is committed to the principle of equal employment opportunity for all employees and to providing employees with a work environment free of discrimination and harassment. All employment decisions at HERE to HERE are based on business needs, job requirements and individual qualifications, without regard to race, color, religion or belief, national, social or ethnic origin, sex (including pregnancy), age, physical, mental or sensory disability, HIV Status, sexual orientation, gender identity and/or expression, marital, civil union or domestic partnership status, past or present military service, family medical history or genetic information, family or parental status, or any other status protected by the laws or regulations in the locations where we operate. HERE to HERE will not tolerate discrimination or harassment based on any of these characteristics. HERE to HERE encourages applicants of all ages. HERE to HERE is committed to building a diverse staff and encourages applications from people of color.

Comments Off on Associate Director, Talent Acquisition

Associate Director, Talent Acquisition

Posted by | April 6, 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 People + Culture team is taking shape and we’ll need your help to build it. We’re building people capabilities to scale for organizational growth; continuing to guide and ground a focus in performance, learning, inclusion, and collaboration across the organization.

THE ROLE

  • TALENT ACQUISITION. You have a successful track record developing talent acquisition strategies. You’re exceedingly good at growing talent pipelines, identifying diverse and qualified professionals, and skilled at cultivating business relationships. You know how to assess jobs and the corresponding managers, teams, candidates, and jobs markets. You know how to attract top talent and how to hire the people best suited for the open roles. You’ll partner with our people analytics lead to evaluate and improve the impact of recruitment, onboarding, employer branding and DEI activities. And your expertise will help inform workforce planning.

  • ONBOARDING (is not just for new hires). You keep a growing wish list of all the ways companies could transform the new-gig-experience for the new person. You’ll partner with the performance lead to design and implement a new program that will help newly hired employees, newly promoted employees, and their managers, define and meet the key year-one goals.

  • EMPLOYER BRANDING. Our mission is inspiring and the work we do is impactful. In this role you’ll partner with the Marketing & Communications team to tell that story for and share our mission with prospective talent. You’ll develop the organization’s employee value proposition, identify and optimize channels to promote our employer brand, and develop employer branding content.

  • Is that all? No. Sometimes it will make sense to include you in other workstreams. You know that’s the nature of small and growing teams, and you’re an able and pro pinch hitter.

COMPETENCIES YOU HAVE

  • Talent Acquisition Strategy + Recruiting Tech and other tools
  • Program Design, Implementation + Measurement
  • Interviewing Methods + Skills Assessment
  • Candidate Experience + Relationship Management
  • Listening (You study, hone and see the magic created when we listen well)
  • Employer Branding + Brand Storytelling
  • Negotiation
  • Workforce Planning 

EXPERIENCE YOU BRING 

  • +/- 7 years in comparable roles, developing the competencies described.
  • Successful talent acquisition strategist and recruiter.
  • Experienced managing and coaching hiring managers on interviewing and selection.
  • Experienced building careers marketing campaigns.

 

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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Associate Director, People Operations + Analytics

Posted by | April 6, 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 People + Culture team is taking shape and we’ll need your help to build it. We’re building people capabilities to scale for organizational growth; continuing to guide and ground a focus in performance, learning, inclusion, and collaboration across the organization.

THE ROLE

  • Business Process Management. You have mapped, analyzed, and optimized people processes. You know that working on business process improvement and governance before selecting or rolling out a new system, is a good way to prevent big setbacks. You’ve seen big setbacks and you love to fix things. You know how to stress-test business processes to answer yes to all three questions: Does it add operational value? Is it as simple as possible? Is it worth the time it takes?
  • Workforce Technology. You’re an early adopter, plugged into emerging HR/talent tech trends. You have managed good to great HR and talent management tools; from discovery, selection and implementation, to change management and execution. You know how to guide the team from system use case to business use case. You’ve configured, integrated, and managed workforce tech to meet the business needs, and understand the various training, communications, and iteration steps required to get to successful user adoption/ROI. You invest the attention required for successful vendor relationships.
  • Data, Metrics + Analytics. You understand data structure. You have analyzed the factors impacting data integrity and can surface operational risks and opportunities. You look for and see contextually relevant workforce trends. You have used data tools and can deliver the metrics and analytics to inform decision-making and improve outcomes related to performance, diversity, workforce planning, talent acquisition, etc.
  • Project Management. You’re an interpreter and connector and aim to transform the way people work. You understand the moving parts that impact project success (the “Strategic Execution Framework”) and you know how to reconcile and align competing stakeholder interests. You curate methods of project planning, change management and reporting to suit the organization, drive decision-making and meet goals. You love PM tools (not spreadsheets) and have used these to drive transparency, collaboration, and accountability.

COMPETENCIES YOU HAVE

  • Business Process Management, Improvement, and Governance (BPM)
  • People Data Structure and Analysis
  • HCM, ATS, CRM, payroll administration and integrations
  • Employee Experience + Adoption
  • Stakeholder + Vendor Management
  • Business Case Communications
  • Cross-Team Collaboration
  • Listening (You study, hone and see the magic created when we listen well)
  • Contract Negotiation
  • Project Management
  • Change Management

EXPERIENCE YOU BRING

  • +/- 7 years in comparable roles, developing the competencies described.
  • Hands-on experienced with evolving HR tech stack and related BPM.
  • Experienced in metrics and data analytics.
  • Experienced in project management methods.

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 Associate Director, People + Culture

Associate Director, People + Culture

Posted by | April 6, 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 People + Culture team is taking shape and we’ll need your help to build it. We’re building people capabilities to scale for organizational growth; continuing to guide and ground a focus in performance, learning, inclusion and collaboration across the organization.

THE ROLE

  • PERFORMANCE. You have designed and implemented new performance development capabilities before. You know how to translate organizational strategies into team and individual goals; and you know how to use objective, real-time feedback and tools to develop team and individual strengths. You know how to coach employees and managers on these skills. You know this is a lifelong class, and you’re a confident student and teacher.
  • LEARNING. You’ve been following businesses’ and managers’ return to self-directed learning (SDL) since the first MOOC. (Perhaps you registered for Sebastian Thrun’s AI class then dropped it, in the process grasping something of the model’s challenges.) You clearly see the SDL applications for organizations and employee development. You’ve conducted competency gap assessments, manager and team training, and have the program management skills to implement SDL methods and tools where these are suited to have the best impact for the organization, team and individual.
  • SEO is a DEIB leader, which creates an introspective lens on its internal culture. You’ve led DEI initiatives from strategy, to implementation, and you are well versed in the measures of the work’s progress and success. The highest goal will be to identify and deliver practical, tangible ways to advance DEI in the areas of recruitment, management, employee development, compensation, communications and collaboration.
  • Since you’re so attuned to the performance, learning and DEI pulse of the organization, you’re beautifully positioned to advise on current employee relations and future workforce planning; and wonderfully positioned to help identify organizational competency gaps, which will help direct workforce planning. On these pieces, the organization’s head of talent acquisition will be your closest partner. Together you’ll help department heads develop the workforce plans to implement their strategies.

Is that all? No. We have much to do. And since you’re well rounded, it will make sense to include you in other workstreams. You know that’s the nature of small and growing teams, and you’re an able and pro pinch-hitter.

COMPETENCIES YOU HAVE

  • Performance Development, Learning and DEI Strategies + Tools
  • Program Design, Implementation + Measurement
  • Employee Experience
  • Motivational Leadership
  • Management Development
  • Stakeholder Management
  • Cross-Team Collaboration
  • Listening (You study, hone and see the magic created when we listen well)
  • Employee Relations + Communications
  • Workforce Planning

EXPERIENCE YOU BRING

  • +/- 10 years in comparable roles, developing the competencies described.
  • Experience in performance development, learning and DEIB.
  • Knowledge of employee relations and workforce planning.
  • Experienced, adaptive, attentive 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 Associate Director, Total Rewards

Associate Director, Total Rewards

Posted by | April 6, 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 People + Culture team is taking shape and we’ll need your help to build it. We’re building people capabilities to scale for organizational growth; continuing to guide and ground a focus in performance, learning, inclusion, and collaboration across the organization.

THE ROLE

  • COMPENSATION. Evolve compensation programs and tools across U.S. regions, to support the organizational expansion strategy. Develop forward-looking practices for job analysis, market benchmarking, compensation structure, LTIs and STIs, and compensation review. Advise on compensation budgeting and forecasting. Collaborate with operations and analytics to streamline compensation workflows and conduct regression analyses of compensation strategies and components.
  • BENEFITS. Develop health, wellness and retirement benefits strategy and programs to enhance the employee experience. Partner with plan carriers, brokers and other vendors on plan design, implementation and measurement, and renewals. Guide vendors and organization toward innovative employee education and communications that support all enrollment activities and meet the needs of our workforce. Analyze and advise on changing benefits costs, cost-savings, and ROI. Help develop the employee value proposition for a diverse workforce.
  • COMPLIANCE. Track evolving, applicable regulatory requirements, working with auditors, legal counsel, and internal and external vendors, to ensure organizational compliance. Plan and execute compliance activities, audits, and reporting obligations according to the necessary specifications and deadlines (i.e., COBRA, DOL, ERISA, FLSA, FMLA, HIPAA, OSHA, etc.). Train HR staff to support related processes.

COMPETENCIES YOU HAVE

  • Compensation + Benefits Strategies
  • Program Design, Implementation + Measurement
  • Employee Experience + Communications
  • ROI + Regression Analysis
  • Stakeholder + Vendor Management
  • Employment law and HR compliance fluency
  • Listening (You study, hone and see the magic created when we listen well)

EXPERIENCE YOU BRING

  • +/- 10 years in comparable roles, developing the competencies described.
  • Proven compensation, benefits, and compliance SME.
  • Experienced transforming and/or creating total rewards capabilities for a growing organization.
  • Track record directing changing external partnerships to significantly improve outcomes.

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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Teacher (Special Educator/Science), Social Studies and Social Worker

Posted by | April 5, 2021 |

Harvest Collegiate Seeking Science/Special Educator, Social Studies and Social Worker

Every student is an intellectual, we believe, at Harvest Collegiate High School, our small, highly diverse public high school near Union Square in Manhattan, founded in 2012. We are in the Consortium, meaning we emphasize challenging, meaningful and authentic student work over standardized tests. We invite you to apply to join our outstanding faculty committed to creating a transformative learning community for all in our building. At Harvest, teachers are empowered to design their own courses that focus on developing students’ core ways of being and thinking in the world–their curiosity, use of evidence, understanding of perspective and connection, responsibility and voice – what we call their Habits of Mind and Heart. We are looking for a wonderful STEM educator, Social Worker and Social Studies sabbatical replacement teacher who share our commitment to uplifting every child to join our strong and experienced staff. The collaborative work of our school has been recognized for its positive results as a Blackboard Awardee for Rising Star School of Excellence, a New York Post “Hidden Gem” and UFT Team Award for Excellence through Collaboration. For more information about us, please see this short NY1 video about us or visit our website at harvestcollegiate.org.

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Education Director

Posted by | April 2, 2021 |

Position Summary: 

Children’s Aid Early Childhood Division is founded on the belief that strong communities are built by children and families who have the access and skills and choice to create pathways to their success.

The site’s Education Director will ensure that all children reach developmentally appropriate milestones through the implementation of evidence-based curricula, individualized support and high quality learning environments.  By leading the Educational Support at their site, the Education Director will focus on making sure that all the children and families will be ready to be successful in Kindergarten and in life, while ensuring that all Head Start Performance Standards and site-specific funding regulations are met or exceeded.

Responsibilities: 

With the support of the Deputy Director of Early Childhood and Central EC Leadership Team, each Early Childhood Education Director is responsible for the following at his/her site:

Curriculum and Instruction

  • Promote high-quality teaching and learning in the classroom through full implementation of CAS Early Childhood curriculum, assessment, policies/procedures and tools that lead to children’s school readiness.
  • Develop and maintain a high-quality, safe and nurturing environment in which children develop trusting and accepting relationships with adults and peers that foster growth and development.
  • Execute a developmentally appropriate and integrated curriculum which provides opportunities for children’s meaningful exploration.
  • Work with teachers to implement the child assessment system reliably, including understanding child outcomes data and using them to plan and individualize.

 Leadership & Governance

  • Provide leadership and supervision for all teaching staff.  Directly supervise Lead Teacher’s, Assistant Teacher’s and Teacher’s Aide’s.  Leadership may be provided through the following:  supporting teachers with lesson plans and curriculum implementation, scheduling in-service training, providing staff development workshops and holding parent meetings related to educational supports.
  • Observe, coach and work with teachers to implement program curriculum with fidelity.
  • Meet regularly with staff and parents.

Family Engagement

  • Build and foster trusting partnerships with families; serve as a role model for these types of relationships for staff.
  • Facilitate meetings with families when there are outstanding developmental or behavioral needs with children.

Record Maintenance, Screening and Assessment

  • Monitor and review developmental screens to ensure all are completed within 45 days of a child’s first day of service with the program, and make recommendations for re-screen, referral, and individualized planning
  • Monitor child observations through an on-line database.
  • Observe students as part of the internal referral process to determine interim plans and service referral  needs
  • Utilize the Internal Referral form to document interim plans and to request for central office support
  • Continuously review and update COPA as applicable

Program Design, Management and Supervision

  • Coordinate programmatic supports for all children with an IEP/IFSP and those children with suspected disabilities
  • Responsibly manage training and classroom supply budgets

Professional Development

  • Collaborate with the Program Director and Central Support staff in planning, coordinating, and implementing a wide range of diverse, applicable, and creative professional development opportunities for all staff.
  • Participate in all agency offered trainings, workshops, in-service days, and/or all-staff conferences.
    • Including becoming Pre-K CLASS certified within one year of on-boarding, and Infant/Toddler certification as applicable to program. Maintain CLASS certification annually.
  • Maintain certification requirements and proof of attendance in professional activities.
  • Support the growth of the center including participating in program-wide goal setting and individual and program self-assessment.
  • Participate in all DOHMH Required Trainings.
  • Maintain active membership with Aspire and “Registered” status with TEACH Account, both linked to CA.

Health and Safety

  • Adhere to all state and city licensing requirements, teacher child/ratios, CPR/first aid certification, Child Abuse Mandate, Infectious Control and Mental Health First Aid.
  • Maintain a safe and healthy environment for children, families and staff.

Qualifications: 

  • Must have at least one of the following New York State Teaching Certifications:  Early Childhood (Birth – Grade 2); Nursery, Kindergarten and Grades 1-6; Prekindergarten – Grade 6 certification; or Students with Disabilities (Birth – Grade 2); if the Certification is Initial and not Permanent, a Study Plan will be set-up at point of hire with a timeline towards obtaining Permanent Certification
  • BA required, Master’s preferred.  Degree(s) must be in a specific field of Education (Early Childhood, Elementary, Special Education, etc.)
  • Must have 2-5 years of teaching experience
  • Must hold  Pre-K CLASS ”Reliability” Certificate or obtain “Reliability” within 1 year of employment
  • 1-2 years of supervisory experience preferred
  • Bilingual preferred
  • At least 2 year’s experience working with infants, toddlers, preschoolers and children with Special Needs
  • Strong administrative skills are required
  • Excellent communication and computer skills
  • Excellent organizational and time management skills
  • Commitment to professional development for themselves and their staff
  • Obtain certifications in CPR, First Aid and Mental Health and pass all background clearances

A review and final determination of credentials and qualifications are reserved for the Central EC Leadership Team.

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Math Teachers for 6th-8th grade ICT Classrooms at Small Progressive Charter School

Posted by | March 30, 2021 |

Community Roots is hiring:

Math teachers with content area certification and/or Special Education certification for our middle school classrooms. Community Roots offers Integrated Co-Taught (ICT) classes for all middle school core content areas.

Compensation:

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

Qualifications:

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

Community Roots seeks individuals who:

  • Believe in and are capable of high levels of collaboration and communication
  • Believe that communicating and building relationships with children’s families is essential
  • See themselves as active learners committed to ongoing professional development
  • Believe that all children have the right to an exceptional education
  • Understand that children learn in different ways
  • Are committed to ensuring that every child will succeed
  • Are capable of building a safe, nurturing, supportive and high achieving school culture
  • Believe that a combination of creativity and research generates engaging curriculum
  • Believe that working and educating children in a diverse environment is essential

About Community Roots:

Community Roots Charter School is a rigorous learning community where learning is embedded in meaningful real world context, where children are deliberately taught to see the connections between school and the world. CRCS students will meet or exceed the Common Core standards and be prepared to excel in the 21st century by being taught to be independent thinkers and to work productively within a diverse group of learners. At CRCS students will learn to combine curiosity with appropriate application, which will lead to deep understanding and the confidence to take on challenges to become who they want to be.

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

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

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Director of Business Development

Posted by | March 29, 2021 |

Overview

Youth Communication (YC) is seeking a Director of Business Development, a new position, to sell our secondary school social and emotional learning (SEL) education programs and services to schools, districts, government agencies, and community-based youth programs. This staff member will be responsible for building deep and broad relationships with school leaders and other decision-makers. The position requires knowledge of (and the ability to discover) school and agency funding streams and curriculum adoption timelines. It also requires the ability to build relationships with decision-makers at the school, agency, and district levels.

Given the complex and hands-on nature of the curriculum adoption process, this job will require frequent meetings with principals and district staff in New York City. Occasional regional and national travel may also be required as the business grows. S/he will also work closely with our Executive Director, our Senior Director of Strategy and Growth and our external relations and education teams to identify potential school partners and funding sources, determine their needs and how YC’s programs and services can meet them, and enlist them in supporting or purchasing YC programs.

This role is an opportunity for someone who is energetic, entrepreneurial, highly self-directed, and hands-on, with a proven track record of securing customers and closing sales, and who is passionate about our mission.

In January 2020, Youth Communication launched a strategic plan to significantly grow our SEL education programs in NYC schools by 2024. This role is a crucial element of that plan. The disruption of COVID-19 and the closing of in-person schooling resulted in a pause in the implementation of the plan. During the past year we scaled back our sales and partnerships, while converting our eight core programs and our professional development to remote learning. Thus, when we resume full-sales sales efforts for the 2021-22 school year, we will be able to offer in-person and remote training and programs, which will enhance our opportunities in NYC and beyond. The Director of Business Development must be agile and ready to adapt to these new opportunities for growth.

This role will initially be a remote position, but in the coming months we anticipate it will require significant in-person work, based out of our Times Square offices.

 

About Youth Communication

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

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

Youth Communication currently has a $1.7M+ operating budget, with 85% funded through philanthropic support and 15% through earned income from our PD services. By 2024, we aim to have a $2.3M budget, with $1M earned from selling our educational services. The Director of Business Development will be responsible for helping us reach this goal.

The right candidate for this job will be both highly collaborative and self-directed. We are looking for a teammate who is motivated by the thrill of winning sales and by the satisfaction of selling products and services that will help to disrupt systems of oppression and contribute to a more diverse, equitable, and inclusive society.

 

Responsibilities

Sales (60%)

  • Identify and cultivate new customers among schools, CBOs, and government agencies for YC’s professional development services and products.
  • Conduct regular outreach to potential partners, decision-makers, and influencers, as well as local sources of philanthropic support.
  • Communicate with and cultivate existing customers for repeat sales and upselling.
  • Help to identify and cultivate third-party payers, such as foundations or intermediary organizations, that see the value in our and programs and services.
  • Meet or exceed annual revenue goals.
  • Ensure high levels of customer satisfaction through excellent sales service.
  • Track sales goals on a monthly, quarterly, and yearly basis in Salesforce.
  • Work with YC’s administrative staff to secure payment commitments, manage invoicing, and follow up on overdue payments.

Program Collaboration (25%)

  • Collaborate with YC program directors to:
  • ensure that program services are aligned with sales and organizational goals;
  • identify new customer needs for which we can develop new programs and services that support our strategic direction.
  • Assess reports from program evaluations and customer testimonials and integrate them into sales efforts.
  • Work with the education team to ensure that grant-funded partnerships meet anticipated deliverables, and that data is collected for reporting purposes.

Marketing Collaboration (15%)

  • Represent YC to the public in meetings and speaking engagements, marketing our revenue-generating services.
  • Organize and lead in-person events to showcase YC programs.
  • Work collaboratively and creatively with YC’s marketing and communication staff to create and disseminate messages that convey the value of our programs and services— via YC’s websites, social media, brochures, and other collateral materials.

Qualifications

  • Passionate about YC’s mission to elevate the power of youth voice to improve the lives of underserved youth in New York City and beyond. Able to communicate that passion to school-based staff, district leaders, community-based organization decision-makers, city agency leaders, etc.
  • Sales and marketing experience and track record of closing sales and/or securing revenue and the ability to represent the organization to a wide range of stakeholders and constituencies.
  • Knowledge of the NYC and national educational and youth development landscape.
  • Knowledge of youth development and education foundation landscape.
  • Familiarity with the complex challenges that educators face in their work to support marginalized teens.
  • Service-minded, supportive, and demonstrates care and empathy for students and teachers.
  • Adaptive, flexible, and highly focused, demonstrating a readiness to support organizational growth.
  • Strong public speaking and presentation skills.
  • Comfortable with software systems for managing contacts, projects, and revenue-generation activities. (Youth Communication uses Google Suite, Salesforce, Microsoft Teams, and Zoom.)
  • Bachelor’s degree or the equivalent in education and experience.
  • 3-5 years of educational sales or similar experience leading communities of educators and/or equivalent experience working in public education and/or youth development in NYC.
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Director, Recruitment

Posted by | March 26, 2021 |

Positions Report to: Managing Director, Talent

Start Date: Immediate

Compensation: EHTP offer a 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 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.

About The Opportunity:

We are seeking a Director, Recruitment to drive the strategic visioning, implementation, and assessment of recruitment and selection for the growing EHTP network. The Director, Recruitment will build an effective recruitment strategy and impactful campaign to attract, recruit, and retain top talent that is aligned with our anti-racism work. As a natural relationship-builder who upholds our commitment to providing an equitable and transparent recruitment process, the Director, Recruitment will embody a culture of continuous learning that meaningfully and humanely improves the team’s effectiveness and workflow. Reporting to the Managing Director, Talent, the Director, Recruitment will manage a team of four and oversees recruitment and retention for the entire EHTP organization, which consists of East Harlem Scholars Academies (a network of five schools), Out-of-School Time (OST) program, Teaching Residency, and Central Office. This individual will play a critical role in fueling the growth of EHTP and the magnitude of the organization’s impact in East Harlem by working closely with our senior leadership team, deputy superintendents, and principals.

What You will Accomplish:

  • Partner with the MD, Talent and Superintendent/CAO to develop and implement phased, multi-year talent recruitment. hiring, and on-boarding strategy, reflecting organizational capacity and growth over the next 3 years
  • Build out the data, systems, team, and processes to realize a best in class recruitment and selection function
  • Partner with the senior management team to develop and manage and monitor progress toward a radically-human, anti-racist hiring process for all roles within the organization
  • Partner with the senior management team and hiring managers on team design, job requirements, and creating job descriptions; and provide quality-assurance systems and management for all candidate sourcing, pre-screens, and interviewing procedures and protocols and scoring, and overall candidate experience
  • Lead the recruitment team in researching, designing, and implementing the most equitable and best-in-class retention initiatives
  • Lead and implement the continuing professional development for the recruitment team members
  • In partnership with the recruitment team, marketing and communications, design and oversee external events, e.g. open houses, happy hours, webinars, and other targeted events, to increase brand awareness of EHTP, leading to stronger pipelines of potential candidates

What Qualifies You:

  • You have 5+ years of recruitment and/or talent strategy experience, preferably with a school network or mission-driven nonprofit organization
  • You have 2-3 years of management experience of adults with varying levels of experience
  • You have experience building, implementing and refining effective systems for finding, hiring, and onboarding staff, and ensuring high engagement and retention of top performers
  • You have a track record for being a great assessor of potential hires, having diverse networks that help you recruit the best people, and serving as a trusted advisor to ensure hiring decisions are equitable, radically human, rooted in data, and that bias is mitigated
  • You are highly organized and possess excellent project management skills
  • You are a self-starter who can move complex projects forward without heavy oversight
  • You have a strong customer service-based approach to recruiting and relationship-building
  • You have a race and equity lens that guides your work and efforts to help others build their capacity to consider the impact of their identities and actions in their work
  • You understand schools and teaching and learning, either through direct instructional experience or close partnership with educators
  • You have experience building strategies from the ground up that are clear, efficient, and aligned to organizational goals
  • You hold yourself to high professional and ethical standards
  • You believe deeply in EHTP’s mission, core values, and racial equity work

Thank you for taking the time to submit your application.

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Director, Program

Posted by | March 26, 2021 |

(Temporarily Remote)

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 has developed a completely virtual program for the 2020-21 school year. Combining our 30 years of experience with new technology platforms and an educator-designed curriculum, Read Ahead continues to match children with supportive mentors for fun, live program sessions that build connection, confidence, literacy skills, and more.

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

Read Ahead 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 Read Ahead adapts to a post-COVID landscape, the Director, Program will play a pivotal role among senior leadership at Read Ahead during a time of transformational change. The Director, Program will drive all aspects of Read Ahead’s virtual program, which focuses on building students’ literacy skills with the support of caring and trusted mentors.

This role provides the right individual with a unique opportunity to work collaboratively with colleagues across the organization as we evolve our program model to have a greater impact on students and advance Read Ahead’s pro-diversity, anti-racism, and anti-oppression goals. The Director will also be instrumental in expanding Read Ahead’s program offerings beyond our current volunteer model, to include staff-led programming as well.

As a member of Read Ahead’s Senior Leadership Team, the Director will be a driving force in furthering Read Ahead’s work to become the type of anti-racist, anti-oppression organization we strive to be. The successful candidate should be excited to collaborate with a mission-driven team to build out a host of inclusive and equitable practices throughout the organization.

The Director, Program will report to the Executive Director.

Responsibilities

  • Champion the high degree of talent and diversity that exists among members of the Program Team.
  • Lead the Program Team members in delivering Read Ahead’s virtual literacy and mentoring programming to 750+ elementary school students across 8 partner schools.
  • Achieve high levels of program satisfaction among all stakeholders including school leaders, mentors, mentees, families, and partner companies.
  • Lead, train, manage, and professionally guide 3 full-time program staff and 10 part-time program staff members.
  • Serve as a key voice and trusted colleague on Read Ahead’s Senior Leadership Team, along with the Executive Director and the Senior Director, Development and Communications. The Senior Leadership Team sets and advances org-wide priorities and goals.
    • Play a key role in the next strategic planning process to revise Read Ahead’s mission, vision, values, in line with our commitment to pro-diversity, anti-racism and anti-oppression.
    • Ensure that the next iteration of Read Ahead’s program model effectively focuses on both literacy and supportive relationship-building.
  • Oversee program development, implementation, and quality control with a focus on training, facilitation, and student/mentor recruitment and retention.
  • Collaborate with the Senior Leadership and Program Teams to define key metrics, set benchmarks, and collect data to ensure program success.
    • Ensure that program success metrics (quantitative and qualitative data) are well-captured so that Read Ahead can successfully report on program outcomes and share with funders.
    • Support the Program Team in developing a shared understanding of program goals and outcomes, and ensure that program narratives are communicated to staff across the organization.
  • Serve as an effective organizational ambassador across stakeholder groups, with the ability to listen, understand, empathize, and take action.
  • Partner with staff to create and maintain an even greater culture of diversity, inclusion and belonging within the organization.

Qualifications

  • Passion for Read Ahead’s mission.
  • Experience working with New York City public schools, families, and communities.
  • Experience with and committed allyship to communities and students of color.
  • 8+ years of experience implementing direct service youth programs in the nonprofit and/or public sector.
  • 3+ years leading and managing high-performing team members with a range of backgrounds/experience levels.
  • Passion to lead, coach, and support staff to grow professionally.
  • Ability to think strategically, to collaborate effectively with internal and external stakeholders, and to implement vision.
  • Ease with engaging in open, productive disagreements with colleagues, with a firm commitment to a decision once made.
  • 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.
  • 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.
  • Experience working with elementary-age youth preferred, but not required.
  • Experience with youth literacy and/or mentoring programs preferred, but not required.

Application Deadline: Friday, April 30

Start Date: ASAP

Salary/Benefits: Competitive salary commensurate with organizational budget and competitive benefits package. Read Ahead is committed to equitable hiring practices and will review the salary and benefits package in first round interviews.

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Director of Development

Posted by | March 26, 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. Check out our latest commitment with CS for All to provide coding courses, workplace experiences, and industry mentorship with a focus on equity and representation for 1,200 students across New York City, Chicago, and the Bay Area by Summer 2021.

 

THE ROLE

The salary range for this position is $85,000 – 140,000. This range is wide because Code Nation is eager to meet candidates who have fully mastered all aspects of this role as well as candidates who would be learning some aspects for the first time.

Code Nation seeks a Development Director to lead our development work nationally and to support each of our regional leaders to strategize and execute in service of local fundraising goals. Our CEO loves fundraising and our board and Bay Area regional leadership council are highly engaged in fundraising. Our regional leaders have mixed experience with fundraising and we are still forming leadership councils in New York and Chicago. The Development Director will be a master strategist and project manager who will enjoy managing multiple solicitors in support of their successful fundraising outcomes, including regional leaders, board members, leadership council members, and other Code Nation champions. A successful Development Director will meet people where they are, diagnose opportunities to provide content expertise, and will lead Code Nation’s leadership on their journey towards fundraising success.

In the first ~six months, this Development Director will help us to close out our FY21 fundraising goal of approximately $5.9mm while learning all about what we think is a special program that is meeting the needs of our students. This amount represents the total of each region’s fundraising goals ($1.8mm in the Bay Area, $722K in Chicago, $1.4 mm in NYC, and $2mm for the National region). We had a strong fundraising year in FY20 and closed the year having raised approximately $5.3mm. A successful Development Director will support the Bay Area and NYC regions achieve slightly higher fundraising goals from last year ($1.6mm and $1.2 mm respectively) and assist Chicago with fundraising an approximate 70% increase from FY20 to FY21. Over the first two years in the role, the Development Director will help us to expand our fundraising primarily through increasing the number of individuals providing major gifts and developing and executing against a robust corporate partnerships strategy, which we are uniquely positioned to pursue given our role in workforce development.

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.

 

RESPONSIBILITIES

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

Development strategy, execution and tracking

  • Refine and support execution of Code Nation’s organization-wide fundraising strategy at the national and local level in pursuit of our annual fundraising goal (Code Nation’s FY21 fundraising goal is $5.9mm and will likely increase in support of programmatic growth)
  • Develop and implement a plan to increase the racial diversity of Code Nation’s funders
  • Create a cadence of support to the CEO and three regional leaders to offer strategic guidance, build capacity, and monitor progress
  • Lead periodic (e.g. quarterly) stepbacks to assess overall progress to goal against development goals
  • Lead organizational leaders and development team members through an annual development planning process to set realistic goals around fundraising and help to tether overall organizational planning to realistic revenue targets

Build strategy and drive execution to achieve national fundraising goal

  • Support and eventually own board engagement towards fundraising outcomes including fundraising sessions at board meetings and individualized communication outside of board meetings
  • Function as a “development Chief of Staff” for the CEO as primary solicitor including helping her set strategy, project manage donor engagement, and build capacity around donor materials and communications
  • Set vision for and project manage fundraising events

Partnering with regional leaders (Bay Area, Chicago and NYC) to drive fundraising at the regional level

  • Provide meaningful and differentiated strategic, operational, and development skill coaching to regional leaders in service of their learning and success
  • Create meeting and routine structures to help regional leaders to successfully plan and execute actions to deliver fundraising outcomes
  • Supporting the Bay Area regional team with substantial support to engage their regional leadership council to drive towards fundraising outcomes
  • Supporting the creation of regional leadership councils in Chicago and New York

Lead and manage the development and communications team

  • Hire, manage, coach, and retain a small team including three development and one communications staff members
  • Create a division of responsibility across the team that ensures that:
  • Data integrity is consistently upheld in service of strong project management and accurate forecasting
  • Team is executing on actions in support of the CEO and regional leaders both to drive efficiencies and help focus solicitor time on donor facing activities
  • Grant requirements are managed tightly without errors
  • Managing organizational communications with the primary goal of supporting fundraising and the secondary goal of communicating to Code Nation’s other key audiences (a vision for communications has recently been established by a communications consultant)

Donor program development

  • Lead organizational leadership to think expansively about opportunities to build donor facing programs including but not limited to:
  • Creation of “sponsor a student’ or “sponsor a cohort” donor programs or giving circles
  • Identifying and acting on opportunities to engage our volunteers who have means to donate
  • Development of a robust corporate partnerships program in pursuit of both volunteer hours and donations, likely with the assistance of a consultant expert, which will be largely driven by regional partnerships managers who will hold a dotted line relationship to the Development Director

 

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):

  • Demonstrated ability to create and lead the execution of a development strategy that met or beat its objectives for either an entire organization of comparable size or for a region of a larger, geographically matrixed organization
  • Experience engaging board members towards fundraising outcomes
  • Successfully managed a small team in support of development work
  • Experience managing forecasting including regular progress to goals meetings and tightly managing data integrity to ensure accuracy

Other things you might have accomplished (preferred) or would be excited to learn here:

  • Managing institutional relationships including the full lifecycle of foundation grants
  • Setting vision for and executing towards a robust set of corporate partnerships resulting in donation of both time and money
  • Facilitating conversations across the organization to educate other staff about our donors and fundraising strategies while helping to sharpen thinking around living out our values in our fundraising (including recognizing, honoring, and reconciling any potential tensions)
  • Owning a vision for communications at the organizational level including management of a junior level communications staff member
  • Supporting organizational leaders to successfully engage and solicit high wealth individuals
  • An understanding of tech education and youth development programs

Skills you have developed and knowledge you have acquired:

  • Ability to organize and keep track of many projects, deadlines and priorities at the same time, specifically in the context of matrixed fundraising
  • Ability to organize and manage the actions of others who don’t report into you
  • Ability to manage a small team including both strong work outputs and facilitating an experience of fulfillment and belonging
  • Ability to manage self while leveraging manager for strategic support rather than accountability
  • Strong orientation towards customer service in a shared services context with a focus on meeting the needs of others without being asked
  • Ability to communicate verbally and in writing in clear, concise, and linear ways
  • High level of self-awareness, humility, interpersonal skills and emotional intelligence
  • A baseline comfortability with tech concepts and terminology

How you work and what you value:

  • Deep commitment to diversity, equity, and inclusion
  • Comfortability with ambiguity while finding responsibility in driving towards and/or creating clarity
  • Enjoys iterative work
  • Self starter and entrepreneurial. Comfortable with failure as a path towards progress
  • Enjoys working on a team and operates in a way that will build trust with teammates (e.g. curiosity, integrity, consideration, etc.)
  • Driven by results
  • Enjoys fundraising
  • Sees themselves in our core values

 

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

 

TO APPLY

Code Nation is partnering with RCG Talent Solutions to find our next Development Director. Please submit a resume and cover letter to jobs@rcgtalent.com with the phrase “Code Nation Development Director” in the subject line. We ask that when writing your cover letter, you focus on naming both what interests you about Code Nation’s work and how your experience would lend itself to successfully leading our development function.

Comments Off on Director of School Operations

Director of School Operations

Posted by | March 26, 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 Principal, the Director of School Operations will serve as a building leader, supporting the Principal with all non-instructional school needs.  They will be responsible for leading all aspects of school operations, including facilities, food and transportation services, student recruitment, school schedules, rosters, student information database, visitors, payroll, and benefits.
This is an exciting opportunity for a team player who enjoys thinking strategically and systematically to lead and continuously improve school operations in a fast-paced environment dedicated to driving excellent student outcomes.
Responsibilities:
  • Manage/liaise with food services, IT, facilities, maintenance, nursing & emergency procedures, and security;
  • Manage COVID protocols and on-site compliance;
  • Oversee student recruitment, enrollment and lottery processes;
  • Manage the School Operations team to support in executing operational excellence;
  • Liaise with network office staff to effectively oversee assessment, attendance, and school compliance;
  • Build and support school systems and routines, including arrival, late pickup, lunch and recess, and processes supporting instruction;
  • Support with planning and implementation of team-wide events, including but not limited to professional development sessions, team-building events, and org-wide occasions.
  • Collaborate with Directors of School Operations across the organization to build org-wide school operations procedures and practices.

