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Middle School Assistant Principal

Posted by | March 13, 2019 |

School in the Square (S2) , an independent charter school in Washington Heights, integrates 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, supported, and engaged. S2 opened in  September 2016 as a 6-8 middle school, and will graduate our first group of 8th graders in June, 2019.   We now need a dedicated, mission aligned Assistant Principal to help lead the Middle School.

The Assistant Principal should:

  • Respect children and committed to working towards equity for all,
  • Cultivate collegial relationships through open dialogue, collaboration and sharing of effective practices,
  • Adapt to the shifting needs of this rapidly expanding organization.

We are hiring an Assistant Principal of our Middle School: The successful candidate will be a proven leader with a commitment to S2’s  mission. This individual will be an exceptional manager, motivating leader, and a strong relationship builder. The assistant principal will promote an environment that is safe and conducive to individualized instruction, student voice and student learning. Reporting to the principal, the assistant principal’s responsibilities will include:

School Environment

  • Develop a system of supervision for morning arrival and afternoon dismissal and oversee its implementation;
  • Develop a system for supervision of dining hall (breakfast and lunch) and oversee its implementation;
  • Promote strong community behaviors in hallways, dining hall, etc;
  • Work closely with Dean of Culture;
  • Organize Senior Trip, Prom, Graduation.

Data

  • Work in collaboration with Principal, Director of Data and SPED Chair to analyze data on an on-going basis.
  • Develop a quarterly grade report to inform the roster of students who require mandatory study hall, identify students whose parents need notification, etc.
  • Work with SEL team to follow attendance with rapid parental follow-up.

Testing Coordination

  • Organize Test Preparation groups weekdays and Saturdays;
  • Insure that teachers have appropriate instructional materials for test prep groups;
  • Monitor attendance for test prep;
  • Work in collaboration with SPED Chair to maintain and organize schoolwide listing and implementation plan for all testing modifications;
  • Organize all school wide testing days
    • MAP/Interim assessments
    • State Testing
  • Collect and organize all NYS state exams.

Scheduling

  • Support the principal to design the master schedule,
  • Work with data teams to organize quarterly adjustments in student schedules
  • Study Hall
    • Maintain study hall attendance and communicate with parents weekly on any concerns;
    • Maintain communication with teachers about study hall.

Other School-wide Responsibilities

  • Formal evaluations;
  • Consistent with the belief that all staff should have meaningful engagement with students, there will be an instructional role consistent with background, i.e., one book club, one math small group, restorative circle. 

The Assistant Principal should be someone who:

  • Holds a Master’s Degree in Education
  • Has a minimum of five years of successful classroom teaching
  • New York State Certification
  • Has minimum of two years of previous experience in leadership
  • Is bilingual spoken and written preferred but not required
  • Exhibits the ability to work well with a team
  • Demonstrates an ambition and desire to grow as a leader

Compensation and Benefits:

In addition to meaningful and rewarding work, S2 provides an excellent compensation and benefits package including medical, dental, life & long-term disability insurance, a 403(b)

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Summer 2019 Reading Teacher

Posted by | March 13, 2019 |

DREAM (formerly Harlem RBI), an award-winning youth development program, is seeking dynamic teachers to work in our nationally recognized summer program for elementary school youth. DREAM’s summer REAL Kids program offers a unique and supportive environment focused on enhancing youth engagement in reading and learning while building life skills in nutrition and fitness, critical thinking, teambuilding and leadership.

The program offers a supportive teaching environment that fosters creativity and innovation. Class sizes are small (maximum of 18-22 students) and every teacher works with two to three college students who aspire to work in education, youth development or social work. Primary responsibilities include:

  • Leading a centers based literacy workshop for two hours four days a week designed to maintain or improve youth reading levels (Readers Workshop);
  • Developing youth enthusiasm and confidence in reading;
  • Designing lesson plans and implementing projects according to the REAL Kids curriculum which is designed to foster character values including, but not limited to, respect, effort, and teamwork;
  • Supporting activities designed to foster better communication and social skills during Team Clubhouse, four days a week;
  • Leading off-site field trips to pre-arranged destinations in New York City, one day per week;
  • Working with youth in positive and creative ways that encourage good sportsmanship and teamwork;
  • Ensuring child safety and agreeing to file a report if any injury or risk-behavior is observed;
  • Coaching 2 group leaders to ensure that they are invested and involved in classroom activities. Teachers will meet with group leaders once a week.