Qualifications:

  • Bachelor’s degree required;
  • Minimum three years of school operations experience, preferably with people-management responsibilities;
  • Demonstrated project management experience;
  • Demonstrated ability to operate with a do-what-it-takes, flexible attitude;
  • Exceptional attention to detail and accuracy;
  • Excellent written and verbal communication skills, including the ability to communicate effectively with a variety of audiences (including colleagues, students, and families);
  • Ability to lead with a learning and solutions-oriented mindset, and demonstrated ability to persevere through challenges;
  • A strong belief in the mission and values of DREAM, including the desire to make a difference in the lives of our students, families, and community.
Comments Off on Education Specialist, Helpline

Education Specialist, Helpline

Posted by | March 24, 2021 |

Advocates for Children of New York, Inc. (AFC) seeks an Education Specialist for its Jill Chaifetz Education Helpline determined to make a difference for NYC families struggling to gain educational services for their children in the country’s largest school district during an unparalleled time of difficulty for low-income families.

The Education Specialist gathers and analyzes information from callers, identifies issues and provides guidance, information, and assistance regarding a wide variety of issues facing students and families in the New York City school system.  The Education Specialist also works with AFC staff to identify trends and emerging policy issues in NYC public schools. Please see below for a more detailed description of the job responsibilities.

The Education Specialist is one of five full-time staff on the Helpline and reports to the Helpline Supervisor. The Helpline team works collaboratively with each other and with other AFC advocates and attorneys.  This position is open immediately and would start remotely until such time as AFC returns to in-person work.

AFC is a not-for-profit 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, 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:

  • Provide information and guidance to families and service providers on a wide variety of school-related issues.
  • Conduct initial intakes, gather documents, and assess cases for legal representation.
  • Maintain clear and accurate records of all calls and activities in case management database (Salesforce).
  • Develop a strong understanding of DOE regulations and protocols, and stay on top of new developments in public schools.
  • Maintain updated information and referral sources for AFC guides and tip sheets. Review and update internal documentation for Helpline staff.

Qualifications:

  • Bachelor’s Degree required.
  • Fluency in Spanish or Mandarin is required.
  • Commitment to increasing access to quality education for all children in New York City.
  • Excellent interpersonal and oral and written communication skills.
  • Strong organizational skills and resourcefulness.
  • Ease and comfort with technology.
  • Must have the ability to learn complex material and explain it clearly and simply.
  • Strong multitasking skills
  • Familiarity with the New York City public school system (especially with discipline or special education issues), a history of working with parents, prior hotline experience, and experience with Salesforce are all pluses, but not required.

Compensation:

The salary depends on experience and includes generous benefits.

Comments Off on [2021-2022] Middle School Youth Development Specialist

[2021-2022] Middle School Youth Development Specialist

Posted by | March 23, 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 Dean of Programs, the Youth Development Specialist will be responsible for advising a caseload of students and leading enrichment activities aimed at developing the skills, competencies, and attitudes that are essential for a positive experience in Middle School. This is an exciting opportunity for someone who is passionate about social emotional learning and building relationships with youth during such an important transition in their lives.

 

Responsibilities:

  • Support in upholding and driving DREAM culture through behavior management systems and driving standards for academic and social emotional mindsets and behaviors;
  • Serve as a 6th grade advisor (including leading an advisory caseload) and a liaison to 6th grade families;
  • Facilitate and support DREAM University summer program and planning for school year pilot program;
  • Facilitate academic and social-emotional learning blocks, including homeroom, and small group instruction;
  • Serve as a Response to Intervention case manager and lead academic and SEL interventions;
  • Provide individualized behavior management support to students;
  • Drive collection and analysis of data related to program success and create a series of benchmarks to measure this success;
  • Supervise day-to-day operations of after-school program site to ensure youth participate in activities at high levels with direct support of the Dean of Programs:
    • Provide input on schedules, curriculum and dosages of programs
    • Manage data collection and record-keeping to ensure accurate reporting;
    • Support with afterschool funding metrics are met by collaborating with teammates to drive attendance and enrollment goals;
    • Lead program communication to participants, families, and staff;
    • Develop and oversee program part-time staff;
    • Provide part-time  staff with targeted coaching and development through regular supervision, staff meetings, DREAM’s PEP process and Program Quality Observations

Qualifications:

  • Bachelor’s degree required; 
  • One year of youth development experience, including experience with restorative justice practices and/or academic support for students, preferred;
  • Strong group facilitation skills and ability to manage behaviors using positive youth development principles;
  • Knowledge of and experience with social emotional learning frameworks and instruction;
  • Experience collecting and implementing data-driven practices;
  • Excellent organizational, problem-solving skills, project management skills, and strong attention to detail;
  • Understanding of opportunities and challenges in the lives and education of urban youth, and a belief that all students can achieve at high levels;
  • A desire to make a difference in the lives of our students, families, and community;
  • Deep embodiment of DREAM’s organizational values of teamwork, diversity, integrity, and fun.

 

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.

Comments Off on Recruitment & Selection Manager

Recruitment & Selection Manager

Posted by | March 22, 2021 |

DREAM (formerly known as DREAM Charter School and Harlem RBI), is an innovative educational and youth development organization, serving over 2,500 East Harlem and South Bronx youth in 6 schools. Through its network of rigorous PK-12 public charter schools and out-of-school time programs, DREAM connects youth and families to rigorous, student-centered academics, age-appropriate programs, and passionate professional staff in an intensive multi-year commitment to truly serve the whole child and community. 

Reporting to the Director of Recruitment and Selection, the Recruitment and Selection Manager executes on the selection process to annually hire close to 300 part-time program staff at DREAM, ensuring that our after-school and summer programs have the talented staff they need in order to serve our students and families. This is an exciting opportunity for someone who is highly organized and goal-driven to apply their skills to hire large numbers of talented and passionate youth-facing staff to execute on DREAM’s mission.    

 

Responsibilities

  • Manage the selection of candidates through all stages of DREAM’s interview process for part-time community program roles (such as youth workers, summer reading teachers, and recess coaches)
  • Consistently utilize and improve systems to guide and track the effectiveness and efficiency of talent recruitment for these roles
  • Communicate with candidates in a timely manner throughout the hiring cycle to meet hiring goals and ensure high offer acceptance rates
  • Create and manage strategic partnerships with hiring managers and serve as a partner in selecting the best possible talent for their teams
  • Create deep alignment with hiring managers to ensure high offer rates, and collaborate to ensure high offer acceptance rates
  • Develop and execute on talent outreach strategies to attract additional candidates, as needed
  • Codify essential hiring information, including updating job descriptions, selection processes, and hiring goals
  • Execute on outreach tactics to drive talent recruitment for all roles, including but not limited to: (1) Sourcing and reaching out to leads; (2) Uploading, managing, and cleaning up leads in candidate tracking system; (3) Additional talent outreach and operations tasks, as assigned.

 

Qualifications

  • Bachelor’s degree required
  • Prior experience recruiting for high-volume seasonal positions, strongly preferred
  • Superior organizational skills and attention to detail
  • Ability to work in a fast-paced environment and effectively manage multiple tasks simultaneously
  • Strong interpersonal skills
  • Ability to anticipate and solve problems
  • Strong drive to meet hiring goals, and ability to develop and execute on outreach strategies proactively to stay on track
  • High standards for quality of work and a desire to improve continuously
  • Superior written and verbal communication skills
  • Eagerness to work collaboratively to solve problems
  • A deep commitment to DREAM, including the ability and desire to serve as the organization’s ambassador, including a commitment to talent practices that ensure diversity, equity, and inclusion.
Comments Off on Public Prep Webinar for Teachers // Rigor and Joyful Learning

Public Prep Webinar for Teachers // Rigor and Joyful Learning

Posted by | March 17, 2021 |

Public Prep Network Presents: Rigor and Joyful Learning

 

Join Public Prep’s webinar to learn about our dynamic approach to Culturally Responsive Teaching, Social Emotional Learning & Professional Growth!

Register Here: https://publicprep-rigorandjoyfullearningwebinar.eventbrite.com

Public Prep is unique when it comes to holistic education and teacher career development. Engage with us and learn more about our approach. There is an abundance of schools existing in NYC. What sets Public Preparatory Network apart is our holistic learning approach for both scholars and teachers, and our resilience . With so much going on in the world around us, it is crucial that our schools do their part to ensure holistic safety & wellness for all, in addition to achieving set goals and results for all. Public Prep stays true to the commitment of joy and rigor for its scholars and teachers. During this interactive info session, you’ll learn:

  • Public Prep’s approach & implementation of social emotional learning and culturally responsive teaching strategies
  • What supports Public Prep offers our teachers for career growth and adult learning
  • Opportunities for 2021-2022

You will hear from and engage with Public Prep’s:

  • Teachers
  • School Leaders
  • Staff Recruitment Team

We will have interactive and reflective activities, polls, and a live Q&A to learn and answer any of your questions.

Date & Time: April 1st, 2021 @ 5:00 PM in Eastern Time

Where: Zoom

Register now to engage with us and learn more. We look forward to seeing you there!

 

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

 

Open Positions 2021-2022

Lead Teacher

Elementary Special Education Teacher

Elementary Science Teacher

Middle School Humanities Teacher

Middle School STEM Teacher

Middle School Special Education Teacher

 

Register now to engage with us and learn more. We look forward to seeing you there!

Register Here: https://publicprep-rigorandjoyfullearningwebinar.eventbrite.com

Comments Off on Bilingual Assistant Principal of Student Support

Bilingual Assistant Principal of Student Support

Posted by | March 17, 2021 |

School in the Square (S2), an independent charter school in Washington Heights. We integrate the core values of democratic living with best-practice teaching and learning ensuring that each child and educator feels known, heard, and safe as well as challenged, empowered, and engaged. Our community is grounded in principles of  justice, equity, diversity and inclusivity (JEDI), enacting a culturally responsive and sustaining lens to our pedagogical practice.

Our vision for this new position 

Our Bilingual Assistant Principal of Student Support (APSS), reporting to our Principal and in collaboration with a diverse and committed School Leadership Team (SLT) will spearhead our efforts to reinforce and strengthen a schoolwide culture built on care, rigor and anti-racism to ensure the social-emotional and academic needs of all students.

Specifically you will work in three main areas:

Strategy and Communication

  • Use a systems-thinking approach to analyze quantitative and qualitative data that will leverage successes and identify opportunities for change within the organization.
  • Incorporate justice, equity, diversity, inclusion and cultural competency frameworks into all aspects of strategy, implementation, and communication.
  • Build strong relationships across all demographics of people.
  • Clearly communicate new and existing policies to all stakeholders.

School Culture

School culture sets the tone for the school. The APSS will utilize our mission to guide our school community through the implementation of policies and programs that help sustain and shape the culture. The APSS will support students to uphold community expectations around academic progress and social emotional skill development while maintaining a positive tone and climate for the school.  

    • Use a Multi-tiered System of Support (MTSS) to monitor student engagement, attendance and student achievement to address the needs of the whole child. 
    • Enact restorative practices and the development of social emotional capacities in students.
  • Support the day-to-day operations of the school

Leader and role model for staff

As a member of the leadership team, the APSS will support the growth of teachers through observations, feedback and professional development. Additionally, the APSS will work alongside and supervise the Social-Emotional Team including the Dean of School Culture.

  •  Monitor and assess the effectiveness of our SEL program in developing students as critical thinkers who are prepared to face challenges that pose barriers to their success.
  • Mentor staff, providing specific actionable feedback to foster the professional growth of faculty members in formal and informal ways.

You Are

  • Motivated by challenges and bring a positive tone, an eye for solutions and an energy for rolling up your sleeves and doing whatever needs to be done. 
  • A consummate coach who gets personal fulfillment by succeeding through others and developing leaders
  • Deeply responsible and accountable with a strong attention to detail and organization
  • Always questioning the status quo, as you look for opportunities to innovate within the SEL team and across the organization.
  • An exceptional communicator in both written and verbal interactions; clear, concise, and courageous in giving tough but supportive feedback when needed

You Have

  • A Master’s Degree in Education and New York State Certification and/or NYS SBL Certification
  • A minimum of five  years of successful classroom teaching and two years of previous experience in leadership
  • Experience with restorative practices, have strong beliefs in anti racism education, culturally responsive and sustaining pedagogy, trauma informed practices.

Compensation and Benefits

In addition to meaningful and rewarding work, S2 is a collegial organization that values its staff and encourages innovation and professional growth.

We provide an excellent compensation and benefits package including medical, dental, life & long-term disability insurance, a 401K program with a 6% organizational contribution, generous paid time off, and a friendly work environment.

Comments Off on We’re Hiring High School Teachers!

We’re Hiring High School Teachers!

Posted by | March 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

Join Us!

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

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

If you have the qualities, credentials, and experience listed above, join our team!  Apply today at:

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

Who We Are

At New Visions for Public Schools, we work to make great public schools common in New York City. We believe that all of New York City’s students deserve public schools that make successful futures possible, especially Black, Latinx, and low-income students who have historically had inequitable access to a great public education. Since 1989, New Visions has been a driving force behind some of the most significant reforms to public education in New York City.  Today, our diverse team of professionals develop and scale innovative tools and approaches that help educators address common challenges.  Learn more about New Visions HERE

We operate ten public charter schools in the Bronx, Brooklyn, and Queens and, as a trusted partner of the NYC DOE, we help 1,050 public district schools plan for the success of over 700,000 students citywide.   In 2019-20, graduation rates in our Charter and Affinity networks were 94.9% and 86.9% and our college readiness rates were 56.9% and 61.6%. 

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

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

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.

Comments Off on Art Teacher for 6th-8th grade Classroom at Small Progressive Charter School 2021-22

Art Teacher for 6th-8th grade Classroom at Small Progressive Charter School 2021-22

Posted by | March 15, 2021 |

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-7th grade semester long art classes, which includes implementing and designing lessons and   units, based on the CRMS art scope and sequence 

 

  • Teaching 8th grade trimester long art elective classes, which includes implementing and designing lessons and units
    • The first trimester’s elective class is designated for 8th graders who plan to submit Art Portfolios for high school admissions

 

  • Co-leading a “Crew”, our school’s advisory structure, which includes serving as the academic advisor to a small group of students and acting as a liaison between the school and their families

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

Comments Off on 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 | March 12, 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 apply online at www.communityroots.org/jobs.

Comments Off on Digital Instructional Designer

Digital Instructional Designer

Posted by | March 11, 2021 |

Advocates for Children of New York, Inc. (AFC) is a not-for-profit organization that serves New York City’s most disadvantaged students, ages 0 – 26, to ensure that they receive a quality education.  AFC works on behalf of children and youth who are at greatest risk of academic failure because of their poverty, race, disability, immigrant or English Language Learner status, sexual orientation, gender identity, homelessness, or involvement in the foster care 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 Summary

NYS-TEACHS, a project of AFC, provides technical assistance to schools about their legal obligations to identify, enroll, and provide appropriate services to children and youth experiencing homelessness across New York State. We provide this technical assistance in the form of professional development training, an Infoline that provides case-specific feedback, resources and outreach materials, and district-specific grant and policy review and consultation.

Currently, we primarily provide synchronous training to schools and service providers. We will be launching a comprehensive asynchronous learning module and would like to incorporate training videos, interactive resources, and quizzes developed specifically for asynchronous learning. The training program will be focused on the responsibilities of McKinney-Vento Liaisons, who work in schools to support students experiencing homelessness. The content is legal technical assistance with emphasis on building relationships between families and schools, trauma sensitivity, and racial and social justice.

We currently have a Teach:able subscription but the developed training resources should be flexible to work in other programs as well. The asynchronous module will be launched Spring 2021.

We are seeking to hire a temporary, part-time employee who has experience designing asynchronous learning modules, including video editing and creation of supplementary learning tools. Our team will provide content expertise, feedback, and support.

 Responsibilities

The temporary, part-time employee we seek will take the lead on the production of 12-15 asynchronous learning segments/modules that represent distinct learning goals for McKinney-Vento Liaisons.

  • Other NYS-TEACHS team members will be the primary author of content. The temporary staff member’s responsibilities will involve reviewing content and providing feedback on length and clarity. The temporary staff member will possibly be responsible for recording video components (reading off of a script).
  • The temporary employee will create 3-6 virtual learning tools, other than recordings of PowerPoint slides. Examples: digital flashcards, interactive games, drag-and-drops, virtual simulations. Each module will include a short quiz at the end.
  • The temporary employee will be responsible for configuring the training modules in our virtual learning platform and troubleshooting tech issues that arise, with support from the NYS-TEACHS team.

 Qualifications:

  • Basic video production and video editing skills.
  • Experience with asynchronous training design.
  • Knowledge of and experience creating training modules using an asynchronous teaching platform (such as Teach:able).
  • Ability to research and navigate web-based learning tools and apps with confidence, including those that are new to the candidate.
  • Excellent organizational skills, self-motivation, and ability to work independently as well as collaboratively.

Compensation:

This position is paid hourly at $35/hour. Please note that the role does not come with benefits. The expectation is for the Instructional Designer to work 15-19 hours per week, remotely. This position is part-time and will occur from March through May/June 2021.

Comments Off on [2021-2022] Elementary School Teacher

[2021-2022] Elementary School Teacher

Posted by | March 10, 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 Academic Dean, the  Elementary School Teacher will be responsible for building meaningful relationships with students, implementing a Common Core-aligned curriculum, and working with their grade team to analyze data to drive instruction. This is an exciting opportunity for an educator who is passionate about improving student outcomes by leading excellent instruction and building a positive school culture.

Responsibilities

    • Work with co-teacher to create and foster a culture where all students can achieve at high levels;
    • Implement a Common Core-aligned curriculum through backwards lesson planning and follow school-wide protocols for developing and documenting syllabi, lesson plans, assignments, and rubrics;
    • Actively participate in all meetings, collaborative planning, and professional development, including an annual summer institute;
    • Track, monitor, and assume responsibility for academic progress of students;
    • Analyze assessment data, and daily data including exit tickets and Do Now’s to inform instruction;
    • Set and maintain high expectations by building meaningful relationships;
    • Work with Student Culture Team to create individual behavior plans for students, as needed;
    • Build a warm and inclusive classroom environment and abide by school-wide practices for classroom management and individual behavior plans;
    • Work with grade team to analyze data, revise practices, norm on team-wide initiatives, and discuss individual scholars with a solutions-oriented mindset;
    • Establish and maintain strong relationships and regularly communicate scholars’ progress towards goals and with families.

Qualifications

    • Bachelor’s degree required;
    • Master’s degree or higher preferred;
    • New York State certification in subject area preferred;
    • At least two years of teaching experience with record of improving student achievement preferred;
    • A desire to make a difference in the lives of our students, families and community;
    • Desire and ability to receive and implement feedback;
    • Excellent written and verbal communication skills, including the ability to communicate effectively with various audiences (including colleagues, students, families);
    • A commitment to working with diverse populations of families and students;
    • Bilingual (Spanish) preferred;
    • A strong belief in the mission and values of DREAM, including the desire to make a difference in the lives of our students, families, and community.

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.

Comments Off on [2021-2022] Middle School Math Teacher

[2021-2022] Middle School Math Teacher

Posted by | March 10, 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 Academic Dean, the Middle School Math Teacher will be responsible for building meaningful relationships with students, implementing a Common Core-aligned curriculum, and working with their grade team to analyze data to drive instruction. This is an exciting opportunity for an educator who is passionate about improving student outcomes by leading excellent instruction and building a positive school culture.

Responsibilities

      • Work with co-teacher to create and foster a culture where all students can achieve at high levels;
      • Implement a Common Core-aligned curriculum through backwards lesson planning and follow school-wide protocols for developing and documenting syllabi, lesson plans, assignments, and rubrics;
      • Actively participate in all meetings, collaborative planning, and professional development, including an annual summer institute;
      • Track, monitor, and assume responsibility for academic progress of students;
      • Analyze assessment data, and daily data including exit tickets and Do Now’s to inform instruction;
      • Set and maintain high expectations by building meaningful relationships;
      • Work with Student Culture Team to create individual behavior plans for students, as needed;
      • Build a warm and inclusive classroom environment and abide by school-wide practices for classroom management and individual behavior plans;
      • Work with grade team to analyze data, revise practices, norm on team-wide initiatives, and discuss individual scholars with a solutions-oriented mindset;
      • Establish and maintain strong relationships and regularly communicate scholars’ progress towards goals and with families.

Qualifications

      • Bachelor’s degree required;
      • Master’s degree or higher preferred;
      • New York State certification in subject area preferred;
      • At least two years of teaching experience with record of improving student achievement preferred;
      • A desire to make a difference in the lives of our students, families and community;
      • Desire and ability to receive and implement feedback;
      • Excellent written and verbal communication skills, including the ability to communicate effectively with various audiences (including colleagues, students, families);
      • A commitment to working with diverse populations of families and students;
      • Bilingual (Spanish) preferred;
      • A strong belief in the mission and values of DREAM, including the desire to make a difference in the lives of our students, families, and community.
Comments Off on Director, Partnership Development

Director, Partnership Development

Posted by | March 10, 2021 |

ABOUT THE ORGANIZATION

EL Education (formerly Expeditionary Learning) is expanding the definition of student achievement in diverse communities across the country. We create great public schools where they are needed most, inspiring teachers and students to achieve more than they thought possible.

Originating over 20 years ago through the collaboration of the Harvard Graduate School of Education and Outward Bound, EL Education’s research-based approach inspires teachers and challenges students, transforming education in thousands of schools and districts across the country through a unique combination of rigor and joy in learning. Our impressive results encompass high academic achievement and college readiness as well as pride in the mastery of complex, authentic work, and the passion and capacity to contribute to a better world.

As a mission-driven nonprofit organization, we work with all kinds of schools: district, charter, elementary and secondary, serving populations that reflect the diversity of our country. We create powerful resources–including an open-source literacy curriculum that has already been downloaded by teachers over six million times–and share an award-winning portfolio of educator-developed professional development and instructional resources with our 150+ school partners in 39 states, serving over 50,000 students. For more information, visit www.ELeducation.org.

ABOUT THE POSITION

Reporting to the Chief Partnerships Officer, the Director, Partnership Development manages and leads a team focused on growing our partners through proactive engagement and relationship development with school, district, and national leaders. In collaboration with the Chief Partnerships Officer, this role will lead the creation and implementation of our partnership and business development strategy, aligned to our established organizational growth goals. This role also works closely with managing directors to ensure mature partner relationships transition smoothly into implementation.

Ideal candidates possess a deep commitment to and knowledge of EL Education and our core offerings (ELA curriculum and school transformation work).

Estimated travel: 40-50% on average (examples of travel may include: in-person meetings with potential school/district partners, delivery of professional development, internal team meetings, internal leadership meetings with colleagues, select industry conferences to promote EL Education’s awareness, etc.)

RESPONSIBILITIES INCLUDE (but are not limited to):

Business and Partnership Development

  • Work across teams to develop and lead a comprehensive, multi-year partner recruitment strategy
    • Conduct market analyses to identify growth opportunities for EL Education partnerships
    • Collaborate with Business Planning Team and Partnership Team Managing Directors to make data-informed recommendations on improved internal systems, tools for leads, and prioritized partnership opportunities
    • Liaise with the Product and Program Design Teams to ensure the most up-to-date product elements and recommendations are represented to prospective partners
    • Partner with the Marketing Team to develop high-impact collateral for business and partnership development purposes.
  • Develop a plan along with adaptive strategies to meet quarterly and yearly revenue targets
    • Cultivate and sustain relationships with prospects through a consultative approach
      • Price and negotiate initial contract terms for multiple high stakes partnerships
      • Lead team to respond effectively to incoming partnership inquiries, high potential Requests for Proposals (RFPs), and Request for Information (RFIs)
      • Lead team to respond effectively to incoming partnership inquiries, high potential Requests for Proposals (RFPs), and Request for Information (RFIs)
      • Liaise with EL Education’s curriculum distribution partners related to partnership opportunities, RFP response, etc.
      • Effectively utilize and update information within CRM tool (Salesforce)
  • Lead the launch of Large District engagements (first 3-6 months of partnership) before handoff to portfolio managers
  • Lead and implement the organization’s education conference attendance and presentation strategy (aligned to organizational growth goals)
  • Present in a variety of national settings in an influential and inspiring manner—generating enthusiasm among potential partners, education leaders, and other stakeholders that lead to action

Talent Development and Performance Management

  • Recruit, support, supervise, and retain high-performing staff committed to growing EL Education’s impact through partnership growth
  • Lead annual performance management cycle for the team, including goal setting, midyear/end of year reviews, and ongoing feedback
  • Provide direct and differentiated coaching/leadership to staff
  • Partner with internal teams and peers to identify cross-training and capacity building opportunities
  • Ensure ongoing talent management, bench building, and retention of staff

Other Critical Responsibilities

  • Ad hoc projects and other responsibilities as organizational needs evolve

CANDIDATE REQUIREMENTS

The ideal candidate will have demonstrated success in the following areas:

Strategic Thinking and Systems Development

  • Lead projects from concept to implementation by mobilizing multiple stakeholders to execute dynamic strategies, ensuring priorities are met, and implementing contingencies when necessary
  • Develop data-informed solutions, navigate complexities, and build effective systems to create sustainable change
  • Cultivate a culture of evidence-based continuous learning and lead change management efforts

Leadership and Community-Building

  • Lead with truth, compassion, and commitment to proactively seek and implement feedback while handling highly sensitive, confidential information with respect and discretion
  • Take ownership of decisions, hold stakeholders accountable, and cultivate spaces where divergent perspectives create effective solutions
  • Provide differentiated coaching and development to address unique situational needs

Storytelling and Communications

  • Build differentiated content across platforms that engages a wide range of audiences
  • Proactively seek disaggregated data and compelling stories that amplify our organizational impact

Please note these considerations when applying for the role:

  • Previous school or district experience in K-12 education strongly preferred.
  • Willingness and ability to travel up to 50% when safe to do so including some weekends due to planned partnership development opportunities or internal events as needed

COMPENSATION AND BENEFITS

We offer a competitive salary commensurate with experience and a wide variety of benefits, including paid-time-off, 403b match, maternity/paternity leave, medical/dental/vision insurance, etc.

HOW TO APPLY

Please apply online at www.ELeducation.org in the Careers section. No phone calls please. Thank you.

ANTI-DISCRIMINATION POLICY AND COMMITMENT TO DIVERSITY

EL Education seeks individuals of all backgrounds to apply for this position. We are committed to maximizing the diversity of our organization and want to engage all those who can contribute to this effort. EL Education provides equal employment opportunities for all applicants and employees and prohibits discrimination with respect to the hiring or promotion of individuals, conditions of employment, disciplinary and discharge practices, or any other aspect of employment on the basis of sex, race, color, national origin or citizenship status, age, religion, sexual orientation, marital status, pregnancy and parental status, HIV status, gender identity and expression, status with regard to public assistance, status as a veteran, or physical or mental disability or any other factor which cannot lawfully be used as a basis for an employment decision. EOE

VEVRAA Federal Contractor

Comments Off on Special Education and General Education Teachers for k-8 grade ICT Classrooms at Small Progressive Charter School 2021 – 2022

Special Education and General Education Teachers for k-8 grade ICT Classrooms at Small Progressive Charter School 2021 – 2022

Posted by | March 9, 2021 |

 

About the Position:

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

About Us:

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

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

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

Benefits and Compensation:

  • 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, profesionally and personally
  • Are capable of building a safe, nurturing, supportive and high achieving school culture
  • Believe that communicating and building relationships with children’s families is essential
  • Believe that a combination of creativity and research generates engaging curriculum
  • Believe in and are capable of high levels of collaboration and communication
  • See themselves as active learners committed to ongoing professional development
  • Are reflective and embrace feedback 

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

Comments Off on Middle School Director of Student Support Services

Middle School Director of Student Support Services

Posted by | March 9, 2021 |

Community Roots is hiring:

 

We are currently looking for a Middle School Director of Student Support Services who will be both innovative and inspiring in the pursuit of meeting the needs of all students in grades 6 – 8.  This position will report to the Middle School Co-Directors and supervise the Learning Specialist team and all support providers and support staff, including but not limited to related service providers and paraprofessionals.

 

About Community Roots:

 

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

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

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

Benefits and Compensation:

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

Community Roots seeks individuals who:

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

Qualifications:

 

  • Belief in CRCS mission and philosophy
  • Strong belief in and ability to collaborate
  • Demonstrated ability to prioritize and problem solve independently
  • Demonstrated ability to prioritize student achievement while creating a nurturing and encouraging school environment
  • Experience in working with students with IEPs and students at risk
  • Previous managerial experience preferred
  • Certification in Teaching Students with Disabilities required 

 

Main responsibilities will include:

 

Leadership

  • Oversee all programs and services for students with Individual Education Programs and 504 plans as well as those students identified as needing additional at-risk services in grades 6 – 8, including reading intervention, math intervention and behavior plans and any accompanying assessments.
  • Work with Co-Directors across K-8  to develop and institute school-wide goals and plans for improving inclusive education practice.
  • Collaborate with Co-Directors to provide professional development around inclusive practices for the faculty.
  • Supervise and support the work of Learning Specialists through regular meetings and feedback. 
  • Supervise and support the work of 1:1 paraprofessional(s) through regular meetings, feedback, and professional development. 
  • Support collaboration between paraprofessionals and teachers.  
  • Facilitate grade level meetings that are focused on IEP development and supporting student behavior.   
  • Ensure regular and effective communication between support providers, support providers and teaching staff, support providers, teaching staff and families.
  • Ensure communication and effective transition of services and information about students from one grade to the next  
  • Communicate and model expectations for maintaining an inclusive environment to all stakeholders including staff, families, and students.

 

Coordination

  • Coordinate the development, maintenance and oversight of Individualized Education Programs (IEPs) including, developing IEP goals, collecting documents for meetings, setting pre-meetings and other meetings for all students with IEPs and in process of evaluation
  • Ensure the school’s compliance with Special Education regulations and the maintenance of accurate special education records in accordance with state and federal law including required special education reporting to state authorizers
  • Serve as liaison for the Committee on Special Education (CSE) and related service provider agencies
  • Maintain and oversee logs for intervention services and CSE related meetings
  • Serve as liaison and advocate for families and students with the CSE and other agencies

 

Assessment

  • Oversee the implementation of assessments and assessment programs, such as BIPs and FBAs. 

 

Community Roots Middle School staff serve as co-Crew Leaders. Responsibilities of a Crew Leader include:

 

  • Serve as the academic advisor to a small group of students, supporting their academic and leadership development through the Crew curriculum, acting as a liaison between the school and their families, and attending professional meetings to support this work
  • Collaborate with colleagues to develop and implement Crew curricula that support students’ learning and is aligned with the school’s mission, core values, priorities and structures

 

How to apply:

 Please apply online at www.communityroots.org/jobs.

Comments Off on Director of Talent and Equity

Director of Talent and Equity

Posted by | March 8, 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. Check out our latest commitment with CS for All to provide coding courses, workplace experiences, and industry mentorship with a focus on equity and representation for 1,200 students across New York City, Chicago, and the Bay Area by Summer 2021.

THE ROLE

Code Nation is seeking our first ever leader of our human resources function, the Director of Talent and Equity. The Director of Talent and Equity will develop and manage our efforts to support a thriving team and an inclusive organizational culture. They will ensure equitable practices are infused throughout our internal processes, including recruitment, hiring, onboarding, professional development, retention, and team member engagement. The Director of Talent and Equity will have strong DEI experience, an inclusive and collaborative approach to the work, and the ability to build strong connections within our team. 

In the first year, the Director of Talent and Equity will refine our performance management system and processes, help inform our emerging compensation philosophy and strategy, and develop an approach for evaluating and updating our benefits that ensure we are meeting the needs of our staff and remaining competitive in recruiting talent. They will also design and coordinate onboarding and offboarding experiences that make our team feel valued. Our emerging vision is that a team member in each region will spend ~25-30% of their time working on HR initiatives (culture, hiring, etc.) and that the Director of Talent and Equity will implement their vision through thoughtfully centralizing some things and supporting these regional liaisons to implement locally (e.g.hiring, team culture, etc.) in service of regional program autonomy.

The Director of Talent and Equity will report to our COO, Fra Balbi. Fra and the Director of Talent and Equity will co-manage a Senior Manager of Human Resources and Finance. Code Nation currently has 34 full time team members with plans to grow to 40 by August 2021. The majority of our staff work on our regional program teams in the Bay Area, Chicago, and New York. 

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.

The salary range for this position is $100,000 – 140,000.

RESPONSIBILITIES

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

  • Performance Management + Leadership Development
      • Work with leadership team to develop a vision for excellent management at Code Nation
      • Work with Managing Directors to develop robust and equitable staff, manager, and leadership development pathways across Code Nation to facilitate professional growth and provide a foundation for ongoing performance management
      • Serve as a trusted resource to all team members to help navigate career development, management, and ensure a great team member experience
      • In collaboration with Code Nation leadership, improve upon and scale current performance management processes, including ensuring staff received annual performance review and are equipped to engage in clear and collaborative conversations around workload, goals and performance
      • Work with managers to establish a culture of transparency and growth orientation with regard to performance and promotion through intentional habits and structures designed to facilitate feedback and nurturing professional development experiences
  • Talent Strategy
      • Lead Code Nation in maintaining and developing best practices across all areas of talent management and culture, including recruitment, hiring, professional development, staff management, performance evaluations, promotion pathways, and team member retention plans
      • Build and deliver long-term, data-driven professional development pathways and plans that positively impact individual and team performance, leadership, and Code Nation’s strategic goals
      • Develop robust, consistent onboarding procedures to welcome and orient new team members with the knowledge and support to thrive from the outset
      • Manage team member engagement processes, including developing and analyzing our annual staff culture survey and co-leading efforts to track organizational progress and integrate feedback into policies and practices
      • Manage periodic compensation analyses to ensure staff are compensated competitively and equitably
      • Consult with and advise programmatic staff regarding talent and organization development opportunities and solutions
  • Equity & Inclusion
      • Create and champion learning opportunities that build staff knowledge and skills for embedding equity and inclusion throughout our programmatic work, internal practices, and organizational culture; co-lead the design and implementation of organization-wide accountability measures, such as incorporation of equity core competencies into job descriptions and performance reviews
      • Establish methods for the ongoing tracking of the impact of our policies and practices to ensure they are equitable for all staff while identifying and recommending improvements
      • Develop robust recruitment processes and support to create the highest caliber candidate pools and provide guidance and coaching on explicit recruitment-focused responsibilities
      • In conjunction with leadership, work to ensure cultural changes are embedded across all levels and in alignment with strategic plans and desired business outcomes
  • Human Resources
    • Maintain team member handbook, including evaluating all human resources policies and procedures and identifying and implementing policy improvements
    • Work with Code Nation’s HRIS vendor to manage team member documentation; utilize relevant human resource and company systems to track candidate flows and manage team member performance management records (e.g., professional development plans, performance reviews, performance improvement plans)
    • Serve as a point person for Employee Relations, including confidential and sensitive personnel issues and management of the confidential internal grievance process

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):
      • Minimum of 5 years in human resources or talent roles in an analogous setting (e.g. direct service or youth development program). We will eagerly consider candidates with compelling experience at other social sector organizations or from the private sector who demonstrate strong instincts around the needs of our organization in the interview process
      • Found success through influencing and managing people to execute when they do not report into you (through dotted line relationships)
      • Knowledge of human resources best practices, from compliance to strategic engagement
      • Experience helping organizations progress on their journey to become more equitable and inclusive, and receive constructive feedback
      • Ability to coach others; deep knowledge of adult learning strategies and tactics
  • Other things you might have accomplished (preferred) or would be excited to learn here:
      • Owning the talent life cycle from beginning (recruitment/hiring) to end (offboarding)
      • Developing an ongoing talent strategy including forecasting of future needs
      • Significant experience advancing equity as a mission-critical facet of your role
      • Facilitating staff experiences around diversity, equity, and inclusion or strong instincts around selecting and managing external vendors
      • Creating and/or managing an org-wide performance management system that is equitable and growth oriented
      • Developing and/or strengthening a comprehensive compensation policy that is equity driven
  • Skills you have developed and knowledge you have acquired:
      • Ability to organize and keep track of many projects, deadlines, and priorities at the same time
      • Ability to organize and manage the actions of others who do not report to you
      • Ability to manage self while leveraging manager for strategic support rather than accountability
      • Ability to set vision for a small dispersed team with dotted reporting lines while managing to strong outcomes and job satisfaction
      • Ability to produce work that is clear and accessible to all internal audiences
      • Ability to give and receive constructive feedback
      • Ability to coach others; knowledge of adult learning strategies
      • Ability to communicate verbally and in writing in clear, concise, and linear ways
      • High level of self-awareness, humility, interpersonal skills, and emotional intelligence
      • Ability to track and research trends in organizational design and human resources strategy in a virtual, dispersed context
      • Ability to take hard data, qualitative information, feedback, input from internal and external stakeholders, to develop and inform talent strategies
      • Ability to prioritize actions that will efficiently produce the most desirable results while deciding not to take other worthwhile actions due to time constraints
      • Knowledge of how race, racism, class, classism, gender, sexism, and power and privilege and related equity issues show up in the work of mission-driven organizations and their programs
  • How you work and what you value:
    • Deep commitment to diversity, equity, and inclusion
    • Comfortability with ambiguity while finding responsibility in driving towards and/or creating clarity
    • Enjoys iterative work
    • Self starter and entrepreneurial. Comfortable with failure as a path towards progress
    • Exemplary ethical standards, discretion, and an excellent track record of managing confidential matters and developing trust with colleagues at all levels
    • Enjoys working on a team and operates in a way that will build trust with teammates (e.g. curiosity, integrity, consideration, etc.)
    • Driven by results
    • See yourself in our core values

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 We’re Hiring a High School Geometry Teacher [Immediate Opening]

We’re Hiring a High School Geometry Teacher [Immediate Opening]

Posted by | March 5, 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 1050 public schools and thousands of teachers, serving 600,000 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/d11e4e8b1us

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 Officer, Innovative Schools

Posted by | March 1, 2021 |

Overdeck Family Foundation believes unlocking every child’s potential is the key to a better future – for all of us. Founded in 2011 by entrepreneurs John and Laura Overdeck, the Foundation focuses on education, supporting research and organizations that seek to open doors for every child in the U.S. by measurably enhancing education both inside and outside the classroom. Using a data-driven and evidence-based approach, the Foundation’s investments enhance each stage of learning, from birth to high school, grounded in five focus areas: early childhood; educators; schools; out-of-school STEM opportunities; and the use of data to improve policy and practice. The Foundation’s grantmaking approach is grounded in measurable impact and cost-effectiveness. Its funding supports early-stage initiatives developing or validating programs, evidence-based programs looking to achieve greater impact by scaling, and data and research investments that lead to new insights.

The Innovative Schools portfolio within the Foundation focuses on ensuring that every child has access to an education that is engaging and challenging, while meeting their both academic and socioemotional needs.

The Foundation is seeking a full-time Program Officer to lead the Innovative Schools portfolio. Reporting to the Program Director and managing one tenured Associate Program Officer, the Program Officer will refine and clarify the investment strategy for the portfolio, build and nurture relationships across the innovative schools (specifically K-9 edtech) ecosystem, and use a scientific method approach to hypothesize and sharpen an approach to support early stage and growth stage ventures to help them to succeed.

Visit www.overdeck.org for more information. To learn more about our Innovative Schools portfolio, visit the websites of some of our partner organizations: SAGA education, Zearn, ST Math, and NewSchools Venture Fund. 

What You’ll Do:

  • Define a set of hypothesis statements and pursue research to arrive at an evidence based strategy for investment within the portfolio (evolving our existing strategy to a clarified place)
  • Build relationships with the existing Associate Program Officer on the team to establish yourself as a strong manager and mentor while honoring the tenure, knowledge, and expertise she brings to our work
  • Build relationships across the foundation, with our existing grantees, our trustees, and other key external stakeholders
  • Define a clear and differentiated position for Overdeck Family Foundation within the innovative schools space that is grounded in evidence, research, and efficiency of investment
  • Successfully identify and invest in early stage and growth stage organizations that are aligned with this evidence based investment strategy
  • Build strategies and relationships to pursue funding leverage from the public and private sector, to fuel the growth of Overdeck Family Foundation grantees
  • In partnership with other program officers, identify pattern of needs critical to grantee success (e.g. strategy, communications, model development, governance support, etc.) and develop a slate of non-monetary supports connected to OFFs organization-wide capacity building plan to successfully address those needs across all of the Foundation’s grantees

Who You Are:

A strategist who is able to pursue the right research to arrive at an evidence based approach to making investments and supporting grantees. You are analytically natured, curious and learning oriented. You leverage the scientific method to produce data and evidence that drives strategic decisions around investments and portfolio supports. You are also comfortable with ambiguity, confidently exploring your hypotheses without knowing the answer – seeing failure with learning as a path to success.

A strong operator who is able to set vision for systems and structures to efficiently make grants and deliver non monetary supports to ventures. You have experience with early stage and growth stage organizations and understand the challenges they face as they clarify and scale their models. You can build deep relationships across grantees, surface their challenges, observe patterns of need, and build and nurture meaningful and efficient supports to help them to succeed.

An authentic professional who builds deep and candid relationships with ease. You possess a strong presence and gravitas, knowing how to build a strong narrative when  communicating a concept or approach with the right level of specificity to meet the audience. You build trusting relationships internally and externally because you are authentically you and you value candor and kindness in your interactions.

Someone who understands innovative schools practices. You understand the edtech sector ecosystem and have developed relationships within that ecosystem. You are familiar with best in class edtech products and understand product market fit, business/revenue models, and scale and distribution channels. You are able to evaluate solutions to understand how cost effective, scalable, impactful, and sustainable they are. You believe in personalized, competency based learning driven by advanced AI and you value products grounded in teacher and student needs and experience.

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

A values driven and empathetic leader who will find success in our context. You operate with a high level of self-awareness, humility, and emotional intelligence and you value the same in your colleagues. You engage in conflict confidently and with kindness. You are excited about working in an environment where complex problems are being considered. You are able to articulate and navigate tensions with an orientation towards understanding and valuing multiple perspectives. You  don’t shy away from holding two opposing ideas at once and you are comfortable with not knowing or not agreeing and committing.

What You’ve Done

Required experience:

  • Bachelor’s degree
  • Minimum of 12 years of work experience including time spent leading teams in or adjacent to early and/or growth stage organizations
  • Direct experience and content expertise in innovation, school design, edtech, personalized learning, and/or socioemotional learning
  • Demonstrated experience formulating and executing strategy, identifying challenges and implementing solutions 
  • Demonstrated management experience, focused on development and growth of staff

Preferred experience:

  • Master’s degree in relevant field of education, policy, business, law, statistics, math, science, or engineering 
  • Venture philanthropy experience supporting organizations grow and develop, through informal and formal support (i.e. grants, board experience, consulting, providing non-monetary support)
  • Experience conducting cost benefit analysis and/or cost effectiveness analysis
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Elementary Classroom Co-Teacher at Progressive Public School

Posted by | March 1, 2021 |

MISSION OF THE SCHOOL

Compass Charter School is a safe and nurturing educational environment that honors the individuality of each learner. By engaging in a process of inquiry, our graduates will be equipped with the necessary skills to lead fulfilling personal and professional lives, including a developed sense of self, the ability to think in innovative and flexible ways, and the inspiration to make a positive impact on their community.

 

DESCRIPTION OF THE SCHOOL

Compass Charter School is an inquiry-based, intentionally diverse, progressive elementary school that opened in the fall of 2014 in Fort Greene, Brooklyn. In the 2021-2022 school year, Compass we will enroll approximately 330 students in pre-kindergarten through fifth grade.

 

THE OPPORTUNITY

Compass Charter School is seeking committed educators to join our school community. Classroom Co-Teachers work in collaboration with Special Education Classroom Co-Teachers in each of our Integrated Co-Teaching (ICT) classrooms and teach the same group of students for two consecutive years (looping).

 

Qualifications:

  • Bachelor’s Degree, Master’s Degree preferred
  • 3 or more years of relevant teaching experience preferred
  • New York State Teacher Certification (Early Childhood, Childhood, and/or Special Education)
  • Educational philosophy aligns with the mission and vision of Compass
  • Commitment to diverse learning environments and anti-racist practices
  • Previous success in raising academic achievement of students within an urban community
  • Reflective practitioner in a state of constant professional growth and a willingness to share their craft with others
  • Commitment to integrating sustainability and the arts into core curricular subjects
  • Knowledge of the school neighborhood
  • Experience with co-teaching preferred
  • Experience working with children with special needs in an Integrated Co-teaching classroom preferred
  • Experience planning and teaching interdisciplinary units of study preferred.
  • Commitment to and knowledge of experiential and inquiry-based teaching and learning
  • Strong interpersonal skills
  • Strong written and oral communication skills
  • Experience collaborating with children, families, colleagues, and administrators

 

Responsibilities:

  • Collaborate with co-teacher, support staff, and school leaders to provide high-quality, relevant instruction to all children
  • Actively participate in a professional learning community
  • Use a variety of assessments to measure student learning and drive instruction
  • Use student performance data to tailor and differentiate curriculum
  • Collaboratively plan interdisciplinary units of study
  • Commit to working with one class of students for two consecutive years and with one co-teacher for two consecutive years (looping)
  • Actively participate in the school’s decision-making process
  • Regularly communicate with families, students, and community partners
  • Integrate the Compass mission, vision, and collective commitments into classroom culture, units of study, and interactions with staff, families, and students
  • Integrate the real world and surrounding community into curriculum, including directly addressing race and racism within the classroom and curriculum
  • Build and maintain positive relationships with students, families, and colleagues
  • Maintain confidentiality with student information and records
  • Create a positive and safe classroom culture and community

 

COMPENSATION

We offer a competitive salary and benefits package.

 

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Director of Development

Posted by | February 25, 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. Check out our latest commitment with CS for All to provide coding courses, workplace experiences, and industry mentorship with a focus on equity and representation for 1,200 students across New York City, Chicago, and the Bay Area by Summer 2021.

THE ROLE

The salary range for this position is $85,000 – 140,000. This range is wide because Code Nation is eager to meet candidates who have fully mastered all aspects of this role as well as candidates who would be learning some aspects for the first time.

Code Nation seeks a Development Director to lead our development work nationally and to support each of our regional leaders to strategize and execute in service of local fundraising goals. Our CEO loves fundraising and our board and Bay Area regional leadership council are highly engaged in fundraising. Our regional leaders have mixed experience with fundraising and we are still forming leadership councils in New York and Chicago. The Development Director will be a master strategist and project manager who will enjoy managing multiple solicitors in support of their successful fundraising outcomes, including regional leaders, board members, leadership council members, and other Code Nation champions. A successful Development Director will meet people where they are, diagnose opportunities to provide content expertise, and will lead Code Nation’s leadership on their journey towards fundraising success.

In the first ~six months, this Development Director will help us to close out our FY21 fundraising goal of approximately $5.9mm while learning all about what we think is a special program that is meeting the needs of our students. This amount represents the total of each region’s fundraising goals ($1.8mm in the Bay Area, $722K in Chicago, $1.4 mm in NYC, and $2mm for the National region). We had a strong fundraising year in FY20 and closed the year having raised approximately $5.3mm. A successful Development Director will support the Bay Area and NYC regions achieve slightly higher fundraising goals from last year ($1.6mm and $1.2 mm respectively) and assist Chicago with fundraising an approximate 70% increase from FY20 to FY21. Over the first two years in the role, the Development Director will help us to expand our fundraising primarily through increasing the number of individuals providing major gifts and developing and executing against a robust corporate partnerships strategy, which we are uniquely positioned to pursue given our role in workforce development.

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.

RESPONSIBILITIES

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

  • Development strategy, execution and tracking
      • Refine and support execution of Code Nation’s organization-wide fundraising strategy at the national and local level in pursuit of our annual fundraising goal (Code Nation’s FY21 fundraising goal is $5.9mm and will likely increase in support of programmatic growth)
      • Develop and implement a plan to increase the racial diversity of Code Nation’s funders
      • Create a cadence of support to the CEO and three regional leaders to offer strategic guidance, build capacity, and monitor progress
      • Lead periodic (e.g. quarterly) stepbacks to assess overall progress to goal against development goals
      • Lead organizational leaders and development team members through an annual development planning process to set realistic goals around fundraising and help to tether overall organizational planning to realistic revenue targets
  • Build strategy and drive execution to achieve national fundraising goal
      • Support and eventually own board engagement towards fundraising outcomes including fundraising sessions at board meetings and individualized communication outside of board meetings
      • Function as a “development Chief of Staff” for the CEO as primary solicitor including helping her set strategy, project manage donor engagement, and build capacity around donor materials and communications
      • Set vision for and project manage fundraising events
  • Partnering with regional leaders (Bay Area, Chicago and NYC) to drive fundraising at the regional level
      • Provide meaningful and differentiated strategic, operational, and development skill coaching to regional leaders in service of their learning and success
      • Create meeting and routine structures to help regional leaders to successfully plan and execute actions to deliver fundraising outcomes
      • Supporting the Bay Area regional team with substantial support to engage their regional leadership council to drive towards fundraising outcomes
      • Supporting the creation of regional leadership councils in Chicago and New York 
  • Lead and manage the development and communications team
      • Hire, manage, coach, and retain a small team including three development and one communications staff members
      • Create a division of responsibility across the team that ensures that:
        • Data integrity is consistently upheld in service of strong project management and accurate forecasting
        • Team is executing on actions in support of the CEO and regional leaders both to drive efficiencies and help focus solicitor time on donor facing activities
        • Grant requirements are managed tightly without errors
      • Managing organizational communications with the primary goal of supporting fundraising and the secondary goal of communicating to Code Nation’s other key audiences (a vision for communications has recently been established by a communications consultant)
  • Donor program development
    • Lead organizational leadership to think expansively about opportunities to build donor facing programs including but not limited to:
      • Creation of “sponsor a student’ or “sponsor a cohort” donor programs or giving circles
      • Identifying and acting on opportunities to engage our volunteers who have means to donate
    • Development of a robust corporate partnerships program in pursuit of both volunteer hours and donations, likely with the assistance of a consultant expert, which will be largely driven by regional partnerships managers who will hold a dotted line relationship to the Development Director

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):
      • Demonstrated ability to create and lead the execution of a development strategy that met or beat its objectives for either an entire organization of comparable size or for a region of a larger, geographically matrixed organization
      • Experience engaging board members towards fundraising outcomes
      • Successfully managed a small team in support of development work
      • Experience managing forecasting including regular progress to goals meetings and tightly managing data integrity to ensure accuracy
  • Other things you might have accomplished (preferred) or would be excited to learn here:
      • Managing institutional relationships including the full lifecycle of foundation grants
      • Setting vision for and executing towards a robust set of corporate partnerships resulting in donation of both time and money
      • Facilitating conversations across the organization to educate other staff about our donors and fundraising strategies while helping to sharpen thinking around living out our values in our fundraising (including recognizing, honoring, and reconciling any potential tensions)
      • Owning a vision for communications at the organizational level including management of a junior level communications staff member
      • Supporting organizational leaders to successfully engage and solicit high wealth individuals
      • An understanding of tech education and youth development programs
  • Skills you have developed and knowledge you have acquired:
      • Ability to organize and keep track of many projects, deadlines and priorities at the same time, specifically in the context of matrixed fundraising
      • Ability to organize and manage the actions of others who don’t report into you
      • Ability to manage a small team including both strong work outputs and facilitating an experience of fulfillment and belonging
      • Ability to manage self while leveraging manager for strategic support rather than accountability
      • Strong orientation towards customer service in a shared services context with a focus on meeting the needs of others without being asked
      • Ability to communicate verbally and in writing in clear, concise, and linear ways
      • High level of self-awareness, humility, interpersonal skills and emotional intelligence
      • A baseline comfortability with tech concepts and terminology
  • How you work and what you value:
    • Deep commitment to diversity, equity, and inclusion
    • Comfortability with ambiguity while finding responsibility in driving towards and/or creating clarity
    • Enjoys iterative work
    • Self starter and entrepreneurial. Comfortable with failure as a path towards progress
    • Enjoys working on a team and operates in a way that will build trust with teammates (e.g. curiosity, integrity, consideration, etc.)
    • Driven by results
    • Enjoys fundraising
    • Sees themselves in our core values

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 

TO APPLY

Code Nation is partnering with RCG Talent Solutions to find our next Development Director. Please submit a resume and cover letter to jobs@rcgtalent.com with the phrase “Code Nation Development Director” in the subject line. We ask that when writing your cover letter, you focus on naming both what interests you about Code Nation’s work and how your experience would lend itself to successfully leading our development function.

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Staff Attorney

Posted by | February 22, 2021 |

Advocates for Children of New York, Inc. (AFC) seeks an energetic attorney determined to make a difference for NYC families struggling to gain appropriate educational services for their children in the country’s largest school district during an unparalleled time of difficulty for low-income families of children with disabilities.

The focus of this Staff Attorney position will be representing families with children with disabilities in the NYC administrative proceedings that are often the difference maker in a child’s future. The day-to-day responsibilities of this position 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 special education case of each student culminates in litigation at a hearing, where the attorney will execute the opening statement, witness testimony, closing argument, and legal briefing required to prevail.

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 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;
  • Experience working with low-income and special needs communities;
  • Interest in educational issues and issues affecting children with disabilities and low-income families;
  • Experience working with children or families;
  • Litigation skills and experience;
  • Organizational skills, flexibility, initiative, maturity, and cooperative attitude;
  • Spanish fluency preferred.
Comments Off on Assistant Principal (Elementary School)

Assistant Principal (Elementary School)

Posted by | February 15, 2021 |

Bilingual Elementary Assistant Principal 

School in the Square (S2), an independent charter school in Washington Heights and Inwood. We integrate the core values of democratic living with best-practice teaching and learning ensuring that each child and educator feels known, heard, and safe as well as challenged, empowered, and engaged. Our community is grounded in principles of  justice, equity, diversity and inclusivity (JEDI), enacting a culturally responsive and sustaining lens to our pedagogical practice. We now need a dedicated, mission aligned Assistant Principal to help build and lead the Elementary School

Our Vision For This New Position

Our bilingual elementary assistant principal, reporting to our Principal and in collaboration with a diverse and committed School Leadership Team (SLT) will spearhead our efforts to ensure high academic standards with a focus on the social-emotional needs of all students in a dual language setting. Our assistant principal is grounded in the core values and principles of dual language education and can help support the growth of our new program. This individual will be an exceptional manager, motivating leader, and a strong relationship builder, who has demonstrated exceptional outcomes in a similarly mission-aligned school setting. 

Responsibilities of the Assistant Principal: 

  • Promotes a school environment that is safe and conducive to individualized instruction, student voice and student learning.
  • Leads colleagues in their professional growth through modeling effective practices, articulating connections between instructional choices and student outcomes, coaching, observing instruction and providing actionable feedback 
  • Prepares master schedule, teacher schedules and student schedules and organizes extra curricular activities
  • Encourages parental involvement and ensures effective communication with students and parents
  • Organizes the work of teacher teams and creates ongoing opportunities for shared leadership regarding protocols, team leader roles and collaborative strategies 
  • Guides and supports the implementation of our assessment system and supports the staff in being strategic in the use of data to inform and improve instruction 
  • Works collaboratively with Leadership to develop both long-term and short-term strategic plans to support school growth and improvement
  • Involves staff in the evaluation of programs and the planning of new programs.

You Are

  • An expert of current teaching methods and educational pedagogy, with knowledge of dual – language, co- teaching strategies and differentiation to meet individual student needs
  • A consummate coach who gets personal fulfillment by succeeding through others and developing leaders
  • Motivated by challenges and bring a positive tone, an eye for solutions and an energy for rolling up your sleeves and doing whatever needs to be done.
  • An exceptional communicator in both written and verbal interactions; clear, concise, and courageous in giving tough but supportive feedback when needed
  • Strong strategic thinking and planning skills, with an ability to manage concurrent projects and priorities effectively
  • A deep belief that all students can thrive in a challenging, high-quality, nurturing and supportive learning environment
  • An authentic commitment to the S2 mission and school model

You Have

  • A Master’s Degree in Education and New York State Certification and/or NYS SBL Certification
  • A minimum of five  years of successful classroom teaching and two years of previous experience in leadership
  • Experience with restorative practices, have strong beliefs in anti racism education, culturally responsive and sustaining pedagogy, trauma informed practices.

Compensation and Benefits

In addition to meaningful and rewarding work, S2 is a collegial organization that values its staff and encourages innovation and professional growth.

We provide an excellent compensation and benefits package including medical, dental, life & long-term disability insurance, a 401K program with a 6% organizational contribution, generous paid time off, and a friendly work environment.

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Curriculum Writer & Editor

Posted by | February 9, 2021 |

Position Overview:

Morningside Center works in schools to build the social and emotional skills of educators and students, strengthen the classroom and school community, and make our schools more caring and equitable through restorative practices and brave conversations on race. Find out more about Morningside Center on our website, www.morningsidecenter.org.

Morningside Center is looking for a preK-12 curriculum writer/editor to update and enrich our three curricula, which are used widely by educators in public schools across New York City and beyond. In particular, we seek a curriculum writer with expertise in social and emotional learning (SEL) and restorative practices, and who has a deep knowledge of issues related to racial equity and equitable classroom practices. The writer will work collaboratively with our staff to revamp our curricula and integrate a racial equity focus throughout, informed by Morningside Center’s racial equity framework.

The three curricula are:

The 4Rs (Reading, Writing, Respect & Resolution) (preK-5). The 4Rs engages the imagination and creativity of children in grades preK-5 to help them develop critical skills including empathy, community-building, and conflict resolution. Each unit begins with a read-aloud of high-quality literature that dramatizes social and emotional skills applied to “real life” situations. Children are guided through writing exercises, role-playing, and meaningful discussion, as the teacher poses questions about how the characters handled conflict and other situations, how they might be feeling, and what alternatives exist for making new decisions.

C Squad: Together for the Journey (grades 6-8). C Squad helps teachers build  a safe and joyful space where students can strengthen their relationships with each other, address crucial issues in their lives, develop social and emotional strengths, and have fun. C Squad uses a circle format to encourage a sense of belonging and connection, enabling students to have constructive conversations about challenges in their lives, including everything from friendship to stress, standing up to discrimination, cliques, social media, bullying, gender identity, and becoming a successful student.

Building Belonging (grades 6-12). The Building Belonging curriculum helps teachers create a sense of community in their classrooms that honors and supports each student, while developing their social and emotional skills. Within a weekly classroom circle (typically in advisory), participants develop and practice skills in communication, relationship-building, empathy, racial awareness, democratic decision-making, conflict resolution, and problem-solving – and find joy in each others’ company. Over time, the skills and community students and adults build in circle lead to a more positive and collaborative classroom environment and to fewer conflicts and discipline incidents, creating a more equitable and caring classroom community.

Key Responsibilities:

  • Develop and manage a project plan for collecting input, updating, and finalizing curriculum changes according to a clear timeline
  • Convene and collect input from Morningside program staff and field staff (i.e., staff developers) to inform the approach and the updates needed to curricula
  • Draft, seek input, and finalize updates to the curricula, ensuring a clear scope and sequence, consistency, and quality across all curricula from grades preK to 12
  • Support communications team with curriculum-related writing and dissemination of short curricula online, as appropriate, and as time allows

Skills/Experience Required:

  • Minimum of Bachelor’s Degree in a related field such as education, social work, or creative arts therapy, and at least five years of related experience
  • Knowledge and experience with curricula related to social and emotional learning and restorative practices, and deep knowledge of issues related to racial equity and equitable classroom practices
  • Experience writing curricula for students throughout preK-12 is desired
  • Ability to absorb and reflect back in writing the input of a diverse base of staff, classroom teachers, and trainers in our curricula
  • Self-directed: ability to take initiative, anticipate actions needed, and manage within timeline and budgets
  • Excellent writing and editing skills
  • Experience teaching in a classroom is desired, but not required

Contracting Information:

We are seeking to hire someone full-time for a 1-year contract, with the opportunity to extend longer-term. The work would begin immediately. We will consider applicants living in remote locations, though NYC area residency is a plus.

We are open to either a full-time, 1-year salary contract that would include employee benefits like health insurance, or a freelance contract. We will structure compensation based on which option is preferable for the candidate. We are ideally looking for someone who can work full-time and update all three curricula, and will give preference to candidates with that availability and expertise.

However, we are open to applicants who are interested in a part-time freelance contract to work on 1-2 of the curricula (e.g., a freelancer focused on the early childhood education curriculum). When you apply, please indicate in your note if you are applying for the full-time role, or as a part-time freelancer. If the latter, indicate which curricula you are more interested in working on. We offer competitive salary and benefits.

Comments Off on Social Work Parental Leave Position for 6-8 grade at Small Progressive Charter School May 2021 – November 2021

Social Work Parental Leave Position for 6-8 grade at Small Progressive Charter School May 2021 – November 2021

Posted by | February 8, 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 May 2020 and runs through the middle of November 2021.

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 days

Qualifications:

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

 

Main responsibilities will include:

  • Provide direct services to the school community, including:
  • regular one-on-one counseling or group counseling to students and families, including mandated counseling for those students who are to receive services as stated on their IEP’s
  • crisis intervention as needed
  • managing, tracking, and documenting student interactions and counseling schedule
  • setting goals with students and tracking progress towards those goals
  • Collaborate and communicate regularly with supervisors, colleagues, and teachers to meet students’ needs
  • Reach out to organizations to provide families with outside therapy in place of or in addition to school services, when necessary; provide referrals to families as necessary
  • Participate actively in grade level meetings, faculty meetings, attendance meetings and other meetings
  • Provide recommendations to the staff and leadership team around approaches to working with struggling students
  • Establish strong relationships with students, staff, and families
  • Support Co-Directors, 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 workshops related 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

Community Roots seeks individuals who:

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

 

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

 

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Public Allies Eagle Rock Fellow

Posted by | February 6, 2021 |

Public Allies Eagle Rock Fellowship

 

For the 2021-22 program year, the Public Allies Eagle Rock Fellowship will provide 8 individuals with an advanced year-long service and leadership development experience at the nationally recognized Eagle Rock School and Professional Development Center, located in Estes Park, Colorado. Public Allies is a national movement committed to advancing social justice and equity by engaging and activating the leadership of young people. Eagle Rock is a full-scholarship residential high school, serving students between the age of 15 and 21, from diverse backgrounds and neighborhoods around the country, for whom having voice and agency in their education is the pathway to success. We also support schools nationally to implement effective and engaging practices to equitably serve all students. Eagle Rock is proud to be an antiracist, social justice organization. 

 

The Public Allies Fellowship at Eagle Rock is a residential, community-based opportunity for aspiring educators who are passionate about alternative learning strategies, social justice, youth development and empowerment, and re-engaging high-school students in their education. The fellowship allows eight individuals to work with high school students as either Health and Wellness Fellows, or as Educator Fellows focused on teaching, programming, and professional development. Through varied experiences in and outside the classroom, Educator Fellows will earn their teaching license. Fellows grow as leaders through training, mentorship, developing curriculum, creating student activities and events, and designing Team Service Projects. 

 

Fellow responsibilities include residential life programming, classroom instruction, and additional supports for students and the organization as a whole. Fellows will learn how to be well-rounded educators working with diverse students, acknowledging that learning happens everywhere, both for students and for instructors. 

Fellowship Position Descriptions: 

Health and Wellness Fellows

Educator Fellows

Dates:

Application opens winter 2020

Application deadlines: Priority deadline March 15; if positions are not filled by applications received by this date, we will accept applications on a rolling basis

Program Year: August 27, 2021-July 1, 2022

Benefits:

  • $20,500 living stipend
  • Private room in a communal house 
  • Meals while students are on campus
  • AmeriCorps healthcare (fully covered) 
  • On-going professional development, coaching and mentorship
  • Use of laptop for the year
  • $500 professional development stipend
  • $6,095 AmeriCorps education award once program is completed
  • Student loan forbearance 
  • Teaching License: Opportunity to apply for and participate in a Colorado state alternative teacher licensure program, paid for by Eagle Rock (for Educator Fellows with a bachelor’s degree) 

Desired Skills and Experience

  • Strong academic background in instructional area
  • Relevant experience working with youth, in non-profit or educational settings, ideally high school age 
  • Self starter who is flexible and possesses energy to meet demands of a residential community life
  • Strong ability to work independently
  • Strong communication skills 
  • Ability to give and receive feedback
  • Ability to find a need and fill it
  • Driver’s license and good driving record
  • College degree or equivalent life experience post high school
  • Awareness and knowledge of cultural competencies and social justice issues, with demonstrated actions toward creating more just and equitable communities
  • Demonstrated experience in counseling diverse young people based on their resilience and strengths
  • Patient, understanding, good listener; ability to quickly establish trusting relationships
  • Ability to remain calm and centered in stressful or highly emotional situations
  • Experience facilitating groups 
  • Ability to uphold standards of confidentiality in regards to professional counseling as set by ERS
  • Strong organizational skills
  • Relevant experience working with youth, in non-profit or educational settings, ideally HS age 

Additional Details, Qualifications and Application Instructions:

http://www.publicallies.org/eaglerock

http://www.publicallieseaglerock.org

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Accountant

Posted by | February 4, 2021 |

About The Brotherhood Sister Sol (Bro Sis): The Brotherhood Sister Sol is a social justice youth development organization that since 1995 has worked to respond to inequality, train young people to become empowered as social change agents, and to expand a vision of equity, racial and economic justice – and opportunity and access for all. We are deeply rooted in teaching young people to: form and hone a moral and ethical code and to undergo a political transformation that leads to understanding the inequity that our youth face directly, as well as those around the world, so that through this education they can become social change makers. Bro Sis provides holistic and long-term support services to youth who range in age from eight to twenty-two.

Bro Sis offers wrap around evidence-based programming such as four-six year rites of passage programming, thorough five day a week after school care, school and home counseling, summer camps, job training, college preparation, employment opportunities, community organizing training, and month long international study programs to Africa and Latin America. Based in Harlem, NY but with a national reach, we publish assorted curricula and collections of our members’ writings; train educators from throughout the nation on our approach; and organize and advocate for social change. Bro Sis has earned national recognition for our evidence-based model, receiving an array of awards and funding from a host of national foundations, including Novo Foundation, Doris Duke Foundation, Marlene Nathan Meyerson Foundation, Charles Hayden Foundation, The William R. Kenan Charitable Trust, New York Community Trust, Comic Relief/Red Nose Day, RWilliam Stamps Farish Foundation, and more.

The organization has 30 full-time staff, serves thousands throughout New York City, and has a $6.5 million dollar operating budget, growing to nearly $8 million dollars in the coming fiscal year. In addition, we are working to complete an approximately $21 million capital campaign to fund construction of our new home, which is scheduled for completion in Summer 2021. It is an exciting period of organizational growth and increased impact in our community and beyond.

POSITION SUMMARY

The Accountant will be responsible for key weekly, monthly, quarterly, and annual accounting activities. These activities will include processing and properly coding all accounting transactions, reconciling financial statements and accounts, vendor onboarding, and ensuring data accuracy. The Accountant will report to the Controller.

RESPONSIBILITIES

● Accounts Payable: Input and pay invoices, credit card statements, receipts, and reimbursements – reconcile vendor statements and vendors management

● Accounts Receivable: Assist with invoice preparation and track money owed and other receivables

● Reconcile credit card statements and accounts, and ensure data accuracy

● Review financial records, processes, and accounts to ensure accuracy

● Reconcile bank accounts by compiling, organizing, and balancing financial information

● Correct coding errors and posts journal entry adjustments

● Update and maintain general ledger accounts

● Partner with Controller to ensure accurate and adequate paper and electronic document retention

● Provide support during annual audit

● Perform any other fiscal duties or tasks as assigned or required.

EXPERIENCE & PERSONAL REQUIREMENTS & SKILL SETS

● 5+ years of proven experience in areas mentioned above;

● Bachelor’s degree in accounting, finance or business preferred.

● Must have technical and computational accounting skills as well as an understanding of US GAAP and applicable industry standards.

● Must be detail-oriented with strong organizational, analytical and problem-solving skills.

● Adaptive to a dynamic, rapidly growing work environment.

● Highly entrepreneurial, self-motivated, resourceful and flexible;

● Computer literacy, including proficiency in Microsoft Office;

● Committed to mission of Bro Sis

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

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Accountant

Posted by | February 4, 2021 |

About The Brotherhood Sister Sol (Bro Sis): The Brotherhood Sister Sol is a social justice youth development organization that since 1995 has worked to respond to inequality, train young people to become empowered as social change agents, and to expand a vision of equity, racial and economic justice – and opportunity and access for all. We are deeply rooted in teaching young people to: form and hone a moral and ethical code and to undergo a political transformation that leads to understanding the inequity that our youth face directly, as well as those around the world, so that through this education they can become social change makers. Bro Sis provides holistic and long-term support services to youth who range in age from eight to twenty-two.

Bro Sis offers wrap around evidence-based programming such as four-six year rites of passage programming, thorough five day a week after school care, school and home counseling, summer camps, job training, college preparation, employment opportunities, community organizing training, and month long international study programs to Africa and Latin America. Based in Harlem, NY but with a national reach, we publish assorted curricula and collections of our members’ writings; train educators from throughout the nation on our approach; and organize and advocate for social change. Bro Sis has earned national recognition for our evidence-based model, receiving an array of awards and funding from a host of national foundations, including Novo Foundation, Doris Duke Foundation, Marlene Nathan Meyerson Foundation, Charles Hayden Foundation, The William R. Kenan Charitable Trust, New York Community Trust, Comic Relief/Red Nose Day, RWilliam Stamps Farish Foundation, and more.

The organization has 30 full-time staff, serves thousands throughout New York City, and has a $6.5 million dollar operating budget, growing to nearly $8 million dollars in the coming fiscal year. In addition, we are working to complete an approximately $21 million capital campaign to fund construction of our new home, which is scheduled for completion in Summer 2021. It is an exciting period of organizational growth and increased impact in our community and beyond.

POSITION SUMMARY

The Accountant will be responsible for key weekly, monthly, quarterly, and annual accounting activities. These activities will include processing and properly coding all accounting transactions, reconciling financial statements and accounts, vendor onboarding, and ensuring data accuracy. The Accountant will report to the Controller.

RESPONSIBILITIES

● Accounts Payable: Input and pay invoices, credit card statements, receipts, and reimbursements – reconcile vendor statements and vendors management

● Accounts Receivable: Assist with invoice preparation and track money owed and other receivables

● Reconcile credit card statements and accounts, and ensure data accuracy

● Review financial records, processes, and accounts to ensure accuracy

● Reconcile bank accounts by compiling, organizing, and balancing financial information

● Correct coding errors and posts journal entry adjustments

● Update and maintain general ledger accounts

● Partner with Controller to ensure accurate and adequate paper and electronic document retention

● Provide support during annual audit

● Perform any other fiscal duties or tasks as assigned or required.

EXPERIENCE & PERSONAL REQUIREMENTS & SKILL SETS

● 5+ years of proven experience in areas mentioned above;

● Bachelor’s degree in accounting, finance or business preferred.

● Must have technical and computational accounting skills as well as an understanding of US GAAP and applicable industry standards.

● Must be detail-oriented with strong organizational, analytical and problem-solving skills.

● Adaptive to a dynamic, rapidly growing work environment.

● Highly entrepreneurial, self-motivated, resourceful and flexible;

● Computer literacy, including proficiency in Microsoft Office;

● Committed to mission of Bro Sis

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

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Associate Director of Literacy Assessment

Posted by | February 2, 2021 |

ABOUT EL EDUCATION

EL Education is a national nonprofit focused on making lasting change in our K-12 public schools. We partner with schools and districts in urban and rural communities across America to provide a transformative educational experience—steeped in challenge, leadership, and contribution—that prepares students from every background for success in college, careers, and life. Our unique approach of joining character to scholarship, inspiring students to work together to make positive change, has yielded groundbreaking results. Our approach centers on an expanded view of student success—one that integrates growth in the mastery of knowledge and skills, character, and high-quality student work, and is informed by the latest science of how students learn and develop. It is the foundation of our highly rated K-8 Language Arts Curriculum and school design model, both of which have proven through rigorous external research to significantly improve teacher practice and student outcomes.

EL Education has developed a four-year strategic plan, Advancing Equity in K-12 Education, to guide our work over the next four years. We are setting our sights on disrupting education inequities by realizing the full potential of our approach across school systems. We aim to reach 2.5M students by 2025.

EL Education was born out of a collaboration between The Harvard Graduate School of Education and Outward Bound nearly thirty years ago: founded as a break-the-mold model of school design with character and academics at the pinnacle. Our mission is to create classrooms where teachers can fulfill their highest aspirations and students achieve more than they think possible, becoming active contributors to building a better world.

ABOUT THE POSITION

Reporting to the Director of Research, The Associate Director of Literacy Assessment will help teachers and leaders use data-informed improvement strategies to make a dramatic impact on outcomes for hundreds of thousands of historically underserved students across the country using the EL Education K-8 ELA Curriculum.

This is an exciting opportunity for a candidate with a deep commitment to equity, expertise in literacy assessment and instruction, an ability to thrive in an environment of creative, innovative adaptation, and a desire to make a significant contribution to one of the leading K-12 organizations in the U.S.

RESPONSIBILITIES

As Associate Director of Literacy Assessment, you will:

Lead measurement and data work with district level partners

  • Create and lead the use of innovative measurement systems for EL Education’s Three Dimensions of Student Achievement (Mastery of Knowledge and Skills, Character, and High-Quality Work) with our district partners, helping them calibrate, collect and analyze data, and engage in continuous improvement processes to transform teaching and learning.
  • Use qualitative and quantitative literacy assessment data to understand student performance and help various stakeholders (teachers, coaches, school leaders, district leaders) take action to meet students’ needs and improve outcomes. Includes creating presentations, attending collaborative meetings, and leading internal and external training sessions.
  • Lead the use of Walkthrough observation tools in the EL Education Dimensions data platform with district partners to promote use of key ELA instructional practices including culturally relevant pedagogy important to implementation of the EL Education ELA Curriculum. Includes developing and choosing indicators, calibrating, and collecting and using data with a focus on equity.
  • Support district and school leaders in developing and enacting progress monitoring plans and engaging in continuous improvement practices to improve student achievement and teacher’s instructional practice.

Provide thought leadership in systems level measurement and impact evidence

  • Contribute to the development of measurement tools for tracking progress towards equitable outcomes on EL Education’s Three Dimensions of Student Achievement — Mastery of Knowledge and Skills, Character, and High-Quality Work in the context of implementation of the EL Education ELA Curriculum.
  • Keep current with academic and field research in literacy and literacy assessment, as well as communicating and building relationships with leading researchers.
  • Support the development of materials and publications that summarize the research base and the theoretical basis for EL Education approaches to literacy instruction and student learning and contribute to efficacy research efforts that build the evidence base for the EL Education K-8 Language Arts curriculum.

CANDIDATE QUALIFICATIONS

This position requires a Master’s Degree in Literacy, Evaluation, Learning Science, or a related field, with at least 3 years of relevant work experience focusing on literacy assessment. Familiarity with Google applications a plus. The candidate should possess effective interpersonal, oral and written communication skills, and have a deep interest in educational issues, social justice, and equity. Demonstrated ability to collaborate and work successfully with diverse teams necessary.

As a successful candidate, you will have:

  • 3+ years experience working with data related to literacy assessment and instruction.
  • Strong knowledge regarding literacy achievement and measurement, including detailed knowledge of existing assessments commonly used by school districts. Understanding of strengths and weaknesses of existing achievement measures as well as analysis approaches to understanding growth and mastery.
  • Demonstrated experience organizing and facilitating professional development sessions focused on literacy data as well as data collection, analysis, and debrief sessions with school and district leaders.
  • Demonstrated ability to synthesize information and articulate current findings from multiple data sources and/or research studies and communicate them to educators in written, visual, and verbal formats.
  • Familiarity with current academic literacy research on literacy assessment and instruction and interest in innovative measurement approaches for non-cognitive skills including social-emotional learning, character, and high quality student work.
  • Excellent collaboration and organizational skills with sharp attention to detail.
  • Ability to work on multiple projects simultaneously and track work to completion.
  • Willingness and ability to travel between 10% and 20% starting in the school year 2021-2022.
  • A passion for EL Education’s mission and vision for student achievement.

COMPENSATION

We offer a competitive salary commensurate with experience and a wide variety of benefits, including paid-time-off, 403b match, maternity/paternity/adoption leave, medical/dental/vision insurance, and more.

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NYC Outward Bound Schools Data Associate

Posted by | January 29, 2021 |

About Us: 

NYC Outward Bound Schools www.nycoutwardbound.org is a nonprofit organization that transforms schools and changes lives by bringing out the best in students, teachers and school leaders throughout New York City.  We operate a citywide network of public schools, in partnership with the City’s Department of Education, which primarily target students from underserved neighborhoods.  Our schools feature rigorous learning experiences, both in and out of the classroom, and are built upon a culture of high achievement and mutual support.  And we provide our students with a robust To & Through College program.  To further extend our impact, we also offer Adventure & Team Building programs to young people not enrolled in our schools and professional learning services to NYC public schools interested in adopting specific practices from our schools.  Over the past 30+ years, we have served over 150,000 students.

Summary

  • This position will support the growth of our organization’s ability to use data and research to learn and improve the support we provide to our partner schools and our ability to report on our impact externally.
  • The role will work within the Programs Team and primarily create actionable data summaries to support school and college access teams with programmatic improvement.

Essential Functions

Data Management (50%):
  • Be the main point of access to pull out relevant data from internal and external data sources in order to  update internal dashboards and support quarterly and annual reporting, including: 
    • Field Programs – responsible for data input, maintenance and reporting for all data related to program participation, safety and outcomes.
    • To & Through College – responsible for ongoing updating of and reporting from PERSIST (internal graduation and post secondary  success database) from National Student Clearinghouse (NSC)  and DOE data sources.
    • Network Schools – responsible for providing network and school specific data for Network Strategy  Team related to annual measures of success. 
    • Advancement – responsible for collecting the impact and participation data needed to report to funders and Board members.
    • Provide quality assurance to all data sources including, but not limited to, NSC, ATS, and other student-level data for accuracy. 
    • Provide technical assistance around data use  across the organization.
    • Establish a consistent and efficient process for the full data life cycle – including collection, configuration, storage, analysis and dissemination. 

Reporting (30%):

  • Manage the merger of specific student, teacher, school level demographic and outcome data, and NYC Outward Bound Schools output data into our network and schools dashboard on a quarterly basis 
  • Synthesize data that informs internal and external audiences and contributes to overall understanding of the impact our programs and services have on students and schools in terms of academics, character, community and college access and success.
  • Support the creation of evaluation/impact reports on programmatic and organizational activities and outcomes. As requested, create summaries of school or program data.

Research & Learning (20%):

  • Support the organization’s continuous improvement work by collaborating with the Network Strategy  and other teams to provide data to support root cause analysis and using data to assess impact of short cycles of  improvement. 
    • Supporting Network Strategy Team to consider what data would measure impact of program team programming (outputs)
    • Support with collecting data and running reports 
    • Support with analyzing data to assess impact and working with teams including school-based staff to better understand their impact 
    • Collect a breadth of qualitative and quantitative data to support refinement of Theory Of Action (including a RCA)
    • Conducting research on development in the field 

Minimum Qualifications-

  • Bachelor’s Degree (Master’s preferred) in education policy, learning analytics or other relevant background
  • Three (3) years interning/working in a data setting, within an education organization 
  • Advanced skills in Excel, SPSS, R, Python or other statistical software 
  • Proficient in using Tableau for data visualization 
  • Knowledge of DOE systems ATS, Salesforce and STARS 
  • Understanding of measurement and evaluation best practices
  • Qualitative and quantitative analysis 

 Professional and Personal Characteristics-

  • Keen eye for detail and passion for quality assurance when dealing with large amounts of data
  • You love finding ways to present messy data in clear and meaningful ways to a variety of audiences
  • You have a demonstrated ability to be an analytical thinker 
  • You’re passionate about the use of data to help improve schools and student outcomes 
  • Teaching experience a plus

 Ideal candidates will share the belief that: (our Core Values)

  • All people are capable of doing great things when they are challenged and supported appropriately.
  • Learning happens best in a community that actively encourages and practices respect, empathy, safety, inclusion, and diversity.
  • Development of character is as important as the development of intellect, and that the two go hand in hand.

 Compensation and Benefits

  • We offer a competitive salary commensurate with experience and qualifications.
  • We offer medical, dental, and vision coverage as well as HRA/FSA/Transit accounts, life insurance, 403(b) 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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Science Department Head (21-22 SY)

Posted by | January 28, 2021 |

The PK-12 Science Department Head is responsible for providing leadership and direction that supports school-wide and department goals, effective teaching of the sciences and professional growth by encouraging faculty to examine pedagogy through both study and practice. The department head shares responsibility for the design, organization, support and evaluation of the curriculum and the physical and material resources necessary to implement it.

The ideal candidate should have extensive teaching experience in a PK-12 environment, deep emotional intelligence, and a passion for sharing best practice pedagogy in the field especially modeling and inquiry-based curricula. The department head has reduced teaching responsibilities and a generous stipend, in order to fulfill the administrative responsibilities.

Packer is deeply committed to diversity and to fostering an inclusive curriculum and community. We actively encourage applications from candidates with broad and diverse backgrounds and from individuals of all races, nationalities, and beliefs.

Essential Duties and Responsibilities

  • Lead a PK-12 department in advancing the school’s mission and departmental goals
  • Collaborate closely with other administrators on hiring, retention, evaluation, coaching and professional growth of science teaching faculty
  • Support ongoing conversations and implementation of culturally-responsive teaching and learning
  • Envision and support professional development for science faculty resulting in each teacher effectively implementing a wide range of best practice instructional and assessment strategies
  • Ensure cohesion, continuity, and rigor of science curriculum in grades PK-12
  • Organize department meetings structured around departmental and divisional goals
  • Serve on Department Heads group, responsible for broad curricular and instructional initiatives
  • Serve on Academic Council, responsible for schoolwide programmatic planning
  • Manage departmental budget and make decisions regarding textbook, software and technology orders
  • Communicate with parents and the wider community about the science department’s philosophy, vision, offerings, measures of success, challenges, etc.
  • Design testing and placement for students entering Packer or seeking to accelerate in our program
  • Oversee and communicate about department budget
Comments Off on Associate Director of K-4 ELA Achievement

Associate Director of K-4 ELA Achievement

Posted by | January 28, 2021 |

Start Date:                          July 2020

Team:                                   Team Teaching and Learning

Location:                             New Haven, CT, or Providence, RI

 

About Achievement First:

Achievement First, a non-profit 501(c)3 charter school management organization, operates 37 public charter schools in Brooklyn, Connecticut, and Rhode Island. The mission of Achievement First is to deliver on the promise of equal educational opportunity for all of America’s children. We know that every child—regardless of race, zip code, or economic status—deserves access to great schools. Achievement First currently educates more than 14,000 students in historically underserved neighborhoods, with over 90% of our students identifying as Black or Latinx. For more information about the Achievement First mission, model, our schools and team, please visit our website at www.achievementfirst.org.

 

 

Summary

The Associate Director of K-4 ELA Achievement is an integral part of the ELA team that works with superintendents, principals, academic deans, and teachers to craft and drive the vision behind an exemplary ELA program. We work closely with these cohorts to ensure that they develop the tools, skills, and knowledge necessary to navigate a changing landscape with the introduction of the Common Core State Standards through professional and curricular development, core skill building, classroom observations, and data analysis. This position offers the opportunity to be at the forefront of this instructional work at one of the nation’s top charter school networks.

 

Responsibilities of the Associate Director of K-4 ELA Achievement Will Include but Are Not Limited to:

 

Manage Program Vision and Implementation

  • Act as a thought partner with elementary regional superintendents and Team Teaching & Learning to help synthesize the network vision for ELA instruction and contribute to the development of clear programmatic recommendations for school leaders

 

Coordinate Core ELA Program Systems

  • With the elementary ELA team, lead school leaders, deans and teachers in maintaining quality control of core systems integral to teaching and learning, such as process-based assessment, data collection, etc.

 

Facilitate Professional Development

  • With the elementary ELA team, develop professional development sessions that support vision setting for the ELA program, implementation of the curriculum and growth of core skills and knowledge

 

Develop Curriculum

  • Create and revise exemplary curriculum materials that are aligned to network priorities
  • Manage lead planners and consultants by providing formal and informal feedback on their materials. Specifically, these materials will include unit plans, assessments, accompanying lesson plans, and student work.

 

 

Coaching and Observations

  • Conduct school observations at varying intervals throughout the year to push content-specific instructional practices, improve implementation of curriculum, gather information on best practices and pilot new projects
  • Develop instructional eye of deans and principals through focused co-observations and feedback

 

Analyze Data

  • Deeply analyze student achievement data (student work samples, weekly quizzes, interim assessments and state tests) to determine how to better develop materials and provide targeted, high quality teacher training

 

Skills and Characteristics

  • Track record of motivating and inspiring large groups of adults, leading to strong achievement results
  • Deep content and pedagogical expertise in elementary ELA
  • Exceptional collaboration, communication, analytical and influencing skills
  • Strong writing skills
  • Willingness to do “whatever it takes”, including acting urgently and flexibly
  • Team player
  • The ability to work autonomously as well as take direction as needed
  • Strong data analysis skills
  • Solid technical skills and experience with Microsoft Word, Excel, PowerPoint and Publisher and with Adobe Acrobat
  • Attention to detail and strong organizational skills
  • The ability to see through multiple projects with many moving parts from beginning to end
  • Belief in the Achievement First mission and educational model
  • Maturity, humility, strong work ethic, sense of humor, and “roll-up-my-sleeves” attitude

 

Educational Background and Work Experience

  • A bachelor’s degree
  • We would prefer a candidate with:
  • Four or more years of highly successful ELA leadership experience
  • A proven, multi-year (3+) track record of exemplary ELA achievement, especially the achievement of low-income, minority students
  • Significant experience planning and executing professional development for large groups of experienced educators
  • 4 or more years of highly successful teaching or leading experience in a school serving primarily low-income students

 

Some weekend/evening work and travel within New York, Connecticut, and Rhode Island are required.

 

Compensation

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

 

To Apply

Email a resume to:

Marcus Cortez

marcuscortez@achievementfirst.org

 

Please visit the Achievement First careers site at http://www.achievementfirst.org/careers/. Achievement First is an equal opportunity employer and an organization that values diversity. People from all diverse backgrounds are strongly encouraged to apply. Spanish language proficiency is a plus. You can learn more about diversity at Achievement First here: http://www.achievementfirst.org/about-us/diversity/.

 

Comments Off on Project Lead, IS+ Espanol Engagement

Project Lead, IS+ Espanol Engagement

Posted by | January 27, 2021 |

Overview:

The Center for New York City Affairs (CNYCA) is an applied research institute at The New School. CNYCA is homed at The Milano School of Policy, Management, and Environment within the Schools of Public Engagement. CNYCA is staffed by professional researchers and analysts and supported by graduate students. The Center’s mission is to drive innovation in urban social policy and improve conditions for low-income and working-class families in the neighborhood of New York City.

Building upon nearly 20 years serving New York City families, InsideSchools is now reimagining what it means to help families understand and navigate the public school system, while also advocating for lasting change. In September 2020, InsideSchools launched InsideSchools+, an online community where families offer and receive support with their school-related needs via discussion groups, online classes, and direct messaging. In the coming year, InsideSchools will continue expanding the services offered to Spanish-speaking families via InsideSchools+.

The Project Lead supports the expansion of InsideSchools+ as it seeks to better serve Spanish-speaking communities in New York City. This part-time position reports to the Director of Education Policy & Editor-in-Chief of InsideSchools.

This position is funded by and contingent upon external fundraising.

Responsibilities:

● Support the strategy, design, and implementation of online groups specifically geared toward Spanish speaking families in NYC.
● Recruit, train, and support a team of Spanish-speaking volunteer group facilitators who help families navigate the NYC school system and advocate for their children’s learning needs.
● Manage the professional translation of existing InsideSchools+ classes from English to Spanish (working with external vendor).
● Nurture relationships with key nonprofit partners who serve Spanish speaking families throughout the city.
● Shepherd the design, development, and implementation of online classes for Spanish speaking families in partnership with nonprofit partners.
● Engage online regularly with members of the InsideSchool+community, offering responses to members’ questions.
● Support the Spanish language promotion, communication, and marketing of InsideSchools+ and InsideSchools, including Facebook Group and Twitter.
● Coordinate Spanish language messaging related to NYC school admissions across communication channels, including website, newsletter, InsideSchools+, Facebook, and Twitter.

Minimum Qualifications:

● Fluent in Spanish and English
● Excellent writing, editing, and digital communication skills
● Bachelor’s degree in public policy, education, social science, or related field
● 5-10 years experience leading projects in nonprofit or educational settings
● Organized and proactive team-player

Preferred Qualifications:

● Knowledge of K-12 education and NYC public school system
● Master’s degree in public policy, education, social science, or related field
● Evidence of successful community organizing
● Evidence of designing and/or leading online classes

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Special Education Teacher

Posted by | January 26, 2021 |

Minimum Qualifications:

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

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
  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.
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Teach with New Visions!

Posted by | January 22, 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

Join Us!

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

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

Who We Are

At New Visions for Public Schools, we work to make great public schools common in New York City. We believe that all of New York City’s students deserve public schools that make successful futures possible, especially Black, Latinx, and low-income students who have historically had inequitable access to a great public education. Since 1989, New Visions has been a driving force behind some of the most significant reforms to public education in New York City.  Today, our diverse team of professionals develops and scales innovative tools and approaches that help educators address common challenges.  Learn more about New Visions HERE

We operate ten public charter schools in the Bronx, Brooklyn, and Queens and, as a trusted partner of the NYC DOE, we help 1,050 public district schools plan for the success of over 600,000 students citywide.   In 2019-20, graduation rates in our Charter and Affinity networks were 94.9% and 86.9% and our college readiness rates were 56.9% and 61.6%. 

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

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

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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Learning Specialist

Posted by | January 19, 2021 |

Nichols School is seeking a forward-thinking Learning Specialist to join our forward-thinking community for the upcoming 2021-2022 school year.  Our educational philosophy is grounded in equity of process and outcomes, and inspired by our mission to train minds, bodies, and hearts for the work of life.  In assessing and meeting the unique educational needs of each student, the successful Learning Specialist will be crucial to achieving our goal of growing a more equitable school community.

This person will work in collaboration with faculty to identify specific academic needs of students as well as strategies to promote academic growth for students. Preference will be given to those who are culturally responsive, demonstrate an understanding of diverse teaching methods, and apply those methods to individual students. This person will need to partner with the Administrative team to develop an effective learning support framework which promotes successful academic outcomes for all students.  This person will also play a role in ensuring the library’s academic and technology resources compliment, enhance and extend the school’s education program.

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 and professional development.

 

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Founding High School Principal

Posted by | January 19, 2021 |

Position Summary  

Great Oaks New York City Charter School  is seeking a dynamic, experienced, and focused High School Principal to lead the launch and growth of Great Oaks NYC High School (GO-NYC). The Principal is responsible for the overall performance, management and operations of the Great Oaks Charter High School on 38 Delancey Street in Manhattan.  The Principal is responsible for ensuring the Great Oaks model for the high school is fulfilled daily on behalf of the students and families.  Specifically, the Principal is responsible for the following:

  • Plan the implementation of an effective high school strategy that enlists staff, families and students in a common effort for student college and career readiness aligned to the GO-NYC High School design and vision,
  • Effectively lead the high school staff around instruction and culture, building a community organized around the GO-NYC HS vision,
  • Ensure that the high school enacts the vision of the GO-NYC model, including the implementation of effective youth culture systems rooted in strengths-based development research, builds an effective and caring culture in the school, and promotes student voice and leadership,
  • Ensure that high quality, student-centered curriculum and pedagogy are implemented across subject, content areas and tutorial settings, 
  • Ensure effective inclusion of diverse learner populations and effective support to ensure that all students meet Great Oaks standards,
  • Oversee the systemic use by teachers and staff of daily, weekly and monthly assessment systems throughout the school aligned to state standards and designed to accelerate student outcomes and their passion for learning,
  • Work with administrators, staff, Fellows, students and families to utilize the information to improve learning and teaching,
  • Ensure that systems are implemented effectively to develop, support, coach and supervise teachers in a way that builds teacher knowledge, inspires and enlists them, and holds them accountable for student learning, 
  • Ensure that the school attracts and retains high quality staff,
  • Ensure the implementation of effective youth culture systems that build off strengths-based leadership development research and enlist staff and students to establishing an effective and caring culture in the school,
  • Implement and refine the Fellow Corps model in the high school, where every student receives effective tutoring, mentoring and enrichment each week that significantly improves their skills and abilities and orientation towards college readiness and increases intellectual engagement,
  • Establish effective and regular ongoing systems of communication with teachers, Fellows, students and parents within the High School,
  • Support the Executive Director in communication to the Board and State Education Department; this includes the following:
    • All members of the school community are fully engaged and can bring their whole selves to the school;
    • A warm, caring, and strengths-based culture is built, deeply committed to student learning and success, that values openness, hard work, and achievement;
    • Ongoing work on diversity, equity and inclusion for staff, students, and families;
  • Coordinate instructional, assessment, curricular, culture support with the Great Oaks Foundation and the Executive Director for the school,
  • Support the Executive Director in implementing the policy, structures and systems to support effective management of the school in areas ranging from budget to enrollment, student data systems to state compliance,
  • Collaborate with the Director of High School Design and the Executive Director to realize the vision and design of GO-NYC High School,
  • Collaborate with the Middle School Principal and the Executive Director Team to ensure consistency between the middle and high school,
  • Uses reflection and improvement in all aspects of work and in leadership of the school to reach all students and effectively drive student learning,
  • Agrees to seek – through formal and informal feedback – to continue to develop and improve his/her job performance while employed by the School.  At Great Oaks, an ongoing quest for improvement is considered essential for all staff members.

The Principal reports to the Executive Director of Great Oaks New York City.  The Principal supports and coordinates with the Executive Director’s ongoing efforts in policy design and implementation, 6-12 curriculum coordination, budget and student enrollment management, communication with the Great Oaks Foundation and other crucial partners, and monitoring of compliance with all New York State policies and laws.  

Competencies and Qualifications

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

  • A strong academic record with a Bachelor’s degree from a competitive college or university required; advanced degree in subject area required
  • At least 6 years in education and a minimum of two years of administrative experience leading student achievement at an urban high school 
  • School Leader Certification (strongly preferred)
  • Extremely strong systems management abilities
  • A strong belief that all students can succeed
  • A do-whatever-it takes attitude including a willingness to work occasionally on the weekend or in the evening
  • An exceptional ability to respond well to feedback and implement it immediately
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Upper School History Teacher

Posted by | January 14, 2021 |

Nichols School is look for a forward-thinking teacher to join our Upper School History Department commencing with the upcoming 2021-2022 school year.  Our educational philosophy is grounded in equity of process and outcomes, and inspired by our mission to train minds, bodies, and hearts for the work of life.

This person should have expertise in teaching ancient and modern world history, as well as the ability to teach other aspects of this discipline. Potential candidates must be able to collaborate with colleagues and bring new ideas to the learning process.  Qualified candidates must have a degree in education/history and the desire to expand the knowledge of history to upper school students.

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 and professional development.

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Middle School English Teacher

Posted by | January 14, 2021 |

Nichols School is seeking a passionate and collaborative full-time Middle School English teacher for the upcoming 2021-2022 school year.  Our educational philosophy is grounded in equity of process and outcomes, and inspired by our mission to train minds, bodies, and hearts for the work of life.

 

Potential candidates must be able to collaborate with colleagues and bring new ideas to the learning process.  A degree in education or literature is a must (master’s degree a plus).

 

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 and professional development.

 

 

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Deputy Director, Programs

Posted by | January 13, 2021 |

DEPUTY DIRECTOR, PROGRAMS

 

The Educational Video Center is seeking an exceptional Deputy Director, Programs to support all programs. The Educational Video Center (www.evc.org) is an award-winning non-profit youth media organization dedicated to teaching documentary video as a means to develop the artistic, critical literacy, and career skills of young people, while nurturing their idealism and commitment to social change.

This is a full time position supporting EVC’s program directors and instructors through program goal setting and evaluation, financial oversight, and grant and contract compliance, coordination of program communications and marketing, as well as classroom observation, review of lesson plans and staff professional development. The Deputy Director, Programs will work under the supervision of the EVC Executive Director and will oversee universal administrative and pedagogical aspects of EVC’s programming which includes Youth Doc Workshops (YDW), New Media Arts (NMA) and Professional Development Programs (PDP). 

Responsibilities:

Program Management and Outreach

  • Work with program directors to co-develop program and pedagogic goals, and benchmarks for evaluating them. 
  • Provide oversight of program grants, progress reports, budgets, accounts receivables and contract compliances.
  • Coordinate with program directors to set program calendars and ensure programs meet benchmarks and production deadlines and program outcomes.
  • Provide oversight of student recruitment, retention, and finding supplemental supports for students as needed in collaboration with program directors.
  • Develop and lead career development initiatives for students and alumni including cultivating relationships for internship placements and managing internship placement process.
  • Create and manage an alumni relations communication system for continuous stewardship and cultivation.
  • Coordinate program marketing, communications to stakeholders, and oversight of film festival outreach, distribution opportunities, and sales of documentaries. 
  • Cultivate creative strategies for film distributions including but not limited to film festivals and community based screenings for public awareness, advocacy and systems change work;  develop means of measuring the reach of each film. 

Pedagogy and Curriculum Support

  • Support program directors in intentional pedagogic approaches and curriculum development (grounded in latest evidence-based youth media and critical media literacy, ensuring DOE alignment, and sharing new trends in curriculum/learning landscape).
  • Support staff to align Youth Powered Video (YPV) curriculum with EVC logic models, strategic plans, rubrics and Philosophy of Practice. 
  • Work with program directors to set instructional goals and to review lesson plans for YDW, NMA instructors and PDP coaches based on YPV curriculum.
  • Work with program directors to conduct regular site visits observing workshops facilitated by EVC instructional staff implementing EVC’s methodology. 
  • Work with program directors to prepare discussion guides for each film in preparation for distribution.

 

Program Staff Support and Professional Development 

  • Provide day-to-day supervision of program staff and report to the Executive Director.
  • Work under the supervision of EVC Executive Director. 
  • Fill in for program/instructional staff as needed in event of absence or transition 
  • Support Human Resources for program staff including onboarding and orientation, employee paperwork, benefits administration, timesheets, pay-time off, medical leave.
  • Collect and review evidence with staff of their accomplishments meeting goals. 
  • Support staff in coordinating culminating screening/launch events. 
  • Foster proactive learning community among staff members and key program stakeholders to encourage best practices, interdepartmental collaboration and continuous program improvement.
  • Foster internal and external strategic professional development opportunities for staff (including but not limited to study groups, literature review, retreats, trainings, conferences etc.)
  • In collaboration with the Executive Director, cultivate opportunities for authoring publications and presenting work at conferences.

 

Qualifications

This position requires current knowledge of political, cultural, technical and educational practices and literature relevant to EVC programs with a focus on youth development and student-centered inquiry-based learning, culturally relevant pedagogy, critical pedagogy, equity and social justice. This position will report to and be evaluated by the Executive Director.

 

Education and Experience

  • Masters Degree or higher, from an accredited college or university; Critical Pedagogy degree preferred
  • At least 2 years experience in staff and program management
  • At least 3 years experience teaching a diverse student population in schools and a passion for youth development 
  • Comprehensive understanding of budget development and grant management 
  • Experience delivering professional development to teachers including instructional scaffolding, differentiated learning, project based learning, restorative justice and ELL teaching
  • Strong instructional and classroom management skills
  • Experience writing unit plans and lessons plans using backwards planning
  • Strong facilitation skills and experience with learner-centered, project-based learning
  • Understanding of and proven track record employing principles of positive youth development
  • Ability to multi-task and attend to details while keeping an eye on the big picture
  • Experience with and respect for protocols
  • Familiarity with student-led portfolio assessments and assessing student work
  • Familiarity with documentary production and youth media
  • Excellent interpersonal, written and verbal communication skills

 

Culture and Values

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

 

Compensation:

The position will be compensated at a full time rate with benefits in the range of $70,000 – $80,000 commensurate with experience, and will be supervised by EVC’s Executive Director.

This position is eligible for vacation, sick days, and organizational holidays with health and dental insurance, commuter benefits, and more. 

Comments Off on Program Coordinator (part-time, virtual)

Program Coordinator (part-time, virtual)

Posted by | January 13, 2021 |

Supervisor: Kyesha Lewis, Manager, Program Operations

Start date: February 8

Commitment: February – June 2021, ~25 hours/week

Pay rate: $20 – $23/hour depending on experience

About Read Ahead

Read Ahead connects children from underserved communities with caring, trusted, consistent mentors in a fun, kid-friendly environment. Centered around the foundational experience of reading together, mentors give their mentees the confidence, motivation, and improved skills to succeed in school and in life. Read Ahead matches volunteers from over 30 partner organizations spanning various industries with students in grades 1-5 at partner New York City public elementary schools, facilitating weekly mentoring sessions throughout the school year. Read Ahead is committed to providing support and continued connection during this time of remote learning. During the 2020-2021 school year, Read Ahead will run a virtual program over Zoom.

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

Program Coordinators work approximately 25 hours per week, between 9:00-4:00, Monday-Friday. Occasional required meetings, training sessions, or other events may also take place outside of regular hours. The Program Coordinator position currently open works three days at P.S 67 in Brooklyn and one day at P.S 33 in Manhattan. Physical presence at school sites is not currently expected; this could change based on official guidance from the Department of Education and in discussion with Read Ahead and school leadership.

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.

Responsibilities

  • Facilitate, coordinate, and monitor 10-15 weekly Read Ahead mentoring 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 ~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
  • Enter and track program data in Read Ahead’s database in a timely manner with attention to detail
  • Actively participate in team meetings, learning initiatives, and professional development

Qualifications

  • Passion for Read Ahead’s mission
  • 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
Comments Off on Executive Director

Executive Director

Posted by | January 12, 2021 |

Academy of the City Charter School (AOC) is a K-8 public charter school serving students in Community School District 30. It has two locations – an elementary school (K-4) in Woodside, and a middle school (5-8) in Astoria.  It is seeking to hire an Executive Director (ED) for the 2021-22 school year.

AoC is a community-based, independent charter with a mission that is committed to a child-centered education, providing each student with a rich, scholarly liberal arts education that values the arts.  Its culture is one of social justice, community, collaboration and reflection. AoC is ethnically, racially and economically diverse, and we are deeply committed to maintaining that diversity while achieving our vision of academic, social and personal success for each child. AoC’s students are “high-achievers” in the many different senses of that word, and are engaged, curious and joyful learners. AoC is a well-regarded and firmly established fixture in the community with a record of success and growth. The new ED would start in April 2021.

The ED will be responsible for ensuring that the school’s mission remains as a centerpiece of the school program as it continues to grow and to strive towards excellence. We are looking for a person with a vision for how a great education can change a child’s life as well as the experience, creativity, and leadership skills to inspire and work with other members of the leadership team, our parent community and the board to make that vision a reality. The ED serves as the chief administrative official, providing leadership and direction for the school, under the direction of the Board and in collaboration with all stakeholders. The ED directly supervises the two Principals, the Director of Operations and the CFO. The ED will be responsible to ensure the academic, organizational, and financial success of the school. In addition, the ED will be the “public face” of the school, interacting with our charter authorizer, community leaders, elected officials and potential funders.

QUALIFICATIONS

  • Preferred 10 years of experience in classroom teaching, coaching, and administrative experience as a department head, head of school or head principal at a charter, private, or district school;
  • Demonstrated success in urban school settings;
  • A Master’s Degree or PhD in Education, Education Administration or a related field;
  • Demonstrated commitment to educational equity and social justice;
  • Excellent oral and written communication and leadership skills.

RESPONSIBILITIES

School Leader

  • The ED is responsible for the overall academic, financial and operational success and growth of the school in accordance with its mission, the needs of its students and the requirements of AoC’s authorizer and other governmental agencies.
  • The ED shall supervise all programs of the School (academic, athletic, ethical, and other extracurricular programs); shall monitor curriculum, grading, testing, use of data, and reporting to parents; shall prepare for and conduct periodic program evaluations; shall submit reports to SUNY and any other governmental bodies or agencies as required.
  • The ED is responsible for effectively communicating the school’s mission, vision and goals to all school stakeholders, including the parent community and all outside partners.
  • The ED shall ensure there are restorative and equitable disciplinary policies and standards of conduct and shall establish school-wide policies that promote equity, diversity, and restorative justice.
  • The ED shall develop, articulate and maintain up to date policies and procedures that are consistent with the school’s mission, philosophy, and goals.
  • The ED shall be the public face of the school, advocating on behalf of the school with community partners and politicians (including with regard to laws pertaining to charter schools).
  • The ED shall ensure that the school meets the needs of its students including, where appropriate, continuing and building upon existing “community school” programs that support families and help ensure the success of the students.
  • The ED is responsible for promoting a positive school-wide culture among all school stakeholders of welcome, diversity, respect, openness to differing opinions or viewpoints, collaboration and reflection.
  • Working collaboratively with members of the leadership team, the ED shall set policies for hiring outstanding persons of diverse experiences, backgrounds and perspectives to serve as members of the faculty and administration and shall supervise the two principals and the director of operations in all matters regarding employment, including salaries and contracts, job assignments and performance evaluations, record keeping, orientation, training and compliance with all applicable laws.
  • ED shall have direct supervision of the senior administration of the School and shall oversee and coordinate the activities of the entire organization.
  • Particularly with regard to children with special needs or who are at risk, the ED shall ensure that AoC’s programs support the vision that “every child in our diverse community reaches academic, social and personal excellence.”
  • The ED shall be responsible for developing and maintaining a teacher development and leadership program geared toward the development of master teachers who remain as part of the AoC school community.
  • The ED shall ensure that the curriculum meets the mission of the School and shall ensure that, in keeping with the collaborative philosophy of the School, the teachers and the administration work together to ensure that the curriculum is constantly evaluated and revised to ensure excellence and best practices.
  • During the school year 2021-22, the ED shall work closely with the Middle School principal in continuing to develop a state of the art, 21st Century Middle School, which builds upon the educational philosophy, curriculum, school climate and culture of the existing lower school.
  • The ED shall take all necessary steps to ensure that the new middle school, and the existing elementary school, together constitute a single institution with coordinated programs, and common philosophies, climate and culture.

Fundraising and Advocacy

  • The ED shall be responsible for overseeing a successful development program that seeks out governmental, community, foundational and private partnerships.
  • The ED shall collaborate with the Board in its development work.

Charter Renewal and Advocacy with Charter Authorizer

  • The ED shall advocate with the School’s authorizer not only with regard to renewal, but with regard to pedagogical issues pertinent to the School.
  • The ED shall ensure that the School meets its accountability plan with SUNY while remaining true to its pedagogical philosophy of providing a child-centered, hands-on, rich liberal arts education.

Work with Board

  • The ED shall report to the Board at its monthly meetings and as otherwise requested by the Board, shall meet regularly with the Board Chair and shall serve ex officio on all Board standing committees.
  • The ED shall ensure that all Board policies are carried out; shall review those policies and make recommendations for changes; shall prepare reports, respond to all Board inquiries and keep Trustees informed on all aspects of the School’s operation.
  • The ED shall collaborate with the Board in setting metrics and annual goals to ensure the success and continued growth of the school.
  • The ED shall inform the Board about current trends and developments in education and rules and regulations of the NYS Department of Education and state and federal laws as well as the school’s Authorizer (SUNY).

Strategic and Organizational Planning

  • The ED shall ensure that frameworks and practices are in place to ensure regular cycles of long-range strategic planning and annual goal setting that incorporates data on student performance and stakeholder feedback.
  • The ED shall develop, articulate and maintain up to date policies and procedures that are consistent with the school’s mission, philosophy, and goals.
  • The ED shall collaborate with the Board during the 2021-22 school year in developing a five-year strategic plan.

 

COMPENSATION:

Competitive salary and benefits offered.

 

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Business Analyst

Posted by | January 1, 2021 |

Overdeck Family Foundation was founded in 2011 by John and Laura Overdeck with the goal of providing all children the opportunity to unlock their potential. We focus exclusively on enhancing education, funding efforts both inside and outside of school in the areas of early childhood, informal STEM education, and K-9 programs that include supporting educators and student-centered learning environments. 

Our grantmaking and strategic support focus on unlocking innovation, evidence, and growth opportunities for organizations and researchers that are committed to accelerating key academic and socioemotional outcomes for all children. We fund both direct impact organizations and ecosystem efforts that clear the path to scale for our grantees and the work that they do. 

 The Foundation is seeking a full-time Business Analyst to support the Program Director as he clarifies the Foundation’s programmatic vision and manages the investment teams to strategically source and invest in early and growth stage organizations that are expanding educational opportunities for children across the United States. The Business Analyst will join the Overdeck Family Foundation as we are growing our annual funding output and seeking to evolve our supports to more effectively meet our grantees’ needs and goals, which focus on supporting innovation, evidence building, and growth. The core problems this person will solve will include supporting the Program Director to maximize his effectiveness, designing and implementing a clear vision for data congruency on the program team, and hypothesizing and building out the most effective and efficient non-monetary supports for our grantees.

Visit www.overdeck.org for more information.

What You’ll Help Us Do: 

  • Support the Program Director to manage multiple portfolio investment teams within a vision for strong investment decision making and efficient grantee support
    • Internalize the program vision and track changes to this strategy as it evolves
    • In partnership with the Program Director, break down Program Director’s vision for team management into systems, processes, and routines
    • Provide project and people management support to the Program Director including capturing action items and tracking execution
    • Provide administrative capacity to the Program Director
      • Managing the Program Director’s calendar
      • Creating routines and structures designed to efficiently prepare the Program Director for internal and external meetings
      • Joining the Program Director in internal and external meetings to help him synthesize notes and effectively capture next steps
  • Support the Program Director and the program team as the Foundation takes a more active role in assisting our grantees with core business problems and additional needs through non-monetary support. 
    • Support portfolio teams to conduct a grantee needs assessment
    • Organize a menu of options for non-monetary support and research potential partners to provide non-monetary support
    • Track who receives non-monetary support and at what level
    • Collect and organize the data to evaluate the impact of the non-monetary support
    • Work with the Program Director and the program team to generate key learnings from the non-monetary support to inform future design
  • In partnership with our internal SIL team (strategic impact and learning), envision, design, and execute on systems and structures that result in data transparency around all key program activities and metrics
    • Design and create data dashboards to drive decision making including identification of which data points matter and how to best track them
    • Build and manage processes to ensure that data is accurately captured and housed across the program teams while creating reasonable demands on the program team members’ time
    • Over time, develop the ability to synthesize data to create key findings as data is collected
  • Build relationships with Overdeck Family Foundation staff and represent the Foundation to external audiences as needed 
    • Develop strong relationships with Foundation colleagues at every level and operate with a strong customer service orientation with a focus on anticipating and meeting the needs of others 
    • Successfully engage in written and verbal communication with external stakeholders in ways that inspire confidence in the Foundation

Who You Are:

A smart, eager learner. You take a nuanced and rigorous approach to your work, both able to act on well-informed hypotheses and willing to change your mind. You use your critical thinking and quantitative analysis skills to see patterns, guide smart decision-making, and evaluate opportunities.

An operator. You are able to make plans to effectively map and execute complex projects with multiple stakeholders. You are able to autonomously manage yourself and the actions of others who do not report into you with very little oversight. Most importantly, you love this type of work.

Highly relational. You are able to work well with OFF staff members at all levels because you are kind, thoughtful and curious. You enjoy interacting with others and would quickly grow to be a strong representative of OFF to external audiences.

A data guru. You are able to adeptly understand a problem, identify potential solutions, narrow those solutions through cost benefit analysis, and engineer data driven pilots to test the strongest solutions. You are able to analyze complex datasets to tell clear and accurate stories. You are able to create dashboards to tell clear data stories and manage others to capture and house data to ensure those dashboards are accurate.

A values driven and empathetic human. You operate with a high level of self-awareness, humility, and emotional intelligence and you value the same in your colleagues. You engage in conflict confidently and with kindness. You are excited about working in an environment where complex problems are being considered. You are able to articulate and navigate tensions with an orientation towards understanding and valuing multiple perspectives. You don’t shy away from holding two opposing ideas at once and you are comfortable with not knowing or not agreeing and committing.

What You’ve Done

Required experience:

  • Minimum of 2 years of work experience
  • Work experience centers on data analysis and complex project management
  • Bachelor’s degree
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Director of Community Scholarships

Posted by | January 1, 2021 |

Director of Community Scholarships

Revised 6.15.20

 

About NYC Kids RISE 

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

 

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

 

NYC Kids RISE is driven by the belief that every NYC public school child should have a real financial asset for higher education, starting in kindergarten, and support from every part of their community to achieve educational and economic success. Based on the successes of the pilot phase, NYC Kids RISE is currently working with its public, private, and community partners to prepare to expand the Save for College Program beyond School District 30 to other NYC school districts. In the 2020-2021 school year, NYC Kids RISE hopes to begin enrolling kindergartners in the Save for College Program across two school districts in addition to District 30. The ultimate vision is to create a universal, community-driven wealth-building platform–embedded in homes, schools, and neighborhoods–across all 32 school districts in the NYC public school system. This approach draws from a variety of best practices and disciplines across the fields of asset building, child savings accounts, financial empowerment, education, community wealth building, urban poverty, neighborhood effects and social capital research, collective impact, and more.

 

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

 

Director of Community Scholarships

A fundamental component of the Save for College Program, Community Scholarships are a way for communities to leverage their unique assets, institutions, and traditions to visibly and tangibly support their children’s educational futures. By enabling local stakeholders (businesses, neighbors, civic organizations, anchor institutions, etc.) to support the NYC Scholarship Accounts in the ways and amounts that make sense for them, Community Scholarships are a tool for demonstrating community-wide support for every child’s future, encouraging families to continue planning and saving for higher education, strengthening social capital, and building generational wealth in neighborhoods. On top of these community-led contributions, NYC Kids RISE targets its own fundraising, partnerships, and projects to progressively direct assets toward the accounts of low-income families and communities, as well as families and communities of color. 

 

Functionally, Community Scholarships are contributions to groups of NYC Scholarship Accounts through a donation to NYC Kids RISE. NYC Kids RISE deposits 100% of the donations received for Community Scholarships into the NYC Scholarship Accounts of the designated group of students, subject to its Community Scholarship Guidelines. For examples of Community Scholarships done to date in District 30, click these links for information about Seamless’ “Donate the Change” Community Scholarship, the Center of Hope International and Community Church of Astoria’s Concert for College, the PS 92 Parent-to-Parent Community Scholarship, and the Funding Long Island City’s Future Campaign.

 

NYC Kids RISE seeks an entrepreneurial, systems-oriented, creative, experienced fundraising and business development professional, relationship builder, communicator, and capacity builder to serve as the organization’s first Director of Community Scholarships. The Director will lead, deepen, systematize, and drive continuous innovation in the Program’s Community Scholarship area, building out and expanding what will ultimately be a citywide system that 1) leverages assets from within a neighborhood toward the college savings accounts for students in that neighborhood; 2) strengthens local ecosystems and build social capital in neighborhoods; 3) promotes equity by directing significant capital to students in neighborhoods that are historically under-resourced; and 4) motivates families to engage with their scholarship and savings accounts, further building assets and promoting their college and career expectations.

 

Key responsibilities include but are not limited to:

 

  • Direct fundraising and leveraging funding streams for Community Scholarships:
    • Lead NYC Kids RISE’s work with public, private, and community partners to identify large, sustained institutional funding streams in NYC to drive significant capital directly into students’ accounts, particularly those in under-resourced communities and communities of color, expanding the Program’s impacts on combating wealth inequality and the racial wealth gap in NYC;
    • Develop a Community Scholarship fundraising plan with a focus on racial equity, setting clear quarterly fundraising targets;
    • Cultivate and manage prospective donor and partner relationships related to Community Scholarships.

 

  • Provide technical assistance for community-driven fundraising and partnerships:
    • Support and provide hands-on technical assistance for NYC Kids RISE staff and stakeholders (including parents/guardians, school staff, PTA/PA organizations, community-based organizations, businesses, anchor institutions, unions, civic associations, resident associations, and other local and citywide institutions) in each school district to design and execute Community Scholarships. 
    • Serve as subject matter expert for the NYC Kids RISE team on Community Scholarships;
    • Oversee all activities related to the lifecycle of Community Scholarship implementation, including overseeing Community Scholarship announcement and related events, notification and communication to Community Scholarship recipients, in service to the goals of Community Scholarships;

 

  • Develop and evolve systems for scaling Community Scholarships, launching and replicating successful prototypes and best practices across school districts and ultimately citywide:
    • Drawing from online and offline tools, best practices, and platforms around community fundraising and engagement, develop internal tools, trainings and systems for tracking, scaling and managing Community Scholarships, including enabling stakeholders within and across neighborhoods to design and execute their own Community Scholarships that best leverage the financial and non-financial assets in their neighborhoods and across the city; 
    • In partnership with NYC Kids RISE teammates, test ways in which Community Scholarship can catalyze and maximize community, family, and student engagement with their scholarship and savings accounts and reinforce their college- and career-going expectations;
    • Develop and maintain systems for collecting and sharing data and metrics tracking progress toward the goals of Community Scholarships outlined above;
    • Maintain and evolve NYC Kids RISE’s Community Scholarship Guidelines, including liaising with NYC Kids RISE legal and leadership as needed to ensure ongoing compliance with applicable laws, regulations, and organizational policies;
    • Work with the NYC Kids RISE communications team to develop and design print and digital materials, tools, and campaigns to promote and drive Community Scholarships;
    • Support the development of systems to capture partners’ experiences, stories, and best practices to share about Community Scholarships across neighborhoods and across the city.

 

  • Contribute to NYC Kids RISE core operations
    • Participate and share in the organization’s work to advance racial equity and anti-oppression in the organization’s and program’s operations and practices; proactively identify opportunities to advance the development of an anti-racist organization; share and solicit ongoing feedback and conversations to advance this work;
    • Maintain, and support other staff and volunteers to maintain, strict adherence to NYC Kids RISE data security and privacy policies.

 

Qualifications

  • At least eight years of experience in a combination of fundraising, business development, partnership management, community organizing, and event planning;
  • Interest in every day looking a little different;
  • Experience working across sectors;
  • Superb communication and relationship building skills, including writing, public speaking, event planning, and presentation to diverse audiences; 
  • Adaptable, flexible and effective problem solver in fast-paced settings; 
  • Proven project manager, highly organized, strong attention to detail, ability to multitask;
  • Willingness to work long hours, evenings, and some weekends as needed;
  • Strong judgment; 
  • Knowledge of, and demonstrated interest in, increasing economic opportunities and long-term financial security for low-income New York City families and neighborhoods, and combating wealth inequality and the racial wealth gap; 
  • Familiarity with New York City neighborhoods and systems (schools, community-based organizations, social services, local and state government, philanthropy, etc.) preferred;
  • Experience in a start-up setting preferred. 

 

 

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Civic Education & Pedagogy Coach

Posted by | December 21, 2020 |

The Education and Pedagogy Coach will be responsible for two fundamental functions:

(1) Pedagogical coach and partner in curriculum and lesson plan design for teachers at schools rooted in faith traditions. This includes Jewish, Catholic, Christian, and Muslim middle and high schools who serve students from a diverse economic, ethnic, racial, and political network.

(2) Program coordinator managing design, implementation, and logistics for our student programs, while our Director of Education is on a 3-month maternity leave.

IDEAL CANDIDATE: An experienced educator who uses their knowledge of pedagogy and experiences in the classroom to support fellow teachers in actualizing their civic education goals.

We are specifically seeking to hire someone who is comfortable working with the diverse network of schools and communities that we serve.

People of color are strongly encouraged to apply.

COMPENSATION: $35-42/hour; 15-20 hours/week

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Early Childhood Policy & Advocacy Associate

Posted by | December 18, 2020 |

The Education Trust–New York seeks a full-time Early Childhood Policy & Advocacy Associate, who will help to implement Ed Trust–NY’s early childhood education policy agenda.  

About Ed Trust–NY:  

The Education Trust–New York works for educational justice and the high academic achievement of all students at all levels, from early childhood through college completion. We expose educational injustices and inequities that separate students of color, multilingual learners, and low-income students from their peers, and we identify and advocate for the strategies that will forever close equity gaps. Ed Trust–NY is a nonpartisan, data-driven, nonprofit education policy and advocacy organization. We work alongside parents, educators, policymakers, and community and business leaders. 

Ed Trust–NY staffs the Raising NY coalition, which is a diverse statewide coalition of parent, early childhood, education, civil rights, business, and health organizations dedicated to increasing the number of children who are on track for school readiness. 

Ed Trust–NY is a fast-paced, mission-driven organization with high expectations for our team and the work we produce. We are committed to high-quality policy and advocacy and the relentless pursuit of equity.  

To learn more, please visit edtrustny.org and raisingny.org 

The position: 

The Early Childhood Policy & Advocacy Associate will support Ed Trust–NY and Raising NY’s efforts to advance policies that support families of infants and toddlers during the first critical years of life. Through the development of policy recommendations, reports, memos, and other publications, the execution of strategic advocacy campaigns, and supporting the Raising NY coalition, the Early Childhood Policy & Advocacy Associate will help execute a robust agenda to increase the number of children from birth to 3 who are on track for school readiness in New York State. 

The ideal candidate for this role has knowledge of the equity issues facing infants and toddlers and their familiesrelevant policies, and core early childhood programs; experience working with diverse coalitions of partners to execute successful advocacy strategies; and a passion for improving and expanding access to high-quality programs for children from birth to three. The position will be based in New York City.  

The Early Childhood Policy & Advocacy Associate’s responsibilities include, but are not limited to, the following:  

  • Support the Deputy Director & Chief Partnerships Officer to develop and sustain constructive relationships with the Raising NY coalition and other key partners, including statewide and local civil rights, early childhood, parent, faith, business, and advocacy groups; legislators; practitioners; and the public. 
  • Leverage relationships with grasstop and grassroot leaders and organizations to prioritize the issue of improving New York State early childhood education to the front and center of state policymaking and investment.
  • Engage in research and analysis to support advocacy efforts, in collaboration with coalition partners and the Ed Trust–NY research and policy team. 
  • Develop and execute thadvocacy strategy for our policy agenda, including managing social media and letter writing campaigns, coordinating sign-on letters, arranging and leading meetings with policymakers. 
  • Inform Ed Trust–NY and the Raising NY coalition’s policy positions by monitoring and reporting policy conversation across government, media, think tanks, academia, and advocates. 
  • Draft policy briefs, reports, public comment, fact sheets, and other written collateral in support of advocacy efforts. 
  • In response to legislative, regulatory, institutional, and other policy proposals, prepare memos, letters, and statements summarizing Ed Trust–NY and Raising NY’s positions, analyses, and recommendations.

QUALIFICATIONS AND EXPERIENCE:  

We are looking for a combination of the following qualifications and experience:  

  • Passion for increasing statewide access to high-quality early childhood care and educational experiences for all children, especially focused on children from low-income backgrounds and children of color who have been impacted by systemic racism and other social barriers to access, and an unwavering belief that these children could be much more successful if institutions better served them and their families. 
  • Commitment to diversity, equity, and inclusion internally and externally, including confronting the impact of systemic racism in early childhood policy and advocacy work.
  • Familiarity with the New York State, New York City, and other local policy contexts that affect early childhood (with emphasis on infants/toddlers). 
  • At least 2-3 years of experience conducting policy and advocacy with a focus on infants/toddlers. 
  • Ability to work independently and collaboratively to advance early childhood policy advocacy, often in time-sensitive situations. 
  • Ability to work on and manage multiple projects with quick turnarounds and pivot among priorities.
  • Exceptional writing and clear communication skills. 
  • Superb project management and time-management skills. 
  • Demonstrated experience and comfort with using data to support policy and program development. 
  • Master’s or PhD with 1-2 years of relevant professional experience, or Bachelor’s with 3-5 years of relevant professional experience, or 5+ years of relevant professional experience (preferred, but will consider all candidates). 
  • Strong oral and written communication skills, including experience with Microsoft Office suite.
  • Strong sense of honor and integrity. 
  • A friendly and supportive working style that brings out the best in colleagues.

Compensation and Benefits:  

Salary is commensurate with experience and qualifications. Ed Trust–NY offers a comprehensive benefits package.  

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Communications Manager

Posted by | December 18, 2020 |

The Education TrustNew York seeks a full-time Communications Manager. Reporting to the Communications Directors/he will be responsible for increasing awareness of and commitment to Ed Trust–NY’s mission and work among a broad range of audiences, most particularly opinion leaders, educators, policymakers, and the general public.  

ABOUT THE ORGANIZATION: 

The Education Trust–New York works for educational justice and the high academic achievement of all students at all levels, from early childhood through college completion. We expose educational injustices and inequities that separate students of color, multilingual learners, and low-income students from their peers, and we identify and advocate for the strategies that will forever close equity gaps. Ed Trust–NY is a nonpartisan, data-driven, nonprofit education policy and advocacy organization. We work alongside parents, educators, policymakers, and community and business leaders.   

Ed Trust–NY is a fast-paced, mission-driven organization with high expectations for our team and the work we produce. We are committed to high-quality policy and advocacy and the relentless pursuit of equity.    

To learn more, please visit edtrustny.org 

MAJOR RESPONSIBILITIES: 

The Communications Manager’s responsibilities include, but are not limited tothe following:  

  • Working with the Communications Director, lead and execute Ed Trust–NY’s social media efforts, maximizing the potential to expand and intensify the impact of our narrative-building and advocacy efforts.
  • Manage and create content for Ed Trust–NY’s social media accounts. 
  • Maintain social media calendar that advances Ed Trust–NY’s advocacy agenda and amplifies the work and voices of partner organizations. 
  • Develop social media toolkits to share with partner organizations that consistently promote Ed Trust–NY and its advocacy agenda.
  • Drive engagement on Ed Trust–NY’s social media channels, with an eye toward increasing following and engagement. 
  • Support team members interested in developing a presence on social media.
  • Assist with maintaining organization’s websites. 
  • Work closely with web designers to write, post, and update content related to our project releases. 
  • Produce supplemental collateral, such as blog posts, photos, videos, and infographics. 
  • Look for opportunities to consistently freshen and update content to improve user experience, and work with Communications Director and website developers to execute. 
  • Assist with planning for and executing releases of policy briefs, analyses, and other projects. This work will include drafting press releases, copy editing reports, working with partners to gather feedback and quotes, and managing our related social media strategy. 
  • Produce two newsletters (one weekly, one biweekly). 
  • Maintain editorial calendar for newsletters. 
  • Conduct interviews when needed and write copy. 
  • Compile newsletters for review by Communications Director. 
  • Assist with developing and tracking metrics for assessing the impact of our digital communications efforts.

QUALIFICATIONS AND EXPERIENCE:  

We are looking for the following qualifications and experience:  

  • Bachelor’s degree or equivalent. 
  • At least 2-3 years’ experience in journalism or communications, which could include work at school newspapers, internships, freelancing, or other professional experiences. 
  • Excellent communications skills, both oral and written, are essential. Proven ability to persuade by written and spoken word.  
  • Substantial knowledge of and proven success with digital and social media is essential.   
  • Familiarity with Word Press, InDesign, Hootsuite, Canva, Google Analytics, Microsoft Exceland any video editing programs all favorable. 

 Core Competencies  

  • Demonstrated ability to create engaging social media content and manage social media profiles to strategically grow their reach. 
  • Experience with and ability to balance multiple demands and deadlines with composure.  
  • Knowledge of issues relevant to education. Experience working in or familiarity with education in New York State preferred, but not required.

Personal Characteristics  

  • Passion for improving the educational experiences and outcomes for students of color and students from low-income backgrounds, and an unwavering belief that these students could be much more successful if institutions better served them. 
  • Demonstrated ability to work with people of diverse backgrounds, cultures and perspectives. 
  • Self-starter mentality and the ability to work independently. 
  • A demonstrated commitment to excellence. 
  • Healthy respect for colleagues. 
  • Commitment to diversity, equity, and inclusivity. 
  • Goal-oriented, project-oriented, and achievement-oriented. 
  • Strong sense of honor and integrity and a commitment to the highest ethical standards. 
  • A warm personal style with a good sense of humor.

COMPENSATION AND BENEFITS:  

Salary is commensurate with experience and qualifications. The Education TrustNew York offers a comprehensive benefits package. Remote working from another location in New York State could be an option.

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Advocacy & Partnerships Manager

Posted by | December 18, 2020 |

The Education Trust–New York seeks a full-time Advocacy & Partnerships Manager who will help to accelerate and amplify Ed Trust–NY’s policy agenda.  

About Ed Trust–NY: 

The Education Trust–New York works for educational justice and the high academic achievement of all students at all levels, from early childhood through college completion. We expose educational injustices and inequities that separate students of color, multilingual learners, and low-income students from their peers, and we identify and advocate for strategies that will dramatically decrease equity gaps. Ed Trust–NY is a nonpartisan, data-driven, nonprofit education policy and advocacy organization. We work alongside parents, educators, policymakers, community, and business leaders.  

Ed Trust–NY is a fast-paced, mission-driven organization with high expectations for our team and the work we produce. We are committed to high-quality policy and advocacy in our relentless pursuit of equity.   

To learn more, please visit edtrustny.org 

The position: 

The Advocacy & Partnerships Manager will support Ed Trust–NY’s efforts to advance policies that close equity gaps in early childhood, K-12, and higher educationThey will support the development and lead the execution of the advocacy strategy for our policy agenda, including managing social media and letter writing campaigns, coordinating sign-on letters, and leading meetings with policymakers.   

Reporting to the Deputy Director & Chief Partnerships Officer, the Advocacy & Partnerships Manager will help to develop and sustain Ed Trust–NY’s relationships with partners, coalition members, policymakers, and other stakeholders. They will serve as an important representative of Ed Trust–NY in a wide range of external settings and contribute to policy development and advocacy strategy across the organization’s workThe ideal candidate for this role has knowledge of the education policy and advocacy landscape in New York State – particularly in the early childhood, K-12, and higher education spaceexperience working with diverse coalitions of partners, and a passion for educational equity and justiceThe position will be based in New York City, with regular travel to Albany and occasional travel to other parts of New York State (post-pandemic).  

The Advocacy & Partnerships Manager’s responsibilities include, but are not limited to, the following:  

  • Support the Deputy Director & Chief Partnerships Officer to develop and sustain constructive relationships with key partners, including statewide and local civil rights, education, parent, faith, business, and advocacy groups; legislators; practitioners; and the public. 
  • Leverage relationships with grasstop and grassroot leaders and organizations to prioritize the issue of improving education in New York State to the front and center of state policymaking and investment. 
  • Develop and execute the advocacy strategy for our policy agenda, including managing social media and letter writing campaigns, coordinating sign-on letters, and leading meetings with policymakers. 
  • Inform Ed Trust–NY’s coalitions policy positions by monitoring and reporting policy conversation across government, media, think tanks, academia, and advocates.

QUALIFICATIONS AND EXPERIENCE:  

We are looking for a combination of the following qualifications and experience:  

  • Passion for increasing statewide access to educational justice for all children, especially focused on children from low-income backgrounds and children of color who have been impacted by systemic racism and other social barriers to access, and an unwavering belief that these children could be much more successful if institutions better served them and their families. 
  • Commitment to diversity, equity, and inclusion internally and externally, including confronting the impact of systemic racism in policy and advocacy work. 
  • Deep familiarity with the New York State, New York City, and other local policy contexts that affect educational equity from birth through college.  
  • Experience working with civil rights organizations, business and education leaders, policymakers, and civic leaders across New York State. 
  • Successful experience advancing educational equity with key local and/or state-level policymakers. 
  • At least 3-5 years of experience conducting education policy and advocacy, particularly in K-12. 
  • Ability to work independently and collaboratively and pivot as priorities shift – often in time-sensitive situations. 
  • Ability to work on and manage multiple projects with quick turnarounds.  
  • Exceptional writing and clear communication skills. 
  • Ability to negotiate nuances in policy and advocacy approaches. 
  • Superb project management and time-management skills. 
  • Master’s or PhD with 1-2 years of relevant professional experience, or Bachelor’s with 3-5 years of relevant professional experience, or 5+ years of relevant professional experience (preferred, but will consider all candidates). 
  • Strong oral and written communication skills, including experience with Microsoft Office suite. 
  • Strong sense of honor and integrity.  
  • A supportive working style that brings out the best in colleagues.

Compensation and Benefits:  

Salary is commensurate with experience and qualifications. Ed Trust–NY offers a comprehensive benefits package.  

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Residency Instructional Coach (Immediate)

Posted by | December 18, 2020 |

Positions Report to: Director, East Harlem Teaching Residency

Start Date: January 6, 2021

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 work closely with the instructional leadership team to support East Harlem Teaching Residents 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 East Harlem Teaching Residents to provide 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 Teaching Residents (placed in Grades 2-5th) 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 to our Teaching Residents.

What Qualifies You

  • You have a minimum of three-years teaching experience, Special Education experience
  • You have experience supporting and coaching novice or pre-service teachers
  • 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 Master’s degree in education or related field
  • Appropriate NYS certifications preferred
  • 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: Leveled Literacy Intervention and Reading Mastery, and Research for Better Teaching (RBT), preferred
  • You believe deeply in the East Harlem Scholars Academies and EHTR mission, core values, and racial equity statement

Areas of Leadership

  • Support the instructional development of East Harlem Teaching Residents in understanding the curriculum, varied assessments, and our instructional rubric
  • Provide explicit coaching support for curriculum implementation, ensuring consistency with network initiatives and recognized best instructional practices.
  • Formally observe (evaluative) lessons and provide feedback for a resident’s professional growth and students’ success.
  • Assist residents with resources, materials, tools, information, etc. to support classroom instruction and planning.
  • Assist residents with planning and pacing of lessons, the development of differentiated lessons, and the selection of best practices to meet the needs of their students both at East Harlem Scholars Academy and students in the out of school time program.
  • Support residents 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.
  • In collaboration with the EHTR team and school leadership, develop coaching plans for residents to ensure student improvement.
  • Build strong relationships with teachers, residents, administrators, EHTR team, professors and other coaches
  • Serve as a manager to a portfolio of 8 teaching residents
  • Depending on the needs of the school, the ideal candidate must also be willing to engage in non-instructional support responsibilities.

Thank you in advance for taking the time to submit an application.

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Newsroom Visuals Coordinator

Posted by | December 3, 2020 |

Chalkbeat, the growing nonprofit news organization telling the story of education in America, seeks a visuals coordinator to join our team. Chalkbeat provides deep, local coverage of education policy and practice to inform the decisions and actions that lead to better outcomes for children and families, especially those in low-income communities. We believe that every child deserves an excellent education and that a strong press is vital to making that happen. In our eight local bureaus and a national desk (and growing), we’re working with communities to reimagine and recreate the press public education deserves. Learn more about how our unique model — a nonprofit newsroom covering a single topic in multiple locations — represents a promising path forward for local news. Read more about our mission and values.

The newsroom visuals coordinator collaborates daily with reporters, editors, data journalists, and bureau chiefs across Chalkbeat to make sure our stories are accompanied by the best photos and visual treatments. While this is not a photographer role, if you have photography skills there is an opportunity to take photos occasionally.

We’re looking for a flexible, self-directed person who enjoys interacting with people and finds fulfillment in sweating the smallest details. You must thrive in a fast-paced environment. You will report to Chalkbeat’s Managing Editor for Style and Standards.

 

Your impact as the visual coordinator:

  • Enhance the visual presentation of Chalkbeat’s journalism by maintaining our photo database, building our photo library, and uploading freelance and partnership photos.
  • Manage the daily process of selecting and acquiring photos and/or other visuals for stories and track which photos are used. 
  • Ensure that our published photos reflect the communities that we report for.
  • Maintain our asset manager. Fix errors or omissions in metadata and oversee best practices.
  • Refine and maintain our guidelines for workflow, stock photography, indexing, partnerships, and editorial and ethical standards for visuals. 
  • Work closely with the operations team to manage and oversee our Getty Images accounts, freelance photography relationships, and photo partnerships with other newsrooms.
  • Train and coach reporters on incorporating photojournalism best practices into newsgathering and story field production.
  • Work with our data team to create and organize a searchable database of past graphics and data sets.

 

What background and skills do you have?

  • You are highly organized, comfortable working with databases, and thrive on bringing order to chaos.
  • You have strong time management skills and are adept at prioritizing and multitasking while maintaining an attention to detail.
  • You have a basic understanding of photography and strong understanding of post-production workflows including metadata tagging, the Adobe Creative Suite, and storytelling. 
  • You are an avid news consumer.
  • You are comfortable working remotely or with remote team members.
  • You enjoy working in a fast-paced environment with a variety of personalities.
  • You are a solid communicator who knows how to ask for help, empathize with teammates, and take ownership of your work.
  • You share Chalkbeat’s commitment to reflecting and including diverse people and perspectives in our content.

 

Bonus points if you’ve got:

  • Experience working in a newsroom.
  • Experience or familiarity with copyright law and contracts. 

We recognize that every candidate brings interesting skills and experiences that we haven’t thought of. Don’t hesitate to apply and tell us about yourself. 

We are working remotely for the foreseeable future, but our virtual newsroom features daily interaction, fun slack channels (#pets and #foodies), personal development sessions, and team exercise and meditation get-togethers.  This position can be done permanently remotely, or when it is safe for our offices to reopen, you’re welcome to join us in person in Chicago, Denver, Detroit, Indianapolis, Memphis, Newark, Philadelphia, Washington, D.C., or New York City.

This is a full-time position with benefits. Chalkbeat offers a competitive salary, commensurate with experience, and a generous benefits package, including a paid winter recess from December 26-31.

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 statuses, sexual orientations, and marital statuses to apply.

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Middle School ICT Teacher

Posted by | December 3, 2020 |

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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Posted by | December 3, 2020 |

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Comments Off on Opportunities for 2017-2018 SY

Opportunities for 2017-2018 SY

Posted by | December 3, 2020 |

 

Opportunities at VOICE Charter School

 

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

 

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

 

What makes VOICE different?

 

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

 

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

 

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

 

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

 

All Staff at VOICE:

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

 

____________________________________________________________

 

 

 

We are actively hiring for the following positions for the 2017-2018 school year and would love to have the opportunity to speak with you about your qualifications and experiences:

 

Leadership:

Dean of Culture

 

Instructional:

General Education Teacher

Special Education / ICT / SETSS Teacher

ESL Teacher

Art Teacher

Physical Education Teacher

Music Teacher

Science Teacher

Middle School Art Teacher- Immediate Hire/Mid-Year Vacancy

Middle School ELA Teacher (6-8)

Middle School Math Teacher (6-8)

Middle School Special Education / ICT / SETSS Teacher (6-8)

 

Support:

Talent Support Assistant

Classroom/Office Assistant

 

While VOICE is not actively hiring for the following positions, we are accepting applications for:

 

Instructional:

Middle School Physical Education Teacher (6-8)

Middle School Social Studies Teacher (6-8)

Middle School Science Teacher (6-8)

 

If you’re interested in applying for a position that is not currently listed or if you’re unavailable this upcoming school year but may available during future school years, please reach out to us at opportunities@voicecharterschool.org — timing shouldn’t ruin a great match!

 

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

 

How to Apply: Please submit an electronic application (including a VOICE-specific cover letter and resume) at https://voicecharterschool.tedk12.com/hire/index.aspx

 

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

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Middle School Science Teacher

Posted by | November 25, 2020 |

Amani Public Charter School Amani Public Charter School is a stand alone middle school for grades 5-8, located in Mount Vernon, NY. The mission of the Amani Public Charter School is to provide Mount Vernon, New York students in the 5th through 8th grades with the academic skills necessary to succeed in competitive high school programs, college and the career of their choice. Since Amani opened its doors in 2001, it has provided the Mount Vernon community with the option of School Choice. Amani Public Charter Schools offers competitive salaries commensurate with experience and a comprehensive benefits package. Aside from extensive professional development, all staff members are equipped with a laptop computer, email, and up-to-date technologies in the classroom

Job Opportunity

Current opening for Middle School Science Teacher. Science teachers will be required to plan and implement lab-based, critical thinking, science lessons based on NYS Intermediate Level Science. Teachers should also be familiar with the content and lab requirements for the 4th and 8th Grade NYS Science Exams. This position requires a positive, flexible, solutions-oriented, organized, and innovative educator who aims to challenge the status quo of the current educational landscape in urban areas. Knowledge of interactive, online lab activities is a plus.

Amani Teacher General duties/responsibilities:

Our ideal teacher will exemplify the techniques and traits aimed to close the achievement gap, transform students at risk of failure into achievers.

  • Use formative and summative assessment strategies to assess learner’s progress and use data to plan ongoing instruction
  • Analyze assessments that measure progress towards these standards and use this assessment data to inform and differentiate instructional practices
  • Implement curricula and activities to meet academic standards;
  • Provide consistent rewards and/or consequences for student behavior;
  • Be accountable for students’ mastery of academic standards;
  • Participate in an annual two-week staff orientation and training.
  • Focus constantly on student learning, thinking critically and strategically to respond to student learning needs
  • Create a positive, structured learning environment to ensure that students observe the school’s core values, high expectations, and code of conduct
  • Structure and deliver engaging high impact lessons
  • Understand how to manage time, space, transitions and activities for high levels of productivity
  • Communicate effectively with students, families, and colleagues
  • Participate and support grade-level activities and school-wide functions throughout the school-year

Qualifications:

  • Bachelor’s degree in Education or related subject area; Masters degree preferred
  • NYS Teaching Certification required
  • Proficiency in Google Suite preferred
  • Proficiency in Google Classroom preferred
  • Previous teaching experience with middle-school aged children preferred

Amani believes in the importance of being a diverse, equitable and inclusive organization that enables our students and staff to thrive. We are committed to building a talented team that reflects the diverse backgrounds and experiences of our students.

We are an equal opportunity employer and all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity or expression, pregnancy, age, national origin, disability status, genetic information, protected veteran status, or any other characteristic protected by law.

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Summer 2021 Reporting Internships

Posted by | November 6, 2020 |

We’re looking for education journalism interns in Chicago, Denver, Detroit, Indianapolis, New York City, Memphis, and Philadelphia. 

Are you a motivated undergraduate or grad student interested in telling the story of education in America? Come work with us at Chalkbeat as a summer intern. Our newsroom has bureaus in eight cities — Chicago, Denver, Detroit, Indianapolis, Memphis, Newark, New York City, and most recently, Philadelphia — plus a national team. We cover the effort to improve schools for all children, especially students in the United States who have historically lacked access to a quality education.

We offer a 10-week paid internship in each bureau from June to August 2021. You will:

  • Work a 40-hour week alongside some of the nation’s top education journalists. 
  • Write daily stories on deadline, with editing from top-notch story editors. 
  • Leave Chalkbeat with at least two strong clips.
  • Hone your writing skills to craft enticing ledes, effectively structure each story, and conduct fruitful interviews.
  • Incorporate data journalism, polls, and social engagement.
  • Attend weekly skill-building sessions.
  • Become an integral part of a dynamic, diverse newsroom. Our interns interview, report, write, and learn — they don’t make coffee or file paperwork.

Here are some of the stories our past interns filed. 

Many Denver schools with high asthma rates aren’t participating in a new air quality monitoring program” by Kati Weis (Colorado 2019)

NYC children out of school for summer struggle to access free meals — as food, federal dollars go to waste” by Zipporah Osei (New York 2019)

Meet ‘The Outsiders’: New website aims to support students of color at NYC’s elite public high schools” by Ashleigh Garrison (New York 2020)

Teachers need training to improve pandemic learning. Many are still waiting.” by Sneha Dey (Chicago 2020)

Each intern can choose their 10-week session to accommodate their college schedule. COVID-19 safety is a priority for our staff, so if in-person attendance is too risky, the internships will become virtual.

Who are you?

  • Journalism is your calling. You love finding things out and explaining them.
  • You’re interested in public policy and social issues.
  • You’re eager for feedback and enjoy collaborating. 
  • You’re flexible, a hard worker, creative, energetic, patient, and tenacious. 
  • You know how to report accurately, write clearly and concisely, and meet your deadlines.  

You have:

  • Clips that demonstrate strong reporting and writing skills.
  • Meaningful high school, college, or professional journalism experience.
  • A demonstrable interest in public education.

About Chalkbeat:

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

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Director of Communications

Posted by | October 27, 2020 |

The Opportunity
Nationally recognized nonprofit venture philanthropy seeks a Director of Communications to lead our core communications activities and oversee the development and ongoing execution of our organization-wide strategic communications plan.

Our Organization
NewSchools Venture Fund is a national nonprofit that supports and invests in promising and innovative education entrepreneurs and leaders and helps them accomplish their respective missions to achieve outstanding results for the schools, students and educators they serve. We are committed to helping students graduate high school prepared and inspired to achieve their most ambitious dreams and plans. Through our investing, management assistance, network building, and thought leadership, NewSchools helps to reimagine PK-12 education.

We have a fun, passionate, inclusive, bold, accountable, and connected culture where employees at all levels have the opportunity to grow and contribute. Please visit our website  to learn more about NewSchools Venture Fund and our core values.

The Role
NewSchools seeks a Director of Communications to bring our communications strategy to life. This is an opportunity to shape our organization’s public profile and to tell the story about NewSchools and our ventures – the investments we’re making, the great work our ventures are doing, and the lessons and ideas worth sharing from that work.

The Director of Communications will be the bridge between our investment teams that are generating valuable lessons for the field and key audiences such as funders, entrepreneurs, and policymakers that will benefit from them. This will be accomplished through the creation of a comprehensive functional strategy for the overall organization while also building the infrastructure to respond to the needs and priorities of our investment teams as they arise.

The Director of Communications will directly manage a team of communications professionals who help to shape our external messages and use multiple communications channels to share our work, insights, and data of NewSchools and our ventures. The Director of Communications will also work closely with the investment teams and other senior leaders to identify compelling stories that inform and influence key audiences.

The Director of Communications will work remotely from anywhere in the U.S., though if they are based in the Bay Area, you will be able to work from our office in Oakland, CA when it is safe to do so.

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

  • Set vision and strategy for our organizational communications
    • Determine  (and continually refresh as needed) the top level communications priorities and strategies for NewSchools Venture Fund
    • Collaborate with development and investment team leads to help inform and align org-wide comms strategies and messaging, and to ensure that these strategies/messages meet their particular audiences’ needs
    • Develop an updated vision for our communication style and voice, grounded in our established approach along with a future direction as defined by our senior leadership team
    • Set annual communications objectives and key results that simultaneously chart a path and can be responsive to an ever evolving landscape
    • Create high-level plans and messaging to address unforeseen opportunities or threats and build rapid response plans for either crisis situations or opportunities to influence a national conversation
  • Develop and oversee execution of keys activities aligned to the vision and strategy 
    • Create and execute against a plan for our communications, and publications, and events that is both responsive to timely topics and current events and proactively communicates in our areas of expertise
    • Identify key digital channels for delivering communications and build the infrastructure to efficiently leverage those channels
    • Establish and maintain relationships with journalists and other key media gatekeepers
    • Collect and interpret data from web analytics and other sources to improve outreach and dissemination tactics
    • Identify publishing opportunities and speaking engagements at conferences, forums, panels, etc., to raise the organization’s profile among target audiences
    • Produce periodic performance reports for the leadership team and broader team
  • Propel internal teams to articulate a clear story of impact and pursue an aligned communications strategy
    • Support development and investment teams to articulate a clear and compelling narrative about their work and the work of their donors and ventures
    • Identify and segment each team’s nuanced audiences and map overlap
    • Create key messages segmented by teams to plan and deliver individualized communications strategy
    • Ensure alignment across the organization and develop a process for navigating misalignment (e.g. strategies between investment teams do not align, overall communications needs across the organization exceed functional capacity, etc.)
    • Create a process for supporting investment teams to create communications as they surface opportunities
  • Create the infrastructure to drive efficiency and effectiveness of communications
    • Build a comprehensive communications calendar that includes both organization level, funder-focused and investment team level communications
    • Identify partnership opportunities with like-minded organizations for events, publications, and research
    • Create a vision for tiered levels of support from the communications team (ranging from the communications team fully drives to minimal support)
    • Create clear roles and responsibilities for the members of the communications team and line up cost-effective and high quality supplemental external capacity as needed
    • Select and oversee all external communications channels:
      • Oversee and expand our presence on our current online platforms (Twitter, LinkedIn, Instagram, Facebook, Medium, Vimeo, and blog) and the content that we share on them
      • Write original content for our web properties and for publication with colleagues
      • Create relationships with external media such as newspapers, blogs, and other online media for cross-posting blogs, collaborations, and publishing original pieces
      • Amplify the social media presence of individual team members
    • Set a vision for and manage maintenance of a mailing list of subscribed audiences including policies and systems for managing segmentation and crossover
    • Determine and manage a cost-effect team budget focused on the highest-impact activities as identified through carefully planned and tracked engagement metrics
    • Build and maintain a bench of high-quality and vetted writers, graphic designers, web developers, videographers, and other contractors to use for various projects
  • Train and develop NewSchools team members as communicators:
    • Periodically design and facilitate learning experiences for the NewSchools team to improve their individual abilities in areas such as maintaining an effective social media presence, blog writing, and op-ed writing
    • Occasionally provide targeted one-on-one coaching on specific communications skills

Skills & Qualifications
Success in the position will require, but not be limited to, the following proven competencies:

  • What you’ve accomplished:
    • Demonstrated ability to create and lead the execution of an organization-wide communications strategy that met or beat its objectives
    • Proven track record working with social and traditional media; ability to determine the best media type to achieve goals
    • Experience with media relations and the ability to expand connections with the range of outlets covering PreK-12 education preferred
  • Skills you have developed and knowledge you have acquired:
    • Deep knowledge of the PreK-12 education sector including key leaders, organizations, political dynamics, and trends
    • Ability to understand programmatic work and create and implement communication plans that will promote organizational priorities
    • Excellent vendor/partner management skills
    • Proven communicator; excellent writing/editing and verbal communication skills
    • Ability to manage multiple priorities and deliver high-quality work on time
    • Strong analytical skills; able to conduct independent analysis, draw conclusions, and make concrete, actionable recommendations
  • How you work and what you value:
    • Passion to reimagine learning for children, particularly those in underserved communities
    • Deep commitment to the values of diversity and equity
    • Values differences and operates in ways that foster inclusivity and belonging
    • Comfortable with ambiguity, and can use failure and an iterative approach to work to find success
    • Self starter and entrepreneurial; is energized by driving towards shared goals and helping to create clarity across an org
    • Enjoys working on a team and operates in ways that will build trust with teammates (integrity, respect, consideration, etc.), and is eager to meet the needs of multiple constituents with a service mindset
    • Leverages manager for strategic support while capable of fully accountable for execution of the communications function

Education & Experience

  • Demonstrated commitment to serving underserved communities
  • A minimum of ten years of work experience with a career focused in communications and marketing
  • Communications experience in our adjacent to the PreK-12 sector
  • Experience managing individual contributors

Compensation
A competitive compensation package including base salary, performance bonus and complete benefits is available.

NewSchools Venture Fund has a strong commitment to diversity. Candidates of all backgrounds are encouraged to apply. 

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Hiring Special Education Teachers!

Posted by | October 20, 2020 |

About Us

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

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

Advantages of teaching at a New Visions school include:

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

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

Position Summary

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

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

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

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

Successful New Visions teaching candidates will:

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

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

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

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

New Visions believes that our teams should reflect the diverse communities we serve and that our culture and internal structures should be inclusive and equitable for all employees. We also recognize that perspectives from communities that have been historically marginalized are critical to the work we do. Hence, we strongly encourage applications from individuals living in the communities that we serve or who are members of historically marginalized communities.

New Visions provides a comprehensive and competitive compensation and benefits package in addition to the opportunity to make a significant impact on education reform and in the lives of urban youth.

Comments Off on Leader in Residence/Executive Director

Leader in Residence/Executive Director

Posted by | October 15, 2020 |

Leader in Residence/Executive Director

Metropolitan Lighthouse Charter School, a public charter school serving students in grades K-12 in Highbridge, the Bronx, is seeking to hire a Leader in Residence to begin in December, 2020.

The Leader in Residence (LIR) will take the lead in identifying and planning for academic and instructional capacity building and developing strategies to retain and strengthen our school’s culture and sense of community. The LIR will also lead the renewal process for the school, which will begin in the 2020-21 school year and continue in the 2021-22 school year. The LIR will work closely with the school’s board of trustees, high school and K-8 principals, and the director of operations to ensure the academic, organizational, and financial health of the school and a successful renewal of our charter.

In July, 2021 the person in the position of LIR will transition into the position of Executive Director. The full description of the Executive Director role, qualifications, and responsibilities are described below.

ROLE

The Executive Director (ED) serves as the chief administrative official, providing overall leadership and direction for the school, under the direction of the Board of Trustees (the Board) and in collaboration with all stakeholders. The Executive Director supervises the High School Principal (grades 9-12), Principal of Grades K-8, and Director of Operations.

The ED  is responsible for both sustaining and improving a culture of high academic excellence and will have the primary authority and accountability for the academic performance of the school. The ED provides leadership and executes the vision and strategic direction for curriculum, instruction, assessment and school improvement initiatives. 

QUALIFICATIONS

A proven track record of attaining exemplary academic results is the paramount qualification for this position. In addition, a successful applicant will have the following experiences and characteristics:

  • Experience that includes significant hands-on teaching, coaching, and administrative experience as a department head, head of school or principal at a private, charter or traditional public school and demonstrated success in urban school settings;
  • A master’s degree in Education, Education Administration or a related field; 
  • An inspiring leader and communicator;
  • A strong working understanding of New York State charter law and authorizer relations;
  • Commitment to the school’s philosophy, mission, and values; 
  • Flexibility and creativity when problem-solving; and
  • Commitment to educational equity.

RESPONSIBILITIES

Academic Oversight—Performs as educational leader, coaches and evaluates the Principals and Director of Operations

  • Exhibits a relentless drive to improve the outcomes for, and provide strong programs to address the learning needs of the school’s students with disabilities, English language learners, economically disadvantaged students and other populations that require additional supports
  • Communicates the school’s vision and goals in a way that inspires understanding and commitment across staff, students, parents, and community
  • Leads the instructional program by harnessing the potential of all staff, and providing strong coordination and a sense of urgency to ensure that all students exhibit strong achievement gains
  • Conducts regular classroom visits in coordination with the Principals and provides targeted feedback and follow-up for teachers and staff based on observations
  • Collaborates with the Principals to provide high-quality coaching and support to teachers, resulting in improved instruction and classroom management
  • Provides targeted guidance to the Principals to maximize the potential of the school’s teaching model
  • Plans and implements data-driven, high-quality, ongoing professional learning in response to staff needs to maximize student learning gains and provide targeted resources and support to all teachers
  • Oversees the alignment and implementation of the school’s curriculum with the New York State Learning Standards and Testing Program
  • Routinely leverages student achievement data and other data points to evaluate program successes, and to recommend and implement granular and school-wide changes to make progress towards goals

Leadership—Ensures that people and resources are allocated appropriately to achieve the charter goals.

  • Establishes and leads an effective school leadership team in a manner that engages and empowers others to take action and responsibility to achieve results
    • Articulates mission, values, and behavioral expectations that drive student achievement
    • Leads staff in maintaining a climate of excellence, accountability, and respect
  • Builds a school culture defined by integrity, rigor, equity, and motivation for all students and staff
  • Develops a clear direction and shared purpose that guides and unifies all stakeholders

Strategic and Organizational Planning—Ensures that frameworks and practices are in place to ensure regular cycles of long-range strategic planning and annual goal setting that incorporates data on student performance and stakeholder feedback.

  • Drives a collaborative planning process with the school leadership teams that results in the development of yearly academic goals aligned the school’s charter and authorizer benchmarks
  • Ensures that the school’s mission is front-and-center when developing, executing, and/or modifying programs and activities 
  • Ensures that processes are in place to assess organizational performance and to support planning for ongoing school improvement
  • Uses an ongoing process of data collection to drive the identification of student needs
  • Develops, articulates, and maintains policies and procedures that are consistent with the school’s mission, philosophy, and goals
  • Oversees and supports the development, design and delivery of program initiatives, assuring that the goals and objectives are aligned with the school’s overall strategic plan
  • Supervises all aspects of legal and charter compliance including keeping abreast of legislative issues and developments
  • Acts as the primary liaison between the school and its authorizer and maintains a strong, collaborative relationship with the authorizer
  • Works with the staff, Finance Committee, and Board to prepare budgets, monitor progress, and initiate changes as appropriate
  • Oversees the fiscal activities of the school, including budgeting, reporting, and auditing
  • Develops and nurture new and existing philanthropic relationships while increasing the school’s capacity for fundraising and development
  • Oversees ongoing development efforts, in collaboration with the Board

Positive School Culture—Ensures the development of an explicit shared vision for the school that incorporates the voices and perspectives of diverse stakeholders and opinions

  • Fosters open communications among staff and respects differences of opinion
  • Effectively delegates decision making and problem solving to appropriate personnel
  • Listens to and responds appropriately to staff, student, parent, and community concerns
  • Includes various stakeholders in decision making where appropriate
  • Clearly communicates decisions and rationale to all affected
  • Promotes a climate of professional collegiality and respect

Board Partnership—Works collaboratively with the Board as stewards of the charter.

  • Serves as an ex-officio member of the Board and works with the Board chair to set agendas and documents for meetings
  • Attends other committee meetings as invited or necessary to ensure the effective and efficient running of the school
  • Provides direction and communicates to the Board on all school related matters
  • Provides pertinent information and reporting to the Board
  • Recommends needed policy changes and action
  • With the Board chair, focuses Board attention on long-range strategic issues
  • Manages the Board’s due-diligence process to assure timely attention to core issues
  • Partners with the Board and leadership team to develop a strategic plan for implementation of school mission
  • Informs the Board about current trends and developments in education and rules and regulations of the NYS Department of Education and state and federal laws

Administration and Human Resources—Works to ensure that the principles of best practice and integrity guide all school operations.  

  • Recruits and retains a highly qualified staff with diverse experiences, backgrounds, and perspectives that support the school’s mission
  • Supervises hiring/firing of all personnel
  • Ensures compliance of all policies, procedures, and directions
  • Ensures compliance with relevant workplace and employment laws
  • Ensures that job descriptions are developed and that regular performance reviews are completed and documented
  • Ensures filing of all required reports by state and federal law/regulation
  • Advises committees and board of the need for new and revised policies. Involves staff and committees in the process
  • Implements policies of the school board and recommends actions and alternatives to the Board
  • Makes administrative decisions necessary for the effective and efficient operation of the school, including working with consultants, as needed
  • Oversees Staff Personnel Management
    • Develops a recruitment plan and organizes recruitment of personnel
    • Oversees the implementation of a personnel performance evaluation system
    • Oversees planning and evaluation of professional learning program

Community Relations—Ensures robust parent and community engagement that supports students’ success and the school community.

  • Develops and nurtures community relationships and maintains a positive image of the school in the community
  • Directs the development of plans to promote good relations between the school and the community
  • Promotes effective communication between parents and the school and encourages parent visits and involvement in decision making as appropriate
  • Establishes and makes use of working relationships with peer schools and develops and maintains connections with local, state, and national organizations
  • Participates in community affairs that promote the school’s mission

COMPENSATION:

Competitive salary and benefits offered.

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Secondary Schools Multilingual Learning Specialist

Posted by | October 3, 2020 |

Positions Report to: Network Directors, Inclusive Learning and Equity

Start/End Date: September 2020 (2020-2021 School Year)

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-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

We believe that great teachers make the difference for our students; without the best teachers, a school cannot succeed. We believe all children are capable of academic excellence when provided with extraordinary teachers and a strong, achievement oriented school culture that supports students diverse potential. In addition to strong academics, we work to create clear systems and structures, consistent expectations for academic excellence and a supportive and nurturing learning environment that fosters student academic and social development. By providing regular feedback and professional development communities, we aim to provide all teachers with excellent, tailored professional development to further their growth and development as instructional leaders.

Who You Are

  • You have a Bachelor’s Degree or higher and a minimum of two-year’s experience in relevant educational positions with a strong record of student achievement
  • You hold either appropriate Special Education and/or TESOL certification with preferred experience in both ICT and SETSS
  • You have expertise with both ELA and Math
  • You have experience working with Multilingual learners and strong content knowledge of MLL best practices and strategies
  • You have knowledge of and experience with administering and analyzing student assessments and data
  • You enjoy and/or have experience working with diverse populations of students and communities
  • You have demonstrated success in raising the achievement levels of traditionally at-risk students
  • You are committed to continuous improvement and learning through professional development
  • You contribute to the vision and building of a culture of achievement and joy for all students
  • You are comfortable communicating with students and parents in Spanish preferred 

What Success Looks Like

  • 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.
  • Provide MLL Services and Supports at the HS Level 
    • Collaborate with teachers and provide professional development to instructional staff, sharing best practices and use of MLL strategies across all subject areas.
    • Actively monitor the progress of MLL students and work collaboratively with staff to make instructional decisions based on student achievement data.
    • Support MLL program compliance and provide advice to the leadership team on how to better support ELL learners.
  • 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 your application.

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Elementary Intervention Learning Specialist

Posted by | October 3, 2020 |

Positions Report to: Network Directors, Inclusive Learning and Equity

Start/End Date: September 2020 (2020-2021 School Year)

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-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

We believe that great teachers make the difference for our students; without the best teachers, a school cannot succeed. We believe all children are capable of academic excellence when provided with extraordinary teachers and a strong, achievement oriented school culture that supports students diverse potential. In addition to strong academics, we work to create clear systems and structures, consistent expectations for academic excellence and a supportive and nurturing learning environment that fosters student academic and social development. By providing regular feedback and professional development communities, we aim to provide all teachers with excellent, tailored professional development to further their growth and development as instructional leaders.

Who You Are

  • You have a Bachelor’s Degree or higher and a minimum of two-year’s experience in relevant educational positions with a strong record of student achievement
  • You hold either appropriate Special Education and/or TESOL certification with preferred experience in both ICT and SETSS
  • You have expertise with both ELA and Math
  • You have experience working with Multilingual learners and strong content knowledge of MLL best practices and strategies
  • You have knowledge of and experience with administering and analyzing student assessments and data
  • You enjoy and/or have experience working with diverse populations of students and communities
  • You have demonstrated success in raising the achievement levels of traditionally at-risk students
  • You are committed to continuous improvement and learning through professional development
  • You contribute to the vision and building of a culture of achievement and joy for all students
  • You are comfortable communicating with students and parents in Spanish preferred 

What Success Looks Like

  • 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.
  • Provide MLL Services and Supports
    • Collaborate with teachers and provide professional development to instructional staff, sharing best practices and use of MLL strategies across all subject areas.
    • Actively monitor the progress of MLL students and work collaboratively with staff to make instructional decisions based on student achievement data.
    • Support MLL program compliance and provide advice to the leadership team on how to better support ELL learners.
  • 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 your application.

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Chief Financial Officer

Posted by | September 25, 2020 |

Chalkbeat, the nonprofit news organization covering the effort to improve schools for the almost 30 million children in America who live near or below the poverty line, is seeking a seasoned Chief Financial Officer (CFO) to lead Chalkbeat’s financial strategy and operations, helping take Chalkbeat to the next level of scale, impact and sustainability. The position reports to Chalkbeat’s Chief Executive Officer.

Chalkbeat has tripled the size of its operating budget in the past five years, is embarking on an ambitious strategic plan and seeks to increase the capacity of its finance team in its next chapter.  The CFO should be a strategic, tactical and visionary finance leader with the ability to “deep dive” into the details of the organization while staying focused on the overall financial health of the organization.

Position Overview:

As a member of Chalkbeat’s leadership team, The CFO will provide financial and strategic support to the CEO, leadership team, and Board of Directors in order to support Chalkbeat’s financial management and long-term goals. Responsibilities include the following:

Responsibilities Include the Following:

  • Lead a talented Finance team including Director of Finance and finance department, including general ledger accounting, A/P, A/R, cash management, payroll, grants management and overall financial reporting.
  • Provide thought partnership to the Board of Directors, leadership team, and staff on compliance, risk and organizational effectiveness matters; mitigation of organizational risk and organizational decision implications
  • Collaborate with the CEO and leadership team on strategic planning and change management associated with new structures, systems and processes.
  • Lead annual budget preparation at the organizational level, monitoring budget variances and linking results back to strategic priorities established by the leadership team.
  • Provide guidance and leadership regarding short and long-term projections, including in-depth financial modeling and scenario analyses.
  • Provide oversight of the organization’s legal and contractual agreements,financial and administrative operations.
  • Oversee the audit process, in collaboration with the Director of Finance and external auditors, and ensure compliance with all regulatory requirements.
  • Develop and execute a strategy to build and maintain a reserve, and design an investment strategy, in collaboration with the leadership team, the Board, and Chalkbeat’s financial partners.
  • Present financial reporting and analysis for a variety of audiences, including leadership, board of directors, and other Chalkbeat leaders.
  • Collaborate with the Chief Revenue Officer on the development and implementation of integrated financial and revenue systems, leveraging technology for great efficiency and effectiveness.
  • Collaborate with Chief People Officer on general office administration across bureaus and office locations; corporate and space planning for a highly distributed workforce

What background and skills do you have?

  • Strong understanding of nonprofit accounting
  • Minimum of 10+ years in financial leadership roles
  • A track record process improvement bringing greater efficiency and effectiveness to an evolving organization
  • Experience leading financial scenario planning, forecasting, and financial decision making
  • Experience planning and executing a reserve and investment strategy
  • Ability to present financial information clearly to a non-finance audience
  • CPA or Masters degree in finance, accounting or comparable graduate degree
  • Strong leadership skills with commitment to growing and supporting diverse teams
  • Passion for Chalkbeat’s mission and values
  • Experience working with a leadership team and reporting to a Board of Directors, and ability to serve as a thought partner
  • Integrity, dependability and sound judgement

This is a full-time position with benefits. Chalkbeat offers a competitive salary, commensurate with experience, and a generous benefits package, including a retirement plan and a paid recess between Christmas and New Year’s in addition to vacation time.

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

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.

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2nd Grade Maternity Leave Position

Posted by | September 25, 2020 |

Second Grade Teacher – Parental Leave Coverage

 

About Community Roots:

Community Roots Charter School is a rigorous K-8 learning community where learning is embedded in meaningful real world context, where children are deliberately taught to see the connections between school and the world. CRCS students will meet or exceed the Common Core standards and be prepared to excel in the 21st century by being taught to be independent thinkers and to work productively within a diverse group of learners. At CRCS students will learn to combine curiosity with appropriate application, which will lead to deep understanding and the confidence to take on challenges to become who they want to be.

 

Community Roots is hiring:

A 2nd grade co- teacher for a parental leave coverage in a co-taught classroom. The position starts in mid-November 2020 and runs through the end of April 2021.

 

Community Roots Charter School seeks individuals who:

  • Believe in and are capable of high levels of collaboration and communication
  • Believe that communicating and building relationships with children’s families is essential
  • See themselves as active learners committed to ongoing professional development
  • Believe that all children have the right to an exceptional education
  • Understand that children learn in different ways
  • Are committed to ensure that every child will succeed
  • Are capable of building a safe, nurturing, supportive and high achieving school culture
  • Believe that a combination of creativity and research generates engaging curriculum
  • Believe that working and educating children in a diverse environment is essential
  • Enjoy their work

 

Qualifications:

  • Demonstrated success in teaching
  • Belief in CRCS mission and philosophy
  • Demonstrated ability to collaborate
  • Demonstrated ability to prioritize student achievement while creating a nurturing and encouraging school environment
  • Hold or are working towards New York State Certification

 

To apply:

Please email resume and cover letter to akeil@communityroots.org

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3-5 Grade Teacher

Posted by | September 23, 2020 |

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

 

What you’ll enjoy:

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

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

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

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

○      Gym reimbursement

○      Cultural enrichment reimbursement

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

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

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

○      Many opportunities to get to know your VOICE colleagues!

 

How to Apply: Please submit an electronic application (including a VOICE-specific cover letter and resume) at https://voicecharterschool.tedk12.com/hire/index.aspx

 

VOICE Charter School values diversity and inclusion in our community of adults and children. 

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

 

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

Comments Off on Lower Elementary Reading Intervention Teacher

Lower Elementary Reading Intervention Teacher

Posted by | September 23, 2020 |

Objective:                              

To serve as a resource for students in need of reading intervention services. The interventionist develops small group/individualized lesson plans and materials, conducts individualized/small group instruction, and assesses student performance and progress as a way to guide the intervention services provided. The Reading Interventionist works collaboratively with teachers to implement a quality literacy intervention program that is research-based and differentiated for student needs.

Major Responsibilities:

a)    Provides direct instruction to K-2 students identified as eligible for reading intervention in individual, and/or small group settings.

b)    Conducts student assessments to provide targeted interventions.

c)    Analyze reading miscues to determine scaffolding needs and build a learning progression for student intervention.

d)    Assists in creating a schedule for students to have access to the intervention support.

e)    Establishes clear objectives for all intervention support, and provides written evidence of preparation upon request.

f)      Regularly creates and conducts formal and informal assessments to monitor student needs, drive instruction, and provides data reports of student performance to required staff members.

g)    Plans to meet student learning goals, choosing appropriate literacy strategies, resources, manipulatives, and materials to differentiate instruction; developing appropriate sequencing of literacy learning experiences; and allowing multiple ways to demonstrate knowledge and skill in literacy.

h)    Engages students in understanding and identifying quality work and provides them with effective feedback to improve their work in literacy.

i)      Creates learning environments in which individual differences are respected and valued.

j)      Collaborates with families, school teachers and staff, and other professionals to promote student growth and development in literacy.

k)    Collaborates as a school team and with classroom teachers, giving feedback on researched-based literacy practice, examining student reading, writing, listening, and speaking skills, analyzing data, and making decisions to improve student learning.

l)      Participates in staff development focused on delivery of literacy instruction, intervention, and assessment. Assists staff members in learning various assessment techniques in literacy.

m)  Engages in professional learning to enhance his/her knowledge and skill in literacy, contribute to the knowledge and skill of others, and work collaboratively to advance professional practice in literacy.

I.         Staff-Wide Professional Expectations

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

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

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

d.    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.

e.    Proactively and appropriately seek assistance and/or guidance when faced with challenges appropriately provide and receive feedback to/from students, parents, faculty, classroom assistants, support staff, and administration

f.      Reflect on professional practice through self-reflection and engagement in informal and formal feedback processes

Position Qualifications:

Educational Background and Work Experience

Required:

●      Bachelor’s degree from an accredited college or university

●      New York State teaching certification

●      Teaching or student teaching experience in a school

Preferred:

●      Master’s Degree with Reading emphasis

●      New York State teaching certification in Students with Disabilities, Special Ed, or ESL

●      Experience with and interest in working with high needs students

Knowledge, Skills and Abilities

●      VOICE’s mission, vision, values and culture

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

●      Ability to gather and analyze data using defined and differentiated processes

●      Tact and sensitivity, including but not limited to adhering to confidentiality obligations such as mandated reporting as part of child protection

●      Ability to build strong and effective collegial relationships as part of an interdisciplinary team of educators and administrators

●      Ability to build warm individual relationships with students

●      Ability to communicate and build relationships effectively and appropriately with diverse range of individuals, including but not limited to current and prospective children and families, colleagues, and external partners

●      Teaching and classroom

o  VOICE Teaching Framework

o  Common Core and other content area standards

o  Curriculum design principles

o  Child learning theory and behavioral approaches, teacher techniques

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

o  Elements of effective classroom environment and management

●      Building effective sequential long-term plans and mastery-oriented short term plans

●      Maintaining high academic expectations through purposeful building of thinking skills, standards-aligned independent practice, questioning and discussion techniques, high standards for language and evidence, and structured support for students

Behavioral Characteristics

●      Wonder, care, and efficacy

●      Commitment, authenticity, and passion

●      Critical thinking, including communication, analytical and strategic strengths

●      Grit and constant learning, including resilience and perseverance

●      Strong sense of personal responsibility, including discipline, self-accountability, and self-initiative

●      Sensitivity to environment, including humility, empathy and kindness

Comments Off on Resident, East Harlem Inclusive Learning (Special Education) Teaching Residency (2021-2023)

Resident, East Harlem Inclusive Learning (Special Education) Teaching Residency (2021-2023)

Posted by | September 22, 2020 |

Position Reports to: School-based Supervisor, East Harlem Scholars Academies

Start Date: Summer 2021

Application Deadline: The next application deadline is October 12, 2020.

Snapshot

This is a 28-month program that prepares aspiring teachers through rigorous coursework in Adolescent 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 Adolescent Special Education and initial New York State teaching certification.

Who We Are

East Harlem Tutorial Program

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.

Secondary Inclusive Learning Residency

  • 28-month teacher preparation program
  • $45,000/year stipend  + health insurance
  • Subsidized master’s degree and certification in Adolescent Special Education from Hunter College
  • Lead a secondary after-school classroom  through EHTP’s after-school program
  • Co-teach a 6th-12th grade classroom at East Harlem Scholars Academies

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; there will be occasional, but rare, 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 and in the after-school program
  • Lead Instruction in an After School Classroom
    • Lead classroom instruction, with the support of an Assistant Teacher, in EHTP’s after-school Program
      • Foster supportive classroom communities that maintain EHTP’s high academic and social expectations for students
      • Maintain records of student attendance, participation, and achievement, and communicate with student’s school day teacher when appropriate
  • 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 enjoy working with students, have an interest in teaching secondary 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 2020
  • 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 (degree in STEM field preferred, but not required)
  • 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:

  • $45,000 stipend
  • Financial support for housing
  • Health insurance
  • $5,000/year towards Masters’ Degree in Adolescent 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.

Comments Off on Middle School Dean, Special Education

Middle School Dean, Special Education

Posted by | September 22, 2020 |

Positions Report to: Instructional Leadership Team

Start/End Date: 2020-2021 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-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

East Harlem Scholars Academy is deeply dedicated to creating inclusive learning environments that support the development of all students. The Dean of Special Education (referred to as Inclusive Learning) at East Harlem Scholars Academy Middle School will oversee special education and academic intervention programs at the school. This person will be responsible for ensuring that students are receiving the services and supports they need and are entitled to by law. He or she will be the school’s liaison with the Committee on Special Education and will ensure the school’s compliance with special education regulations and policies.

Who You Are

  • You have a Bachelor’s Degree or higher and hold appropriate NYS Special Education Certification
  • You have a minimum of three years of experience in relevant educational positions
  • 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

What Success Looks Like

  • Manage the execution of all aspects of student 504 plans and Individualized Education Programs (IEPs,) including: coordinating all related services, testing accommodations, assistive technology, academic goal tracking, quarterly progress reporting, and holding all annual and re-evaluation meetings
  • Perform education assessments of students, including observations, review of educational history, conferences with teachers and an evaluation and analysis of student academic performance and learning characteristics
  • Manage all special education needs of students including initial referrals and Special Education Itinerant Teacher (SEIT) management
  • Collaborate with the Behavior Support Team to complete Functional Behavior Assessments and Behavior Intervention Plans of students with IEPs or students in the Initial Referral process
  • Manage all aspects of the Initial Referral process to assess student eligibility for Special Education Services, including the coordination of evaluations, family communication and collaboration with the Committee of Special Education
  • Secure, schedule and manage service providers for all necessary IEP mandates, including crisis paraprofessionals
  • Lead the Student Support Team in the coordination of all Academic Intervention Services using a data-driven referral process and authentic Response to Intervention model
  • Oversee professional development opportunities for all staff as it relates to inclusive education, academic and behavioral intervention
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Master Class Facilitator

Posted by | September 15, 2020 |

The Academy for Teachers needs someone brilliant, creative, organized, and fun to join our unique organization. This is a fully remote, part-time, hourly position. Time commitment will vary from 0-15 hours a week. A great perk of the job is taking part in our intimate events with world-class experts, intellectuals, artists, and other seriously cool people.

The Master Class Facilitator will:

  • Administer and run at least 15 two-session master classes during the 2020-2021 school year.
  • Help with the selection of teacher participants.
  • Communicate with participants in advance of the class.
  • Oversee teacher presentations.
  • Serve as master class moderator and host: greet teachers before class, facilitate Q & A, etc.
  • After the class: wrangle teacher evaluations, post cool things about the class on social media, etc.

Master classes are recorded and archived in our video library for anyone to see.

Candidates must:

  • have an inescapable need to work hard.
  • possess an ability to work independently.
  • be gregarious, socially poised, digitally wired, and perfectionist.
  • have excellent writing skills and good proofreading skills.
  • be experienced running meetings and moderating discussions.

Teaching experience is a plus, as is adeptness/creativity with social media. Experience with a database (Salesforce) is not required but you’ve got to be comfortable enough with tech to learn how we use the database.

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Director of Talent

Posted by | September 14, 2020 |

The Amber Charter Schools network is currently undergoing an expansion process that aims to enrich the lives of both students and the community at-large. In order to realize this goal, the organization must have a robust Shared Support Team [SST] to ensure a strong focus on sustainable and scalable programming, resources and tools that meet the needs of students, parents and community stakeholders, and partnerships that are closely linked to strong student outcomes. The Director of Talent will hold a critical leadership position on the network’s strategy team, and will contribute the development, implementation and refinement of best practices in talent strategy.

Director of Talent

Duties & Responsibilities:

Overarching Talent Strategy 

  • Develop and implement a phased, multi-year talent strategy, reflecting what the organization needs to accomplish to successfully scale in the coming 3-5 years.
  • Establish streamlined information systems in order to define and analyze the data needed to drive and refine talent strategy, track and evaluate the effectiveness of talent management practices and guide leaders to make evidence-based decisions.
  • Build organizational capacity to hire, retain, develop and advance outstanding talent and to ensure an inclusive, engaging and high-performing organization where people thrive.
  • Contribute to the seamless integration and implementation of both in person and virtual talent practices.
  • Cultivate ACS as an authentically diverse, equitable and inclusive organization, by helping to embed DEI-related learning and exploration, policies and practices across the network. Integrating inclusive hiring practices to advance the equity goals of the organization.
  • Closely coordinate with the Finance and Administration team to ensure alignment and compliance with all human resource functions.

Staff Recruitment and Hiring 

  • Actively promote the organization as a great place to work, building our “employer brand” with potential hires.
  • Refine and manage the processes to source, attract and select top talent, including teachers, school staff and leadership, and network staff.
  • Increase the success rate of new hires and decrease the time and energy required of other team members by:
    • Refining efficient systems to manage internal hiring processes.
    • Developing systems to more deeply assess likely performance and culture fit for prospective new hires, ensuring that “must-haves” and “nice-to-haves” are effectively assessed in hiring processes.
    • Building and managing diverse pools of outstanding candidates for current and future potential positions.
    • Enhancing orientation and new staff onboarding practices to increase the likelihood of a smooth, strong start.

Talent and Organizational Culture Development 

  • Oversee initiatives and activities to promote desired organizational culture, learning, job satisfaction and retention, including robust internal communications and experiences that reinforce our core values and foster cohesiveness.
  • In collaboration with senior leaders and directors:
    • Develop and implement career pathways/leadership pipeline strategies.
    • Identify growth and stretch opportunities for staff beyond their immediate scopes of work.
    • Advance how ACS develops and supports all directors and managers to become highly skilled coaches, effective supervisors and “talent champions.”

The Director of Talent may also assume other tasks and responsibilities as assigned by the Chief Strategy Officer.

Reports to the Chief Strategy Officer.

 

We are seeking candidates with the following experience, competencies and assets:

Experience:

  • Minimum of 5 years experience in talent strategy development and implementation, preferably in an urban charter school network or another mission-driven, impactful non-profit organization.
  • Experience building, implementing and refining effective systems for hiring, onboarding, supporting and developing staff, ensuring high engagement and retention of top performers and fair and equitable performance management and promotion systems.
  • A track record of helping leaders find (and choose) the best talent. You have built a track record in previous organizations for being a great assessor of potential hires, having diverse networks that help you recruit the best people, and serving as a trusted advisor to ensure decisions are sound, rooted in data, and that bias is mitigated whenever possible.
  • Staff professional development, consulting and coaching experience.
  • Familiarity utilizing, managing and leveraging a talent management (e.g. Greenhouse) and survey platforms.
  • Strong command of all Microsoft Office and Google drive programs.

Competencies:

  • Excellent systems-thinking, including great capacity to envision, plan, and implement new systems and practices that better support school and network talent recruitment, support and development.
  • Ability to prioritize and manage multiple obligations and initiatives, strong attention to detail and excellent time management.
  • A deep understanding of how to influence, motivate and lead people, with or without formal authority.
  • A developed race and equity lens that guides your work, leadership and efforts to help others build their capacity to consider the disparate impact of their actions or organizational practices across lines of race, gender, ability or other difference.

Assets:

  • A people-whisperer: models and applies a deep understanding of the importance of framing, messaging, emotionally-intelligent practices.
  • Capacity to develop strong relationships based on trust, respect, effective communication, and common goals.
  • Entrepreneurial mindset with a commitment to preserving a bold, can-do culture that sustains the organization’s core values.
  • Commitment to leveraging the existing strengths and supporting the continuous evolution of our communities, students, families and staff members.
  • Alignment to the Amber Charter Schools mission and core values.
  • Master’s degree required.
  • Spanish-speaking strongly preferred.
Comments Off on Curriculum Coordinator – Remote through COVID

Curriculum Coordinator – Remote through COVID

Posted by | September 3, 2020 |

Behind the Book seeks a full-time Curriculum Coordinator to develop middle and high school curricula and facilitate innovative reading and writing programs in schools. Our goals include engaging students in reading, increasing writing skills, and self-efficacy. Every program is built around a book and its author and is designed in partnership with the author and the classroom teacher. The ideal candidate is creative, collaborative, self- motivated, detail oriented, specializing in literacy strategies with excellent communication and facilitating skills.

Curriculum development responsibilities:

  • Design programs that align with curriculum and Common Core/NexGen Learning Standards
  • Conference with Program Coordinators to design program plans for their implementation
  • Research and identify books which reflect the demographic and reading levels for programs
  • Communicate with authors to confirm participation in Behind the Book programs
  • Produce necessary program materials which includes graphic organizers to scaffold learning for Special Education and ELL students
  • Work closely with the Director of Programs to onboard part time coordinators
  • Work with Director of Programs to hire & supervise program interns.

Program coordination will include:

  • Facilitate classroom workshops
  • Conference with classroom teachers to identify appropriate anchor texts for the programs
  • Collaborate with Behind the Book teaching artists to implement art workshops
  • Coordinate logistics for programs, including field trips, author transportation, volunteers etc.
  • Manage collection of forms for programs, such as student photo releases, teacher agreements, surveys, etc.

Qualifications:

  • Bachelor’s Degree (Master’s preferred) in Education
  • Experience designing modifications for Special Education and English Language Learners
  • At least 5 years teaching and or literacy coaching experience in an urban setting
  • Passion for literacy, reading, and books
  • Familiarity working with NYC DOE principals, teachers, and stakeholders
  • Fluent in Spanish a plus
Comments Off on Instructional Continuous Improvement Coach (Math)

Instructional Continuous Improvement Coach (Math)

Posted by | September 1, 2020 |

About Us

New Visions for Public Schools works to ensure that all New York City public school students, regardless of race or economic class, have access to a high-quality education that prepares them for the rigors of college and the workforce. Since 1989, New Visions has been a driving force behind some of the most significant reforms to public education in New York City, including:

  • pioneering the model of small high schools and creating nearly 150 new small schools;
  • producing free, open-source curricula used by thousands of teachers across the country;
  • launching a nationally-recognized Urban Teacher Residency program to train new teachers;
  • operating the largest charter high school network in New York City;
  • and designing revolutionary data tools that help every NYC public high school easily make informed, student-centered decisions.

Today, our diverse team of over 160 professionals leverages their varied skills and educational expertise to develop and scale innovative tools and approaches that help educators address common challenges.  As both an Affinity Group and Charter Management Organization—the only hybrid organization of its kind, serving both public district and charter students —we help 709 schools plan for the success of 425,000 New York City students to prove that meaningful change is achievable at scale and success is possible for every student.

Position Summary

The Instructional Continuous Improvement Coach is a member of the Curriculum and Instruction team who works intensively with instructional leaders and grade-level teams across a portfolio of high schools participating in a newly formed network for school improvement. In this network, schools will work together to identify and solve common problems by using evidence-based interventions and data-driven continuous learning with the explicit goal of improving academic and non-academic outcomes for Black, Latinx, and low-income 9th grade students.  The central responsibility of the Instructional Continuous Improvement Coach is to work with a portfolio of schools in order to: 1) facilitate the development of strong grade-level teams that can enact cycles of continuous improvement in order to improve the outcomes for 9th grade students; and 2) work with Algebra teachers to learn about, and eventually enact, common high-quality instructional materials.

This role involves the following major bodies of work:

  • In collaboration with a team of other Instructional Continuous Improvement Coaches, revise, develop and implement a set of Continuous Improvement tools and protocols that will support a series of Continuous Improvement cycles focused on strengthening academic and non-academic outcomes for 9th grade students in participating schools
  • Plan professional learning opportunities and implement coaching modules that support teachers in understanding the Illustrative Math Algebra curriculum in year 1, and then implementing the curriculum in Year 2 in a way that centers students as sense-makers
  • Collaborate with others to develop and facilitate regular network convenings in which school teams come together to share findings from their Continuous Improvement cycles

Core Duties and Responsibilities

Work with other New Visions staff to:

  • Revise or develop tools and protocols to support grade-level teams in enacting Continuous Improvement cycles
  • Revise or develop tools and protocols to support teachers in adopting and implementing common instructional materials
  • Identify best practices and effective tools within particular schools and facilitate the dissemination of these practices through network convenings
  • Promote cross-unit learning within New Visions (school support, microcert, development)

Work with network schools and their staff to:

  • Build relationships with key staff members across a portfolio of network schools
  • Coach school staff to plan, implement, and eventually co-facilitate grade-team meetings focused on enacting Continuous Improvement cycles
  • Coach school staff to use data systems to measure and monitor progress against identified aims, particularly on process metrics (e.g. whether students are receiving identified supports) and outcome metrics (e.g. student academic performance)
  • Plan, implement and facilitate professional learning (including coaching, intervisitations, and workshops) for educators related to curriculum materials

Education and Experience

  • Masters-level degree
  • Minimum of 5 total years of experience in secondary math education, preferably in urban public schools
  • Minimum of 3 years of experience supervising, coaching, or leading teachers

Required Skill Sets and Knowledge Base

  • Experience leading a team and collaborating with others, using data to drive organizational change
  • Demonstrated commitment to data-driven decision-making, systems thinking and continuous adult learning as drivers of improved student outcomes
  • Skills related to the design, implementation, and assessment of effective secondary curricula
  • Strong service and support orientation towards schools and school communities
  • Strong interpersonal skills to navigate the diverse cultural environments of a wide range of public high schools, and ability to work effectively with a wide range of school and district leaders and staff
  • Ability to work effectively as a member of a team
  • Strong written and verbal communication skills

To Apply:  

Please complete an online application and attach a cover letter and resume.  Only candidates who closely fit the qualifications will be contacted for an interview.

Disclaimer:

The statements herein are intended to describe the general nature and level of work being performed by the employee in this position.  These statements are not intended to be construed as an exhaustive list of all responsibilities, duties, and skills required of a person in this position.

EEO:

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 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. We also recognize that perspectives from communities that have been historically marginalized, such as individuals of color, individuals from economically disadvantaged backgrounds, individuals with disabilities, individuals who identify as LGBTQIA, and women, 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 marginalized communities. 

New Visions provides a comprehensive and competitive compensation and benefits package in addition to the opportunity to make a significant impact on education reform and in the lives of urban youth.

Comments Off on Special Education and General Education Teachers for k-5 grade ICT Classrooms at Small Progressive Charter School 2020 – 2021

Special Education and General Education Teachers for k-5 grade ICT Classrooms at Small Progressive Charter School 2020 – 2021

Posted by | August 28, 2020 |

Community Roots is hiring:

K-5 teachers for co-taught classrooms. Community Roots offers Integrated Co-Taught (ICT) classes for grades K-5. Candidates with Special Education certification are encouraged to apply.

 

Compensation:

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

 

Qualifications:

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

Community Roots seeks individuals who:

  • Believe in and are capable of high levels of collaboration and communication
  • Believe that communicating and building relationships with children’s families is essential
  • See themselves as active learners committed to ongoing professional developmentBelieve that all children have the right to an exceptional education
  • Understand that children learn in different ways
  • Are committed to ensuring that every child will succeed
  • Are capable of building a safe, nurturing, supportive and high achieving school culture
  • Believe that a combination of creativity and research generates engaging curriculum
  • Believe that working and educating children in a diverse environment is essential

 

About Community Roots:

Community Roots Charter School is a rigorous learning community where learning is embedded in meaningful real world context, where children are deliberately taught to see the connections between school and the world. CRCS students will meet or exceed the Common Core standards and be prepared to excel in the 21st century by being taught to be independent thinkers and to work productively within a diverse group of learners. At CRCS students will learn to combine curiosity with appropriate application, which will lead to deep understanding and the confidence to take on challenges to become who they want to be. Please visit our website for more information about our school: www.communityroots.org.

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

Comments Off on Virtual School Teacher (Middle and High School)

Virtual School Teacher (Middle and High School)

Posted by | August 22, 2020 |

Brooklyn Laboratory Charter Schools (LAB) is a network of open enrollment, college-prep, public charter schools that prepares students with the academic foundation, digital literacy, and leadership skills necessary to excel in college and professional life as they grow as ethical leaders.

The LAB Formula:

  • More Time in School: Extended day, week, and school year focused on academic learning and unique enrichment activities (e.g., Robotics, Digital Media, Coding, Debate, Visual Arts).
  • High Dose Tutoring: Personalized, small group tutoring from trained college graduates for at least two periods a day.
  • Next Generation Learning: A college prep curriculum with Science, Technology, Engineering, Arts, and Math (STEAM)-focused enrichment activities to prepare students to succeed in jobs of the future.

ABOUT TEACHING AT BROOKLYN LAB

Brooklyn Lab Charter Schools is seeking experienced middle and high school teachers for our virtual learning. Through the use of the Internet and various curriculum tools, teachers will consult regularly with teachers, counselors, learning coaches and students to ensure that each scholar receives the right support for their success. Please note we are hiring for several positions in both middle and high school.

Our teachers know the individual strengths and areas for growth of each of their scholars. By design, our schools are small communities where every scholar is known.

Teachers at Brooklyn Lab plan and empower their scholars by deeply understanding scholar data, using our personalized learning platform Cortex and determining group/individual supports for scholars to move towards mastery of grade-level content.

In addition to teaching their course(s), our faculty understands the value of collaboration.  They share best practices across the network, mentor young educators who serve as Fellows, get and implement feedback from coaches and their instructional lead and work as a team to provide their scholars with a high-quality education.

As a Brooklyn LAB Teacher,  you will:

  • Create a welcoming, positive, and safe classroom environment where every child is known and challenged
  • Prepare and execute rigorous, engaging lessons aligned with New York State Standards and LAB’s core curriculum.
  • Uphold school-wide academic and culture systems and expectations
  • Implement frequent assessments and analyze student achievement data to inform and personalize instruction
  • Lead a daily advisory to achieve big goals through regular team building, goal setting and tracking, and serving as your advisory’s primary point of contact with the school
  • Lead an afterschool academic club intervention block
  • Work closely with a dedicated coach, quickly implement feedback, and attend weekly professional development sessions to develop your craft.
  • Collaborate across the grade-level teams and other school teams, as needed
  • Exemplify LAB’s core values in all interactions with staff, students and families.

**Other duties, based on the needs of the school and its scholars.

ABOUT THE DESIRED EDUCATION, TRAINING & MINDSET:

  • A BA/BS degree in the applicable subject; MA preferred, not required
  • High GPA in an academic major (preferred, not required)
  • Valid New York State Teaching Certification (preferred, but not required)
  • 3 years minimum of teaching experience in diverse and urban areas (preferred, not required)
  • Commitment to LAB’s mission and academic objectives: that all students, regardless of background and incoming ability, can achieve at high levels
  • Record of using data in the classroom to drive student outcomes; commitment to frequent formative assessment and student accountability
  • Demonstrated belief in a structured, predictable and safe environment for children
  • Willingness to build relationships with students, families and other school members
  • Demonstrated ability to work as part of a team
  • Willingness to absorb feedback and engage in self-improvement; ability to reflect and adjust

*Whenever possible, LAB seeks to hire Teachers certified in special education and/or teaching English to speakers of other languages, in addition to the subject they teach, to provide additional support to students with special needs and/or limited English proficiency.

ABOUT BENEFITS & COMPENSATION:

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

In addition to competitive salaries, Brooklyn LAB benefits package includes:

  • Employer contribution of 80% of the premium for cost share of health, dental, and vision plans with United Healthcare
  • Employer-sponsored short and long term disability and life insurance
  • An ample vacation schedule including school break and an additional 5 days of personal leave and 5 sick days
  • Ability to participate in pre-tax commuter benefits
  • Ability to participate in Lab’s Alerus managed 403b with an employer annualized contribution to a LAB retirement plan
  • An individual professional development allowance of $1800

BECOME BROOKLYN LAB!

Brooklyn LAB is an equal opportunity employer and welcomes candidates of diverse backgrounds and is committed to equal access for those with disabilities in compliance with the Americans with Disabilities Act (ADA).

To join Brooklyn LAB, please submit a resume and cover letter, including your interest in Brooklyn LAB and how you learned about the position.

Please note that due to our selection criteria, we will only notify candidates who meet our selection criteria.

Comments Off on Robin Hood Project – Advocate

Robin Hood Project – Advocate

Posted by | August 20, 2020 |

Advocates for Children of New York, Inc. (AFC) seeks an Advocate to support families fighting for their children’s education. The Advocate will join AFC’s Robin Hood Project and work closely with the team to provide advocacy, technical assistance, and community outreach/training. The Robin Hood Project partners with roughly 20 other Robin Hood-funded, poverty-fighting organizations (such as domestic violence shelters, hospitals, tutoring agencies, and social service providers) to provide advocacy and technical assistance for families who are struggling with education-related issues, including problems relating to literacy, learning disabilities, emotional and behavioral disorders, English-language learner (ELL) supports, and inappropriate school services, supports, and placements.

The Project, which also includes two staff attorneys and a project director, works directly with families served by its partner organizations, providing legal representation and advocacy. Additionally, the Project builds the capacity of these organizations through training and technical assistance to address the educational needs of current and future clients. The Advocate will use the Project’s integrated strategies to advocate for the educational needs of students involved with the various partner agencies and assist agency staff in supporting the educational needs of their clients.

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

Responsibilities include, but are not limited to:

  • Providing advocacy to families experiencing school-related difficulties such as inappropriate special education placements and services, enrollment issues, or suspensions.  This includes conducting client interviews, assisting clients with school admissions, locating educational resources for clients, and advocating for students at school meetings or suspension hearings using key laws and policies.
  • Providing training and workshops to parents and staff at partnering agencies on a variety of education-related topics.
  • Providing on-going technical assistance to staff at partnering agencies with the aim of building the capacity of these organizations to better address students’ educational issues.
  • Serving as a liaison to partner organizations, helping to identify shared goals, and fielding inquiries and concerns.
  • Tracking and recording project statistics and preparing data for grant reports.

Qualifications:

  • Bachelor’s degree is required. Master’s degree in social work is strongly preferred.
  • Experience in education, advocacy, or social services is required.
  • Demonstrated commitment to social justice and ability to empower the families.
  • Strength in oral and written communication skills.
  • Experience presenting to groups.
  • Ability to work both independently and as a member of a multidisciplinary team.
  • Experience with program development and implementation a plus.
  • Fluency in Spanish, Mandarin, Cantonese, or Haitian-Creole is strongly preferred.

Salary:

Salary is commensurate with experience.  In addition to a competitive salary, AFC offers 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.

 

 

Comments Off on Program Analyst, Early Impact

Program Analyst, Early Impact

Posted by | August 19, 2020 |

Program Analyst, Early Impact  

Overdeck Family Foundation believes unlocking every child’s potential is the key to a better future – for all of us. Founded in 2011 by entrepreneurs John and Laura Overdeck, the Foundation focuses on education, supporting research and organizations that seek to open doors for every child in the U.S. by measurably enhancing education both inside and outside the classroom. Using a data-driven and evidence-based approach, the Foundation’s investments enhance each stage of learning, from birth to high school, grounded in five focus areas: early childhood; educators; schools; out-of-school STEM opportunities; and the use of data to improve policy and practice. The Foundation’s grantmaking approach is grounded in measurable impact and costeffectiveness. Its funding supports early-stage initiatives developing or validating programs, evidence-based programs looking to achieve greater impact by scaling, and data and research investments that lead to new insights. 

The Early Impact portfolio within the Foundation focuses on supporting and empowering families, caregivers, and communities to apply evidence-based practices that provide young children a strong foundation for early learning and development, so that all children enter kindergarten with the skills needed to unlock their potential.  

The Foundation is seeking a full-time Program Analyst for the Early Impact (EI) portfolio. Reporting to the Senior Program Officer, the Analyst will support the portfolio’s and Foundation’s goals. This includes sourcing new granteesmaintaining and improving a research base and impact model, supporting grantee data collection and analysis, efficiently managing the grantmaking workflow, and building stakeholder relationships. 

Visit www.overdeck.org for more information. To learn more about our Early Impact portfolio, visit the websites of some of our partner organizations: ParentCorpsLENASpringboard CollaborativeUPSTARTPromise Venture Studio, and I-LABS 

What You’ll Help Us Do: 

Find and fund impactful, scalable organizations that support early learning and development 

  • Help us develop a more open and equitable pipeline of potential grantees 
  • Use your critical thinking and analytical skills to examine organizations’ impact and scale potential to determine alignment for our funding 
  • Concisely and clearly write and present grant recommendations to the board 

Achieve and articulate the impact of our and our grantees’ work 

  • In partnership with the Foundation’s Strategic Impact and Learning (SIL) team, improve the EI portfolio’s impact model by creatively and rigorously applying evidence, grantee data, insights from research, and input from experts 
  • Support grantees to achieve grant outcomes aligned with our mutual goals 
  • Build relationships with peer funders in support of the portfolio and grantees 

Enable continuous learning and improvement 

  • Analyze and visualize data to drive internal decision-making, inform grant recommendations, and share with our partners 
  • Synthesize and continuously update evidence and research, use your understanding to identify current gaps 
  • Maintain an up-to-date, complete database of all current and potential grantees to support analysis, learning, decision-making and reporting  
  • Absorb and apply research, trends, and changes in the national early childhood, education, and philanthropy landscapes 

Keep the team running smoothly 

  • Efficiently manage the logistics of the portfolio, including grantmaking, grantee support, and events 
  • Proactively identify and act on opportunities for operational improvements  
  • Support Senior Program Officer and Associate Program Officer with grantee check-ins, events, and meetings 

Who You Are: 

A smart, eager learner.You take a nuanced and rigorous approach to your workboth able to act on well-informed hypotheses and willing to change your mind. You use youcritical thinking and quantitative analysis skills to see patterns, guide smart decision-making, and evaluate opportunitiesYou’re comfortable with data and enthusiastic about what the data can teach us. 

Flexible and proactive.  Your flexible, self-starting style helps you move quickly from one task to another and manage multiple projects at onceYou take ownership of your work and aren’t afraid to solve problems creativity. You’re open to new projects and opportunities and get excited by the possibility that comes with ambiguity. 

Collaborative.  While you work well independently, you thrive as part of a team. You’re comfortable building relationships, both within and beyond the organization. You ask insightful questions and listen with a desire to empathetically understand.   

Results driven.You’re goal-oriented and do what it takes to get the job done well, and consistently seek to improve and grow. You say what you mean with excellent verbal and written communication. You balance attention to detail with big-picture thinking to prioritize effectively.  

Experienced.  You have 35+ years of relevant work experience and a Bachelorlevel degree (or equivalent experience)Experience in education or early childhood and exposure to both non-profit social enterprises and for-profit ventures are ideal.  

Enthusiastic. You enjoy learning, collaborating, and having fun while working hard to improve outcomes for kids. You’re motivated by the Foundation’s mission of unlocking every child’s potential and its approach to funding promising ideas and solutions. 

 

Comments Off on Program Director

Program Director

Posted by | August 18, 2020 |

Job Description

Program Director – UAI Brooklyn                

BACKGROUND

Girls Incorporated of New York City delivers life-changing programs that inspire girls to be strong, smart, and bold. Research-based curricula, delivered by trained professionals, equip girls to achieve academically; lead healthy and physically active lives; manage money; navigate media messages; and discover an interest in science, technology, engineering, and math. Girls Incorporated of New York City is an independent affiliate of the national Girls Incorporated, the nation’s leading expert on issues affecting girls and young women.

Girls Inc. of NYC seeks an experienced and effective supervisor to be a full-time Program Director. The Program Director will supervise a team of 8 staff members and ensure delivery of high-quality program. They will lead staff in executing the mission and vision of the DYCD SONYC After-School program grounded in youth development principles. The successful candidate possesses excellent interpersonal, written, and oral communication skills, and ability to build relationships and interface with persons from a variety of backgrounds. Must be detail oriented, a team player, an advocate for women and girls and have a positive outlook and can-do attitude. Must also have a love of learning, be highly energetic, creative, a problem-solver, negotiator, self-starter, and have the ability to work a flexible schedule. Have a keen awareness of and celebrate the vast cultural experiences of New York City girls. A background in partnering with the Board of Education, experiential learning, and group facilitation with youth. Program background in Leadership, STEM, Health & Sexuality, Careers & Life Planning, Sports & Adventure, and Academic Enrichment highly desirable.

QUALIFICATIONS

  • Master’s degree preferred. Bachelor’s degree required with focus in education, social work, psychology, and/or child development.
  • Minimum of three years of demonstrated successful experience in a supervisory position providing services to middle school youth.
  • Ability to supervise, motivate, train and evaluate staff.
  • Excellent interpersonal, written and oral communication skills.
  • Skilled in communicating and collaborating with school administration & staff, families and partners.
  • Effective problem solving and conflict resolution skills with girls and adults.
  • Experience working in single-sex, gender equity programs is preferred.
  • Reliable, dependable and timely.
  • Ability to receive and provide feedback in a constructive way.
  • Have a keen awareness of and celebrate the vast cultural experiences of New York City girls.
  • Ability to set up and maintain a work environment that challenges gender stereotypes and is LGBT-affirming.
  • Ability to respond appropriately in emergency/crisis situations.
  • Demonstrated ability to identify needs and develop relevant programs.
  • A self-starter with the ability to work as a team player and foster cooperative work.
  • Ability to work a flexible schedule, including some nights and weekends, when needed.
  • Must commit to the position for a minimum of two years.
  • Analyze and apply information from periodic program evaluations
  • Ensure that the program adheres to any organizational or grant requirements
  • Develop and track program budget
  • Has prior experience in strategic planning, program development, and operations
  • Pays attention to detail and is able to multitask
  • Take responsibility and the necessary steps to create safe environments in compliance with safety policy and law.

Job Type: Full-time (10 am to 6 pm)

Salary: $55,000.00 to $60,000.00 /year

Girls Inc. of New York City offers an excellent benefits package, a strong talent development orientation, and fosters a highly skilled, energized and empowered workforce.

Comments Off on Special Education Coordinator

Special Education Coordinator

Posted by | August 14, 2020 |

ABOUT BROOKLYN LAB

Brooklyn Laboratory Charter Schools (LAB) is a network of open enrollment, college-prep, public charter schools that opened its first middle school in downtown Brooklyn in 2014. LAB opened its second middle school in the fall of 2016, and opened its first two high schools in the fall of 2017, both in downtown Brooklyn. LAB is dedicated to serving the highest need students regardless of their academic level, English language proficiency, or disability. To achieve this, we couple a high expectations approach with an innovative, Common Core-aligned, next generation learning model designed to drastically improve the academic success of our scholars. Our focus on the whole scholar and in building our school community has established Brooklyn Lab as one of the best middle schools in the country for academic growth – adding two and three years of academic growth on average for our scholars. We invite you to be part of a transformation in education and to inspire a diverse a group of scholars with a lifelong love of learning.

POSITION DESCRIPTION

Our focus on the whole scholar and in building our school community has established Brooklyn Lab as one of the best middle schools in the country for academic growth – adding two and three years of academic growth on average for our scholars.  We invite you to be part of a transformation in education and to inspire a diverse a group of scholars with a lifelong love of learning.

RESPONSIBILITIES:

  • Overseeing/Managing a caseload of special education students and the implementation of their IEP’s
  • Ensuring appropriate delivery of both special education instruction and related services as stipulated in their IEP’s
  • Facilitating IEP meetings using a strengths based and family centered approach
  • Coordinating with special education team(s) to complete IEP progress reports towards goals at the end of the trimester
  • Engaging parents and families in their student’s learning and acting as an ambassador for the school in the community
  • Facilitating meetings for families, as well as identifying resources for parents of students with special needs
  • Overseeing the creation, dissemination, and review of teacher reports prior to IEP meetings
  • Advocating for special education with school leadership
  • Preparing for and acting as school representative in meetings wit the Committee on Special Education (annual reviews, tri-annual reviews, initials, etc.)
  • Communicating with grade level teams to support scholars with IEP’s and educate teachers on best practices
  • Owning the process of sharing of scholar IEP’s with grade level teams both at the start of the academic year as well as when scholars are new enrollees

QUALIFICATIONS:

  • A bachelor’s degree in the subject area to be taught, preferably from a selective college or university (master’s degree preferred);
  • High GPA in an academic major;
  • Certification to teach in New York State, preferably in the subject area to be taught;
  • At least three years of teaching experience with exceptional results; experience teaching in urban and low-income areas preferred;
  • Commitment to LAB’s mission and academic objectives; a demonstrated belief that all scholars, regardless of background and incoming ability, can achieve at high levels;
  • Record of using data in the classroom and driving scholar outcomes with scholars of similar population;
  • Commitment to education standards, frequent formative assessment, and accountability;
  • Belief in a structured, predictable environment for children in a high expectation environment;
  • Ability to be the authority in the classroom, maintain a calm and consistent learning environment;
  • Willingness to build relationships with scholars and families;
  • A “can do” attitude and the ability work as part of a team;
  • Comfort with accountability and ability to absorb feedback and engage in self-improvement
  • Desire to make others successful;
  • Demonstrated enthusiasm and optimism;
  • Understanding that the first years of school start-up require commitment, hard work, and hours beyond normal teaching positions;
  • Ability to reflect and adjust to a dynamic and rapidly changing environment.

COMPENSATION

Teachers will receive a competitive, comprehensive benefits package that improves over time and is competitive with other New York City charter schools. Other salary differentiation will be based on teacher experience, and the subject area taught, with higher compensation going to more experienced teachers in difficult-to-fill subject areas such as science and math.

In addition to competitive salaries, LAB benefits package includes:

  • 80% cost share of health, dental, vision employee plan premiums
  • 5% of annualized base salary contribution to a LAB retirement plan which vests at a percentage annually
  • An employee professional development allowance for improving the employee’s practice
Comments Off on 6th/8th Math/Science (4 openings)

6th/8th Math/Science (4 openings)

Posted by | August 14, 2020 |

POSITION DESCRIPTION

Teaching at Brooklyn Lab is unlike teaching in a traditional environment. Our teachers know the individual strengths and areas for growth of each of their scholars. By design, our schools are small communities where every scholar is known.

The role of the teacher is to empower scholars to own their learning. Teachers at Brooklyn Lab plan by deeply understanding scholar data, using our personalized learning platform Cortex and determining what group and individual supports are needed for their scholars to move forward on their progression towards mastery of grade level content. This planning and the use of data requires our teachers to consider not only how scholars bring together core content knowledge with both cognitive skills and our CREED values which stress entrepreneurial learning and scholar voice. Our teachers are constantly focused on how to prepare our scholars for the world beyond the classroom and to succeed in jobs that don’t exist yet and we can’t even imagine.

In addition to teaching their course, our faculty understands the value of collaboration.  They share best practices across the network, mentor young educators who serve as Fellows, get and implement feedback from coaches and their instructional lead and work as a team to provide their scholars with a high-quality education.

Our focus on the whole scholar and in building our school community has established Brooklyn Lab as one of the best middle schools in the country for academic growth – adding two and three years of academic growth on average for our scholars.  We invite you to be part of a transformation in education and to inspire a diverse a group of scholars with a lifelong love of learning.  Please note that we are hiring four teachers: 6th grade math, 6th grade science, 8th grade math, and 8th grade science.

RESPONSIBILITIES:

  • Provide direct instruction to classrooms of approximately 33 students in rigorous lessons aligned with the Common Core and the Next Generation science standards:
  • Commit to preparing every student for high school graduation and success in a four-year college or university;
  • Facilitate student learning by designing lessons, leading small groups, and conferencing with students;
  • Implement frequent formative assessments, in addition to summative assessments and analyze student achievement data to inform and personalize instruction to meet the needs of students;
  • Lead and own results of advisories that meet daily;
  • Constantly review student level data to inform instruction and student groupings;
  • Curate lessons via a mix of teacher created lessons and digital/on-line supports.

QUALIFICATIONS:

  • A bachelor’s degree in the subject area to be taught, (master’s degree preferred);
  • High GPA in an academic major;
  • Certification to teach in New York State, preferably in the subject area to be taught;
  • At least three years of teaching experience with exceptional results;
  • Experience teaching in urban and/or low-income areas preferred;
  • Commitment to LAB’s mission and academic objectives – a demonstrated belief that all students, regardless of background and incoming ability, can achieve at high levels;
  • Record of using data in the classroom and driving student outcomes with students of similar population;
  • Commitment to education standards, frequent formative assessment, and accountability;
  • Belief in a structured, predictable environment for children;
  • Ability to be the authority in the classroom and set rules for students;
  • Willingness to build relationships with students and families;
  • A “can do” attitude and the ability work as part of a team;
  • Comfort with accountability and ability to absorb feedback and engage in self-improvement
  • A desire to make others successful;
  • Demonstrated enthusiasm and optimism;
  • An understanding that the first years of school start-up require commitment, hard work, and hours beyond normal teaching positions;
  • Ability to reflect and adjust to a dynamic and rapidly changing environment.

Whenever possible, LAB seeks to hire Teachers certified in special education and/or teaching English to speakers of other languages, in addition to the subject they teach, to provide additional support to students with special needs and/or limited English proficiency.

COMPENSATION

Teachers will receive a competitive benefits package that improves over time and is competitive with other New York City charter schools. Other salary differentiation will be based on teacher experience and the subject area taught, with higher compensation going to more experienced teachers in difficult-to-fill subject areas such as science and math. We do not have a merit pay system, as we expect excellence from all of the teachers we select

In addition to competitive salaries, LAB benefits package includes:

  • 80% cost share of health, dental, vision employee plan premiums
  • 5% of annualized base salary contribution to a LAB retirement plan which vests at a percentage annually
  • An employee professional development allowance for improving the employee’s practice

ABOUT BROOKLYN LAB 

Brooklyn Laboratory Charter Schools (LAB) is a network of open enrollment, college-prep, public charter schools that opened its first middle school in downtown Brooklyn in 2014. LAB opened its second middle school in the fall of 2016, and will open its first two high schools in the fall of 2017, both in downtown Brooklyn. LAB is dedicated to serving the highest need students regardless of their academic level, English language proficiency, or disability. To achieve this, we couple a high expectations approach with an innovative, Common Core-aligned, next generation learning model designed to drastically improve the academic success of our scholars.

Comments Off on Manager of Information Technology and Data Systems

Manager of Information Technology and Data Systems

Posted by | August 14, 2020 |

ABOUT BROOKLYN LAB

Brooklyn Laboratory Charter Schools (LAB) is a network of open enrollment, college-prep, public charter schools that prepares students with the academic foundation, digital literacy, and leadership skills necessary to excel in college and professional life as they grow as ethical leaders.

The LAB Formula:

  • More Time in School: Extended day, week, and school year focused on academic learning and unique enrichment activities (e.g., Robotics, Digital Media, Coding, Debate, Visual Arts).
  • High Dose Tutoring: Personalized, small group tutoring from trained college graduates for at least two hours each day.
  • Next Generation Learning: A college prep curriculum with Science, Technology, Engineering, Arts, and Math (STEAM) -focused enrichment activities to prepare students to succeed in jobs of the future.

ABOUT WORKING AT BROOKLYN LAB

Working at Brooklyn Lab is unlike any traditional environment.

Teachers and staff members alike empower their scholars and colleagues on a daily basis. By design, our schools are small communities where every scholar, teacher and staff member support and grow one another.

Staff and faculty like to understand the value of collaboration and share best practices across the network, mentor and receive feedback from their teams.

Brooklyn Lab Charter Schools is seeking a Manager of Information Technology and Data Systems to provide leadership to a small team of IT Associates. This position will coordinate, integrate, and implement technology across all school buildings and departments. The Manager of Information Technology and Data Systems will be responsible for planning, installing, and maintaining physical technology systems of LAB in a condition of excellence enabling full educational use of technology at all times in compliance with local, state, and federal regulations and requirements. We are seeking someone who genuinely enjoys working with passionate people in an entrepreneurial, fast-paced environment. This hands-­on position has responsibilities that range from strategic and long-range planning and implementation of system­wide technology solutions to providing one on one, and group training and support. Experience working in the education field is essential for understanding how technology supports educational outcomes, where technology­ funding sources can be accessed, and that a culture of collaboration and creativity can sustain success.

LAB is an urban charter network with 1100 students. This job reports to the Chief Operating Officer.

The Manager of Information Technology and Data Systems will also be responsible for:

  • Authorizes permissions and individual access to technology applications or services to ensure proper access to technology systems by staff, students, parents, and others consistent with LAB operating guidelines and regulations.
  • Communicates technology-related activities promptly to all stakeholders.
  • Supports the installation of technology systems and tools (e.g., hardware, software, networks, wiring, specialized applications, and devices) to ensure the safe, timely, and efficient installation of technology equipment and services.
  • Maintains technology equipment and systems (e.g., servers, telephone systems, intercoms, alarms, surveillance cameras, software applications, network) to ensure that arrangements are functioning correctly and effectively in support of LAB administrative and educational operations.
  • Manages, inventory and the surplus of technology equipment, systems, and related services to ensure that all technology purchases for goods and services are consistent with the LAB’s technology objectives and that equipment is appropriately inventoried or surpluses consistent with local, LAB and state regulations.
  • Oversees functioning of the technology operations of LAB for the purpose of ensuring an effective, efficient and safe environment where technology equipment and applications are utilized appropriately and efficiently to support routine administrative and educational functions of the LAB.
  • Prepares a wide variety of documents, reports and materials (.i.e. reports, policy and procedure documents, emails, memos, correspondence, specifications, plans and drawings, analysis and test results, and cost estimates) for the purpose of providing necessary information to support LAB operations, including reporting internally and externally to the state or federal agencies, and other entities as required by LAB, governmental regulations.
  • Supervise assigned technology staff (e.g. hiring recommendations, interviewing, training, evaluations, etc.) to maximize the workforce’s efficiency and meet operational requirements.
  • Supports the implementation of operational and educational technology initiatives (e.g. new systems, educational programs, hardware) for the purpose of assisting with delivery and implementation of initiatives, providing support and assistance to others, providing oversight of projects and/or training and providing information to others to ensure successful implementation.
  • Tests technology applications, tools and programs for the purpose of assessing proposed products, programs or tools to provide feedback for the administrative decision processes, to ensure appropriate acquisition of educational and operational technology solutions and to assist others with these functions.
  • Support the work of our Family and Community Partnership team and overall school community  by attending family nights, report card nights and occasional work events outside of normally scheduled work hours.
  • This job frequently requires the ability to lift up to 30-50 pounds.
  • Perform other related duties as required and assigned.Desired Qualifications:
  • Bachelor’s degree in a field appropriate for this position (Management Information Systems, Information Technology, Computer Science, Systems Management, Educational Technology or other equivalent disciplines).
  • Minimum 3 years progressively responsible experience in the development, installation and maintenance of information systems.
  • Minimum of 2 years supervising staff.
  • Commitment to LAB’s mission and academic objectives: that all students, regardless of background and incoming ability, can achieve at high levels
  • Demonstrated belief in a structured, predictable and safe environment for children
  • Demonstrated ability to work as part of a team and a motivated attitude
  • Strong understanding and experience setting up, configuring, and managing network components. Not limited to managed switches, manage of multiple vlans on the network, manage an enterprise wireless network with multiple AP’s, manage network operating systems.
  • Strong understanding and experience working with Google Active Directory, group policies, security groups, and network logon scripting.
  • Setup and operational knowledge of Windows, Google, and Mac OS X experience/knowledge advantageous.
  • Excellent troubleshooting skills the ability to narrow down the cause of an issue and determine a solution.
  • Demonstrated ability to communicate with and work well with all levels within an organization, specifically working effectively within the culture and processes used in educational organizations.
  • Highly organized with strong project management skills, and drive to meet organizational and departmental objectives; ability to manage projects on interrelated timelines.
  • Knowledge of classroom technology, including Apple TV,, ELMO document cameras, sound systems, projectors, cameras, etc.
  • Knowledge of student data systems (i.e., Illuminate, Deans List), a definite plus.
  • Basic understanding of HTML and website development and maintenance required within a Google for Education Domain.
  • Proven ability to negotiate and work with vendors and consultants.

ABOUT BENEFITS & COMPENSATION:

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

In addition to competitive salaries, Brooklyn LAB benefits package includes:

  • Very competitive compensation package inclusive of a generous benefits package
  • 80% of healthcare premium costs covered by employer
  • Employer-paid life insurance and disability
  • 403(b) plan with employer contribution
  • Voluntary Benefits (Supplemental Life, Accident, Short Term Disability, etc.)
  • Generous paid time off program including  3 weeks vacation and sick leave
  • An annual  professional development allowance
  • Pre-tax commuter benefits

BECOME BROOKLYN LAB!

Brooklyn LAB is an equal opportunity employer and welcomes candidates of diverse backgrounds and is  committed to equal access for those with disabilities in compliance with the Americans with Disabilities Act (ADA).

To join Brooklyn LAB, please submit a resume and cover letter, including your interest in Brooklyn LAB and how you learned about the position.

Please note that due to our selection criteria, we will only notify candidates who meet our selection criteria.

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Deputy School Director

Posted by | August 14, 2020 |

POSITION DESCRIPTION

LAB is seeking a Deputy School Director to serve as the instructional leader, supervising academic programs, evaluating lesson plans, and observing classes on a regular basis to ensure alignment with the New York Learning Standards. He/she will ultimately be accountable for the achievement results of students at LAB. He/she will hold primary responsibility for the ongoing development, implementation, and assessment of the academic program in collaboration with the Executive Director.

RESPONSIBILITIES

  • Supervise the instructional program, evaluate lesson plans, and observe classes on a regular basis to evaluate and coach teachers, and encourage high-quality instruction;
  • Lead implementation of programs and curriculum aligned with the Advanced Placement Instructional Shifts, New York Learning Standards, Next Generation Science Standards, and LAB learning objectives;
  • Direct the research, development, evaluation, and revision of curriculum and instruction for all subjects and grades;
  • Align curriculum to meet ambitious student and teacher performance objectives, curriculum standards, and proficiencies in all grades and subject areas;
  • Lead the formulation, planning, and implementation of professional development for instructional staff; train and orient staff in LAB’s curricular systems and pedagogical issues; and ensure participation in quality external professional development;
  • Help teachers develop instructional strategies and intervention programs that elevate achievement among all LAB scholars;
  • Coordinate summer professional development including curriculum development; document and communicate the scope and sequence for each grade; and monitor grade-level progress against scope and sequence benchmarks;
  • Participate in the design and implementation of systems to assess student achievement including the administration of NWEA MAP, Illuminate and other interim and formative assessment systems;
  • Manage standardized test and internal assessment schedules, communication, training and implementation logistics, and reporting;
  • Lead the evaluation of instructional materials, including textbooks, digital resources; library/media acquisitions, and other materials;
  • Ensure that instructional materials that are implemented are in line with the scope and sequence of designed curriculum;
  • Participate in instructional staff recruitment and selection including leading teaching candidate interviews and demonstration lessons;
  • Serve as a member of the network Instructional Leadership team;
  • Collaborate with the Executive Director, mentor teachers, and other staff to maximize LAB’s ability to support students’ academic and socio-emotional development;
  • Report to the School Director and provide instructional leadership for the campus;
  • Perform other related duties as required and assigned.

QUALIFICATIONS

  • Candidates must have a Bachelor’s degree and at least five years of instructional leadership experience. An ideal candidate for this position:
  • Demonstrates the belief that every student can work hard, excel academically, and graduate from college; leads in a way that reflects LAB’s values and beliefs;
  • Demonstrates a commitment to urban school leadership and management;
  • Demonstrates a sense of urgency to achieve dramatic gains in learning;
  • Mobilizes adults to take action toward common goals and achieve results; develops clear, shared purpose that guides and unifies the team; builds effective teams to meet the needs of the task;
  • Demonstrates the ability to teach other adults and commit to adults’ growth and development; Demonstrates the ability to distinguish between poor, mediocre, solid, and outstanding teaching;
  • Aligns objectives and instructional activities to students’ academic goals;
  • Articulates clear and compelling instructional expectations for classroom settings;
  • Makes clear decisions while considering diverse perspectives to reach the best solutions;
  • Holds him/herself and others accountable for ensuring high achievement for every student;
  • Demonstrates high expectations by setting challenging goals for him/herself and others;
  • Exhibits willingness to engage in difficult conversations and make hard decisions;
  • Takes initiative, goes above and beyond typical expectations, and demonstrates relentless drive and determination to achieve exceptional outcomes and results;
  • Exhibits resilience in overcoming setbacks and remains constructive despite resistance or failure; demonstrates tenacity; supports perseverance in others; Focuses on results and how they are achieved; does not confuse effort with results;
  • Identifies, analyzes and prioritizes complex problems and key issues in a timely manner;
  • Gathers information from multiple relevant sources and stakeholders when problem-solving; Establishes decision-making processes, communicating how decisions will be made and who has input, and ensuring that decisions are made by those best suited to make them;
  • Demonstrates ability to evaluate results and use data to drive decision-making. Considers both the longer-term and unintended consequences of potential decisions;
  • Makes and stands by decisions that benefit the school. Shares the rationale for decisions, particularly when consensus cannot be reached;
  • Manages time and resources effectively, prioritizing efforts according to organizational goals;
  • Accurately sizes projects and secures resources needed to accomplish them;
  • Proactively develops contingency plans in advance of potential or unforeseen circumstances;
  • Delegates decision-making and authority in an effective manner;
  • Monitors a project by assessing milestones and modify plans based on data; Multi-tasks and balances detailed steps with strategy to ensure successful project completion;
  • Takes responsibility for behavior, mistakes, and results, learns from successes and failures, and teaches others to do the same;
  • Uses data to accurately assess areas for improvement and teaches others to do the same;
  • Continuously and humbly seeks opportunities for personal and organizational improvement; proactively solicits and willingly accepts assistance;
  • Takes calculated risks and teaches others to do the same; Values creative and innovative ideas;
  • Promotes and contributes to a culture of sharing effective practices;
  • Possesses strong written and verbal skills;
  • Demonstrates professionalism in diverse situations;
  • Accurately reads group dynamics to maximize individual strengths.

COMPENSATION

You will receive a competitive benefits package that improves over time and is competitive with other New York City charter schools. Other salary differentiation will be based on experience.

In addition to competitive salaries, LAB benefits package includes:

  • 80% cost share of health, dental, vision employee plan premiums
  • 5% of annualized base salary contribution to a LAB retirement plan which vests at a percentage annually
  • An employee professional development allowance for improving the employee’s practice

ABOUT BROOKLYN LAB

Brooklyn Laboratory Charter Schools (LAB) is a network of open enrollment, college-prep, public charter schools that opened its first middle school in downtown Brooklyn in 2014. LAB opened its second middle school in the fall of 2016, and will open its first two high schools in the fall of 2017, both in downtown Brooklyn. LAB is dedicated to serving the highest need students regardless of their academic level, English language proficiency, or disability. To achieve this, we couple a high expectations approach with an innovative, Common Core-aligned, next generation learning model designed to drastically improve the academic success of our scholars.

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Dean of Student Services

Posted by | August 14, 2020 |

ABOUT BROOKLYN LAB

Brooklyn Laboratory Charter Schools (LAB) is a network of open enrollment, college-prep, public charter schools that prepares students with the academic foundation, digital literacy, and leadership skills necessary to excel in college and professional life as they grow as ethical leaders.

The LAB Formula:

  • More Time in School: Extended day, week, and school year focused on academic learning and unique enrichment activities (e.g., Robotics, Digital Media, Coding, Debate, Visual Arts).
  • High Dose Tutoring: Personalized, small group tutoring from trained college graduates for at least two hours each day.
  • Next Generation Learning: A college prep curriculum with Science, Technology, Engineering, Arts, and Math (STEAM) -focused enrichment activities to prepare students to succeed in jobs of the future.

ABOUT WORKING AT BROOKLYN LAB

Working at Brooklyn Lab is unlike any traditional environment.

Teachers and staff members alike empower their scholars and colleagues on a daily basis. By design, our schools are small communities where every scholar, teacher and staff member support and grow one another.

Staff and faculty like to understand the value of collaboration and share best practices across the network, mentor and receive feedback from their teams.

POSITION DESCRIPTION

LAB is seeking a Dean of Scholars to lead the school’s core behavior and character education programs. The Dean of Scholars will supervise the consistent, fair administration and tracking of student conduct and discipline, as well as coach teachers on classroom behavior management techniques. He/she will assist the High Schools Director and the rest of the leadership team in the design and execution of a culture of entrepreneurial learning. Moreover, the Dean of Scholars will serve as the main point of contact with the parents and families of students to facilitate parent education and involvement.

RESPONSIBILITIES

Individuals who thrive at LAB tend to be entrepreneurial professionals and hungry learners who crave frequent high-quality feedback on their practice. The Dean of Student Services is responsible for leading the school’s core behavior and character education programs, and will perform a variety of essential responsibilities, including (but not limited to):

  • Coordinates the Special Education program for the school(s) in conjunction with the Executive Director and Middle School Directors;
  • Ensures that the schools are in full compliance with federal and state special education laws;
  • Provides support to Executive Director and the Finance team in ensuring accurate billing and invoicing information for services on per pupil and related invoices:
  • Supports LAB to ensure that students who are at-risk for academic underperformance due to academic, emotional, or physical challenges succeed in a rigorous academic environment
  • Liaises with city, state, and national entities involved in providing support and services to students with disabilities;
  • Develops progress-monitoring systems for interventions, counseling, and special education programs;
  • Advocates for changes in practice that will support improved performance of students with disabilities and English language learners;
  • Identifies special services providers for school psychology, speech and language therapy, and other mandated services and transportation;
  • Ensures that student records and documentation for special education issues are accurate, timely, and meaningful;
  • Serves as the hiring manager for all social work, counselor, and student services positions;
  • Leads the Response to Intervention process for the schools, including data meetings, tutoring sessions, and meetings with the Student Services Team and any other relevant personnel;
  • Observes Special Education classes/teachers and provides feedback via TeachBoost to continually improve the school’s support of students with special needs;
  • Promotes dialogue and peer learning among special and general educators and paraprofessionals;
  • Facilitates teacher teams as issues surface and engage in collaborate consultancy, promote robust special and general education partnerships, develop teacher facilitators and coaches, and assist school communities in developing problem-solving strategies;
  • Develops procedures, forms, and templates for the provision of all special education services. ∙ Provides ongoing professional training and coaching to special education teachers and school administrators.
  • Designs and facilitates professional development to help school practitioners understand and implement the key aspects of the special education reforms, including flexible programming, Universal Design for Learning, Response to Intervention, and the design of meaningful IEPs in collaboration with the Middle School Directors, Director of Literacy Program and Director of Residency

QUALIFICATIONS

  • A Bachelor’s degree required, Master’s degree preferred;
  • A minimum of two years teaching experience in an urban public school or charter school setting preferred, but not required;
  • Experience with special education is preferred;
  • The ability to focus and thrive in a fast paced, entrepreneurial environment;
  • The ability to work effectively in a team environment and the willingness and desire to support others in doing their best work;
  • A demonstrated belief that every student can work hard, excel academically, and graduate from college; the ability to lead in a way that reflects LAB’s values and beliefs;
  • A demonstrated sense of urgency to achieve dramatic gains in learning;
  • Ability to mobilize adults to take action toward common goals and achieve results; ability to develop clear, shared purpose that guide and unify a team; demonstrated ability to build effective teams to meet the needs of tasks at hand;
  • A demonstrated ability to teach other adults and commit to adults’ growth and development;
  • Ability to articulate clear and compelling cultural and behavioral expectations for scholars, including high expectations for behavior, academics, class and school culture, student investment, and family investment;
  • Demonstrated willingness to engage in difficult conversations and make hard decisions;
  • Demonstrated willingness to take initiative and go above and beyond typical expectations; a relentless drive and determination to achieve exceptional outcomes and results;
  • Demonstrated resilience in overcoming setbacks and remaining constructive despite resistance or failure; demonstrated tenacity; ability to support perseverance in others;
  • A focus on results and how they are achieved; ability to differentiate effort from results;
  • Ability to identify, analyze, and prioritize complex problems and key issues in a timely manner;
  • Ability to manage time and resources effectively, prioritizing efforts according to organizational goals;
  • Ability to proactively develop contingency plans in advance of potential or unforeseen circumstances;
  • Ability to monitor a project by assessing milestones and modify plans based on data;
  • Multi-tasks and balances detailed steps with strategy to ensure successful project completion;
  • Takes responsibility for behavior, mistakes, and results, learns from successes and failures, and teaches others to do the same;
  • Ability to use data to accurately assess areas for improvement and teaches others to do the same;
  • Continuously and humbly seeks opportunities for personal and organizational improvement; proactively solicits and willingly accepts assistance; and
  • Takes calculated risks and teaches others to do the same; values creative and innovative ideas.

ABOUT BENEFITS & COMPENSATION:

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

In addition to competitive salaries, Brooklyn LAB benefits package includes:

  • Very competitive compensation package inclusive of a generous benefits package
  • 80% of healthcare premium costs covered by employer
  • Employer-paid life insurance and disability
  • 403(b) plan with employer contribution
  • Voluntary Benefits (Supplemental Life, Accident, Short Term Disability, etc.)
  • Generous paid time off program including  3 weeks vacation and sick leave
  • An annual  professional development allowance
  • Pre-tax commuter benefits

BECOME BROOKLYN LAB!

Brooklyn LAB is an equal opportunity employer and welcomes candidates of diverse backgrounds and is  committed to equal access for those with disabilities in compliance with the Americans with Disabilities Act (ADA).

To join Brooklyn LAB, please submit a resume and cover letter, including your interest in Brooklyn LAB and how you learned about the position.

Please note that due to our selection criteria, we will only notify candidates who meet our selection criteria.

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Virtual School Director (Remote Position)

Posted by | August 9, 2020 |

ABOUT BROOKLYN LAB

Brooklyn Laboratory Charter Schools (LAB) is a network of open enrollment, college-prep, public charter schools that prepares students with the academic foundation, digital literacy, and leadership skills necessary to excel in college and professional life as they grow as ethical leaders.

The LAB Formula:

  • More Time in School: Extended day, week, and school year focused on academic learning and unique enrichment activities (e.g., Robotics, Digital Media, Coding, Debate, Visual Arts).
  • High Dose Tutoring: Personalized, small group tutoring from trained college graduates for at least two hours each day.
  • Next Generation Learning: A college prep curriculum with Science, Technology, Engineering, Arts, and Math (STEAM) -focused enrichment activities to prepare students to succeed in jobs of the future.

ABOUT WORKING AT BROOKLYN LAB

Working at Brooklyn Lab is unlike any traditional environment.

Teachers and staff members alike empower their scholars and colleagues on a daily basis. By design, our schools are small communities where every scholar, teacher and staff member support and grow one another.

Staff and faculty like to understand the value of collaboration and share best practices across the network, mentor and receive feedback from their teams.

Brooklyn Lab Charter Schools is seeking an experienced School Director for our virtual learning  Environment.  The School Director will manage a team of educators committed to providing a supportive rigorous instruction to our scholars.  Through the use of the Internet and various curriculum tools they will consult regularly with teachers, counselors, learning coaches and students to ensure that each scholar receives the right support for their success.

 

This position reports to the Executive Director. The School Director will also be responsible for:

  • Supervision of our remote based instructional program, evaluate lesson plans, observe virtual classes on a regular basis to evaluate and coach teachers, and encourage high-quality instruction;
  • Lead implementation of programs and curriculum aligned with the New York Learning Standards, Common Core Learning Standards, Next Generation Science Standards, and LAB learning objectives;
  • Direct the research, development, evaluation, and revision of curriculum and instruction for all subjects and grades;
  • Align curriculum to meet ambitious student and teacher performance objectives, curriculum standards, and proficiencies in all grades and subject areas;
  • Lead the formulation, planning, and implementation of professional development for instructional staff in a virtual environment;
  • Help teachers develop instructional strategies and intervention programs that elevate achievement among all LAB scholars;
  • Participate in the design and implementation of systems to assess student achievement;
  • Manage standardized test and internal assessment schedules, logistics, and reporting;
  • Lead the evaluation of instructional materials, including textbooks, digital resources; library/media acquisitions, and other materials;
  • Participate in instructional staff recruitment and selection;
  • Collaborate with the Executive Director, master teachers, and other staff to maximize LAB’s ability to support students’ academic and socio-emotional development;
  • Support the work of our Family and Community Partnership team and overall school community  by creating and implementing virtual opportunities to connect with families
  • Other duties as assigned;


QUALIFICATIONS

  • Candidates must have a Master’s degree and at least five years of instructional leadership experience. An ideal candidate for this position:
  • Demonstrates the belief that every student can work hard, excel academically, and graduate from college; leads in a way that reflects LAB’s values and beliefs;
  • Demonstrates a commitment to urban school leadership and management;
  • Online Teaching or online schooling is a plus
  • Ability to work remotely
  • Availability to work a consistent daily schedule Monday thru Friday; 9 Hours daily during peek student hours per school requirement  regardless of physical location
  • Demonstrates a sense of urgency to achieve dramatic gains in learning;
  • Mobilizes adults to take action toward common goals and achieve results; develops clear, shared purpose that guides and unifies the team; builds effective teams to meet the needs of the task;
  • Demonstrates the ability to teach other adults and commit to adults’ growth and development; Demonstrates the ability to distinguish between poor, mediocre, solid, and outstanding teaching;
  • Aligns objectives and instructional activities to students’ academic goals;
  • Articulates clear and compelling instructional expectations for classroom settings;
  • Makes clear decisions while considering diverse perspectives to reach the best solutions;
  • Holds him/herself and others accountable for ensuring high achievement for every student;
  • Demonstrates high expectations by setting challenging goals for him/herself and others;
  • Exhibits willingness to engage in difficult conversations and make hard decisions;
  • Takes initiative, goes above and beyond typical expectations, and demonstrates relentless drive and determination to achieve exceptional outcomes and results;
  • Exhibits resilience in overcoming setbacks and remains constructive despite resistance or failure; demonstrates tenacity; supports perseverance in others; Focuses on results and how they are achieved; does not confuse effort with results;
  • Identifies, analyzes and prioritizes complex problems and key issues in a timely manner;
  • Gathers information from multiple relevant sources and stakeholders when problem-solving; Establishes decision-making processes, communicating how decisions will be made and who has input, and ensuring that decisions are made by those best suited to make them;
  • Demonstrates ability to evaluate results and use data to drive decision-making. Considers both the longer-term and unintended consequences of potential decisions;
  • Makes and stands by decisions that benefit the school. Shares the rationale for decisions, particularly when consensus cannot be reached;
  • Manages time and resources effectively, prioritizing efforts according to organizational goals;
  • Accurately sizes projects and secures resources needed to accomplish them;
  • Proactively develops contingency plans in advance of potential or unforeseen circumstances;
  • Monitors a project by assessing milestones and modify plans based on data; Multi-tasks and balances detailed steps with strategy to ensure successful project completion;
  • Takes responsibility for behavior, mistakes, and results, learns from successes and failures, and teaches others to do the same;
  • Uses data to accurately assess areas for improvement and teaches others to do the same;
  • Continuously and humbly seeks opportunities for personal and organizational improvement; proactively solicits and willingly accepts assistance;
  • Takes calculated risks and teaches others to do the same; Values creative and innovative ideas;
  • Promotes and contributes to a culture of sharing effective practices;
  • Possesses strong written and verbal skills;
  • Demonstrates professionalism in diverse situations;
  • Accurately reads group dynamics to maximize individual strengths.

ABOUT BENEFITS & COMPENSATION:

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

In addition to competitive salaries, Brooklyn LAB benefits package includes:

  • Very competitive compensation package inclusive of a generous benefits package
  • 80% of healthcare premium costs covered by employer
  • Employer-paid life insurance and disability
  • 403(b) plan with employer contribution
  • Voluntary Benefits (Supplemental Life, Accident, Short Term Disability, etc.)
  • Generous paid time off program including  3 weeks vacation and sick leave
  • An annual  professional development allowance
  • Pre-tax commuter benefits

BECOME BROOKLYN LAB!

Brooklyn LAB is an equal opportunity employer and welcomes candidates of diverse backgrounds and is committed to equal access for those with disabilities in compliance with the Americans with Disabilities Act (ADA).

To join Brooklyn LAB, please submit a resume and cover letter, including your interest in Brooklyn LAB and how you learned about the position.

Please note that due to our selection criteria, we will only notify candidates who meet our selection criteria.

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Part-time Program Coordinator

Posted by | August 5, 2020 |

Supervisor: Emily Williams, Senior Manager, Program Operations

 

Start date: August 25, 2020; on a rolling basis after this date 

Schedule: This part-time position is from late August 2020 – June 2021. Hours are approximately 25 hours/week between the hours of 9:30am – 4:00pm. Specific days and times are pending based on program times, which will be confirmed once schools have finalized schedules. We expect school to confirm in late August or early September. 

Pay rate: $20 – $23/hour

 

About Read Ahead

Since 1991, Read Ahead has connected public elementary school students with caring, trusted, and consistent mentors from leading NYC corporate and community partners. Centered around the foundational experience of reading together, Read Ahead’s signature in-school program supports children to develop the confidence, motivation, love of reading, and other skills essential for success in school and beyond. Read Ahead is a fun, kid-friendly program that reaches over 1,000 elementary school students annually. We strive to help our students reach their full potential, and over 98% of our partner teachers say that they would recommend Read Ahead to a colleague.

 

Remote learning and the unprecedented challenges of 2020 has made the need for Read Ahead more urgent than ever. During the 2020-21 school year, we will run a completely virtual program over Zoom so that we can continue to connect NYC public school children (grades 1-5) to caring and supportive mentors for live program sessions that build connection, confidence, literacy skills, and more.

 

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

The Program Coordinator is the leader and key driver of success at their assigned partner school. They act as an ambassador of Read Ahead and communicate regularly with students, parents and caregivers, volunteer mentors, and school staff. The Program Coordinator is responsible for ensuring that the virtual program runs smoothly, that mentors and mentees are supported throughout their mentoring experience, and that program goals are met. The Program Coordinator is responsible for critical administrative tasks, including scheduling, tracking attendance, and database entry. Program Coordinators are part of a dynamic and dedicated program team, who provide resources and additional support.

 

Program Coordinator positions are currently open at P.S. 1, P.S. 33, P.S. 51, P.S. 111, P.S. 125, & P.S. 130 in Manhattan, P.S. 67 in Brooklyn, and P.S. 92 in Queens. Physical presence at school sites is not currently expected; this could change based on official guidance from the Department of Education and in discussion with Read Ahead and school leadership.

 

The ideal candidate is a flexible, proactive problem-solver with excellent relationship-building, organizational, and communication skills. This role is a great fit for someone with an openness to learning and adopting new technology, including Zoom and online reading platforms. This is a great opportunity for someone who enjoys working with people and is passionate about supporting children and NYC public schools.

 

Responsibilities

 

Read Ahead session management

  • Coordinate, facilitate, and monitor 10-15 weekly Read Ahead mentoring sessions on Zoom with up to 20 participants in each 
  • Lead session icebreakers and closing activities
  • Manage program technology and provide support to participants, including for Zoom and online reading platforms

 

Student and volunteer management and support

  • Oversee mentor and student enrollment, including reviewing applications, hosting orientations, calling parents/caregivers, and matching mentors and mentees
  • Support approximately 100 mentees in grades 1-5 in their mentoring experience 

 

  • Manage approximately 150 volunteer mentors, including weekly communication

 

  • Provide ongoing support to mentors and mentees, including formal check-ins 

 

Parent, caregiver, and teacher communication

  • Communicate regularly with parents and caregivers over phone, text, email, and/or Zoom
  • Communicate as needed with teachers and school staff 

 

Data entry and tracking 

  • Track and report on attendance and student progress
  • Enter and track program data in Read Ahead’s database in a timely manner with attention to detail

 

Learning and professional development 

  • Actively participate in team meetings, learning initiatives, and professional development

 

Required Qualifications

  • Passion for Read Ahead’s mission 
  • Experience working with kids and their parents/caregivers, and a positive, strengths-based approach to supporting children
  • Enjoys working with people, and can communicate clearly and effectively with people from diverse backgrounds and professional fields
  • Strong organizational skills, including the ability to manage time and deadlines effectively 
  • Openness to learning and adopting new technology (such as email, video conferencing, online reading platforms, cloud-based file management, and project management tools)
  • High level of attention to detail 
  • Interest in remote work with the ability to lead and monitor daily mentoring sessions remotely

 

Desired Qualifications

  • Two years of youth or volunteer management experience 
  • Experience facilitating groups and group activities
  • Language skills preferred for specific school sites: Spanish, Mandarin Chinese

 

How to Apply

Submit your resume and cover letter to Emily Williams at readahead.org/apply. In your cover letter, include why you are interested in working for Read Ahead, why the Program Coordinator role interests you, why you are seeking a part-time job, and any specific scheduling requirements. No phone calls please.

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3rd-5th Grade ICT Teacher

Posted by | August 3, 2020 |

3rd-5th Grade ICT Teacher

Who we are:

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

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

What you’ll be doing:

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

About you:

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

 Qualifications:

  • Bachelor’s degree from an accredited college or university required
  • New York State teaching certification in Students with Disabilities required. VOICE will also consider (a) strong candidates who are completing or have recently completed a NY State teacher training program and who can show that they will be fully certified by the first day of employment, and (b) strong candidates with teacher training or credentials/licenses from another state who can demonstrably commit to working toward and achieving NY State teaching certification by a reasonable deadline.
  • Teaching or student teaching experience in a school required
  • Experience with and interest in working with high needs students preferred

What you’ll enjoy:

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

Posted by | July 30, 2020 |

About SchoolHouse

SchoolHouse is a new, innovative education startup that helps families to form Learning Pods, and matches excellent teachers with those Pods. A Pod is a group of approximately 4 – 8 students, of the same or similar grade level, who are learning, growing, and socializing together. Pods run for up to five hours per day, five days per week. This is a great option for both families and teachers alike, as it allows for in-person instruction to happen throughout the upcoming school year in a safe, and contained environment. 

Current Locations Include: 

  • New York (Brooklyn, Hudson, Long Island, Manhattan, & Westchester)
  • Northern New Jersey
  • Connecticut

With more locations coming each day. Check out our application for the most up-to-date listing. 

Also, if you don’t see your location listed, you can apply to join our Teacher Marketplace which is a platform where you will create a profile sharing your experience, grade-level preferences, and location. Then, families who are interested in creating a Pod in your area can select you as their teacher. 

 

What We Have to Offer

By joining SchoolHouse, you’ll be able to realize all of the promises of teaching. First, you’ll be able to teach in-person, in a small, contained environment, which takes your health and safety into account. You’ll also only be working with a small group of students, which will allow you to really differentiate your instruction, and personalize your teaching to the individual needs of each student. And while you’ll be leading your Learning Pod on your own, you can feel confident knowing that you have the support of the SchoolHouse team behind you.

 

Mindsets and Experience

  • Passion for education
  • Bachelors degree required; Masters degree preferred
  • At least two years of previous teaching experience 
  • Professional demeanor and excellent organizational skills
  • An entrepreneurial spirit
  • A positive, solution-oriented attitude and drive for excellence

 

Responsibilities

  • Create curriculum and lesson plans that meet the needs of the students in your Pod
  • Teach engaging, rigorous, and relevant lessons daily
  • Communicate effectively with all stakeholders, including students, families, and SchoolHouse staff
  • Assume a high level of personal responsibility for the students in your Pod
  • Assume a high level of personal responsibility for the progress of all students
  • Respond to the needs of the families and students in your Pod

 

Benefits and Compensation

  • Teachers at SchoolHouse are provided with a generous, full-time salary, oftentimes above the district
  • As a regular full-time employee of SchoolHouse, you will be eligible for benefits that include medical, dental and vision, as well as a retirement benefit package. 

 

Start Date: September 2020

SchoolHouse is an equal opportunity employer and does not discriminate on the basis of race, religion, color, age, sex, sexual orientation, marital or familial status, national origin, citizenship or disability.

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Early Head Start Director

Posted by | July 29, 2020 |

DEPARTMENT:

Early Childhood Services

 

LOCATION:

New York, NY

 

REPORTS TO:

Managing Director

 

SALARY:

$68K-72K Annually

 

SCHEDULE:                 

Monday-Friday, 9am-5pm

 

JOB SUMMARY:

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

 

EDUCATION, EXPERIENCE, AND SKILL REQUIREMENTS:

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

 

ESSENTIAL DUTIES AND RESPONSIBILITIES

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

Posted by | July 14, 2020 |

About Us

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

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

Advantages of teaching at a New Visions school include:

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

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

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

Position Summary

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

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

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

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

Successful New Visions teaching candidates will:

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

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

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

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

New Visions believes that our teams should reflect the diverse communities we serve and that our culture and internal structures should be inclusive and equitable for all employees. We also recognize that perspectives from communities that have been historically marginalized are critical to the work we do. Hence, we strongly encourage applications from individuals living in the communities that we serve or who are members of historically marginalized communities.

New Visions provides a comprehensive and competitive compensation and benefits package in addition to the opportunity to make a significant impact on education reform and in the lives of urban youth.

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

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Finance Assistant

Posted by | July 7, 2020 |

Standard 1:

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

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

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

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

Standard 2: Supports Instructional Program

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

 

 

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Middle School Department Head Math (Instructional Supervision)

Posted by | July 7, 2020 |

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

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

 General Description of Position

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

Major Responsibilities & Duties

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

Preferred Qualifications, Skills, Knowledge and Abilities

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

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

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Middle School Math Teacher 2020-21

Posted by | July 7, 2020 |

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

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

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

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

Who is an Equality Teacher?

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

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

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

Equality is an equal opportunity employer.

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

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Senior Manager of School Networks

Posted by | July 7, 2020 |

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

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

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

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

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

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

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

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

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Middle School Behavioral Specialist

Posted by | July 2, 2020 |

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

Social Worker Responsibilities include but are not limited to:

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

Additional Qualifications, Highly Preferred::

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

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

 

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Assistant Superintendent – Exceptional Children

Posted by | June 24, 2020 |

About the Assistant Superintendent – Special Education Services Position

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

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

Specific Duties and Responsibilities

Equity Leadership and Student Success

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

Instructional Leadership and School Support

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

Systems and Policies

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

Talent Management and Professional Learning                                                                                                            

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

Compensation

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

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20-21 Middle School English Teacher

Posted by | June 17, 2020 |

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

About Great Oaks Charter Schools

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

Great Oaks Design Principles

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

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

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

About Great Oaks Charter School – New York City

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

Position Summary

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

Key responsibilities include:

Drive student outcomes by:

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

Maintain strong classroom and school culture by:

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

Plan a rigorous curriculum and deliver strong instruction by:

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

Competencies and Qualifications

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

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

Compensation

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

General Information

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

Comments Off on Middle School ICT Teacher

Middle School ICT Teacher

Posted by | June 11, 2020 |

Middle School ICT Teacher (8th Grade)

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

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

What makes VOICE different?

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

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

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

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

All Staff at VOICE:

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

__________________________________________________

Position Responsibilities: 

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

 Curriculum and Planning

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

 In the Classroom

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

 Communication and Collaboration

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

 Professionalism and Work Day Expectations

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

 Position Qualifications:

 Behavioral Qualifications

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

 Skills and Knowledge

  • Ability to gather, collate, and/or classify data; to analyze data using defined but different processes
  • Ability to use job-related equipment
  • Ability to adapt to changing work priorities
  • Ability to maintain confidentiality; exhibit tact and patience
  • Building strong and effective collegial relationships as part of a team, including but not limited to co-teachers and grade teams; be able to effectively manage an assistant
  • Building individual relationships with students and maintaining a kind, firm voice and body language
  • Building effective sequential long-term plans and mastery-oriented short term plans
  • Maintaining high academic expectations through purposeful building of thinking skills, standards-aligned independent practice, questioning and discussion techniques, high standards for language and evidence, and structured support for students
  • Communicating effectively and frequently with families
  • Reflecting on own practice and implementing action steps; embodying VOICE values in everyday interactions and work products
  • Using time efficiently; prioritizing tasks appropriately; meeting deadlines
  • Knowledge of Common Core and other content area standards
  • Knowledge of basic principles of curriculum design
  • Understanding of child learning theory and behavioral approaches
  • Knowledge of elements of effective classroom environment and management

 Educational Background and Work Experience

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

 

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

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

Posted by | June 10, 2020 |

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

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

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

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

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

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

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

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

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

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

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

All other inquiries, please contact me at: 

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

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

ALL LEVEL DIRECTORS – Senior Administrative, Education, Site

Posted by | June 10, 2020 |

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

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

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

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

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

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

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

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

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

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

 

All other inquiries, please contact me at: 

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

Comments Off on Program Analyst, Inspired Minds

Program Analyst, Inspired Minds

Posted by | June 9, 2020 |

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

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

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

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

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

 

Responsibilities:

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

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

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

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

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

Required Qualifications and Traits:

• Minimum of Bachelor’s level degree required

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

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

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

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

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

Ideal Candidates Possess or Are Excited to Learn:

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

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

• Ability to build and maintain diverse relationships with multiple stakeholders

• Direct and indirect research experience

• Skills necessary to manage multiple projects at once

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

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

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

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

Posted by | June 9, 2020 |

Community Roots is hiring:

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

Compensation:

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

Qualifications:

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

Community Roots seeks individuals who:

  • Believe in and are capable of high levels of collaboration and communication
  • Believe that communicating and building relationships with children’s families is essential
  • See themselves as active learners committed to ongoing professional development
  • Believe that all children have the right to an exceptional education
  • Understand that children learn in different ways
  • Are committed to ensuring that every child will succeed
  • Are capable of building a safe, nurturing, supportive and high achieving school culture
  • Believe that a combination of creativity and research generates engaging curriculum
  • Believe that working and educating children in a diverse environment is essential

About Community Roots:

Community Roots Charter School is a rigorous learning community where learning is embedded in meaningful real world context, where children are deliberately taught to see the connections between school and the world. CRCS students will meet or exceed the Common Core standards and be prepared to excel in the 21st century by being taught to be independent thinkers and to work productively within a diverse group of learners. At CRCS students will learn to combine curiosity with appropriate application, which will lead to deep understanding and the confidence to take on challenges to become who they want to be.

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

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

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

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

Posted by | June 9, 2020 |

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

Community Roots is hiring:

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

 

Compensation:

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

Qualifications:

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

 

Community Roots seeks individuals who:

  • Believe in and are capable of high levels of collaboration and communication
  • Believe that communicating and building relationships with children’s families is essential
  • See themselves as active learners committed to ongoing professional development
  • Believe that all children have the right to an exceptional education
  • Understand that children learn in different ways
  • Are committed to ensuring that every child will succeed
  • Are capable of building a safe, nurturing, supportive and high achieving school culture
  • Believe that a combination of creativity and research generates engaging curriculum
  • Believe that working and educating children in a diverse environment is essential

About Community Roots:

Community Roots Charter School is a rigorous learning community where learning is embedded in meaningful real world context, where children are deliberately taught to see the connections between school and the world. CRCS students will meet or exceed the Common Core standards and be prepared to excel in the 21st century by being taught to be independent thinkers and to work productively within a diverse group of learners. At CRCS students will learn to combine curiosity with appropriate application, which will lead to deep understanding and the confidence to take on challenges to become who they want to be.

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

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

Comments Off on AIS Math & ELA

AIS Math & ELA

Posted by | June 4, 2020 |

 

Responsibilities

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

Qualifications

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

Salary: Competitive; Longevity Bonus

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

Comments Off on Middle School ELA Teacher

Middle School ELA Teacher

Posted by | June 4, 2020 |

Responsibilities

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

Qualifications

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

Salary: Competitive; Longevity Bonus

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

Comments Off on ESL Teacher

ESL Teacher

Posted by | June 4, 2020 |

Teachers

Responsibilities

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

Qualifications

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

Salary: Competitive; Longevity Bonus

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

Comments Off on Pre-K Teacher

Pre-K Teacher

Posted by | June 4, 2020 |

Responsibilities

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

Qualifications

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

Salary: Competitive; Longevity Bonus

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

Comments Off on • NYS certified Common Branch 1-6

• NYS certified Common Branch 1-6

Posted by | June 2, 2020 |

Teachers

Responsibilities

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

Qualifications

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

Salary: Competitive; Longevity Bonus;

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

Comments Off on Middle School Math Teacher

Middle School Math Teacher

Posted by | May 28, 2020 |

 

Middle School Math Teacher (6-8)

 

Who we are:

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

 

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

 

What you’ll be doing:

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

 

About you:

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

 

Qualifications:

  • Bachelor’s degree from an accredited college or university required
  • New York State teaching certification in Middle School Generalist or Mathematics required. VOICE will also consider (a) strong candidates who are completing or have recently completed a NY State teacher training program and who can show that they will be fully certified by the first day of employment, and (b) strong candidates with teacher training or credentials/licenses from another state who can demonstrably commit to working toward and achieving NY State teaching certification by a reasonable deadline.
  • Teaching or student teaching experience in a school required
  • Expertise in high level mathematics preferred
  • Experience with and interest in working with high needs students preferred
  • Significant experience working with and/or teaching children in middle school grades preferred

 

What you’ll enjoy:

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

 

How to Apply: Please submit an electronic application (including a VOICE-specific cover letter and resume) at https://voicecharterschool.tedk12.com/hire/index.aspx

 

VOICE Charter School values diversity and inclusion in our community of adults and children. 

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

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

Comments Off on K-2 Dean of Early Literacy Instruction

K-2 Dean of Early Literacy Instruction

Posted by | May 28, 2020 |

Kindergarten – 2nd Grade Dean

 

Who we are:

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

 

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

 

What you’ll be doing:

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

 

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

 

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

 

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

 

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

 

Qualifications:

Educational Background and Work Experience

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

Preferred: Experience working in an urban school setting

 

About you:

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

 

What you’ll enjoy:

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

 

How to Apply: Please submit an electronic application (including a VOICE-specific cover letter and resume) at https://voicecharterschool.tedk12.com/hire/index.aspx

 

VOICE Charter School values diversity and inclusion in our community of adults and children. 

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

 

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

 

 

Comments Off on Chief Program Officer for Great Oaks Fellows

Chief Program Officer for Great Oaks Fellows

Posted by | May 22, 2020 |

ABOUT THE GREAT OAKS FOUNDATION

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

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

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

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

POSITION OVERVIEW:

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

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

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

RESPONSIBILITIES: 

LEADERSHIP, STAFF MANAGEMENT AND ORGANIZATIONAL STRATEGY 

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

STRATEGIC PROGRAM DEVELOPMENT, OVERSIGHT AND EVALUATION 

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

QUALIFICATIONS AND COMPETENCIES:

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

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

COMPENSATION

Great Oaks