Qualifications

  • At least 2 years of lead classroom teaching experience (required);
  • State or city certification and an M.A. in Education (preferred);
  • Believe in the promise and potential of urban youth;
  • Understanding of youth development as it relates to education;
  • Ability to take initiative and maintain flexibility;
  • Interest or knowledge of baseball/softball (preferred);
  • Deep embodiment of DREAM’s organizational values of teamwork, diversity, integrity and fun.

Hours
Monday-Thursday, 8am-1pm and Fridays, 9am-3pm with an additional hour of planning TBD.

The REAL Kids summer program will operate from July 1 to August 9, 2019 and begins with additional training and planning in mid-June. There will be no program July 4th & 5th in observance of the holiday;

Compensation
The program offers highly competitive compensation.

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High School Teaching Opportunities (2019-2020)

Posted by | March 12, 2019 |

The Support You Need for the Career You Want.

About Us

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

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

Advantages of Teaching at a New Visions School Include:

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

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

Position Summary

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

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

Qualifications

Successful New Visions teaching candidates will:

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

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

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

New Visions for Public Schools is an equal opportunity employer.  

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Director of Instruction, Mathematics Co-Teaching Coach

Posted by | March 6, 2019 |

OUR STORY

Blue Engine is a New York City-based education nonprofit founded in 2010 to dramatically improve academic achievement for students in historically oppressed communities. We help schools restructure the classroom with trained teams of teachers who provide personalized, small group instruction for students in Algebra and English/Language Arts classes, creating the classroom conditions that enable students to thrive.  

We believe that the current structure of classrooms actively contributes to massive untapped human potential and an epidemic of lost talent in historically oppressed communities across this nation. Blue Engine partners with schools to fundamentally redesign the traditional classroom and employ an innovative team teaching model, dramatically accelerating academic progress so that all students have the choice to pursue college and career opportunities that reflect their unique Talents. This year, Blue Engine is partnering with 9 schools, 100+ extraordinary educators, and 1,800 students; and the results are clear: 7-9 additional months of learning over the course of a single year, doubling the rate of student learning; increased high school and college-going rates; a growing alumni base of diverse, trained new educators.

And yet, beneath all these statistics, the reason people come to work here is to witness, to create for as many young people as possible a more foundational truth: strong human relationships at the heart of classrooms where every single student is seen for who they are, what they need, and what they want to become.

After eight years of operating in New York City, we are mapping out our plan to deepen our impact here and beyond.

The Role

Blue Engine is seeking a Mathematics Coach to implement Blue Engine’s Co-Teaching program by coaching teams to execute Blue Engine’s Team Teaching model in service of dramatic impact on student outcomes in algebra, using data and feedback to adjust course as necessary and meet the learning goals by supporting the capturing and codifying of insights.  This is an exciting new role that will help the organization evolve our flagship support model in a new context.

This role is a perfect opportunity for someone who believes we must transform traditional classrooms, is passionate about instructional coaching and likes working in startup situations.  

Primary Responsibilities & Outcomes

 

  • Coach and support 5 teaching teams to have dramatic impact on learning (5+ additional months of learning) & classroom experience for students.
  • Activities

 

      1. Provide strong math content and instructional coaching through the lens of Blue Engine’s Team Teaching Model that urgently drives towards student outcomes using Blue Engine’s Launch & Improvement Cycles
      2. Support teams to set strong academic goals for students, support team data collection and review to ensure teams are on track to driving towards end of year goals
      3. Provide ongoing observations and debriefs to help teams develop their practice
      4. Collect and utilize student & teacher data to identify highest priority areas to inform coaching plans
      5. Use a variety of coaching techniques based on team needs to help move them forward in their development and to motivate & influence teams to adjust practice. (co-planning, modeling, providing resources & exemplars, observation & feedback)
      6. Effectively create plans, budget time and manage schedule to be able to execute necessary supports aligned to priorities
      7. Partner with school administration to ensure strong alignment with school context; meet with school admin quarterly to review classroom data, provide updates and problem-solve as needed

 

  • Develop and implement a support plan that cultivates effective coaching relationships resulting in strong teacher satisfaction & efficacy.
  • Activities

 

      1. Learn about individual teachers and build strong relationships grounded in trust that can be leveraged to help teams successfully implement Blue Engine’s Team Teaching model
      2. Provide strong, frequent feedback to teams about strengths and areas for growth
      3. Frequently solicit and use feedback from teams to improve coaching practices
      4. Differentiate support based on team development and context of the partner school
      5. Effectively communicate with teams to schedule support experiences

 

  • Facilitate a scope and sequence of learning experiences that builds capacity in teams to implement Blue Engine’s Team Teaching Model; coach and manage teams to implement this model to fidelity and build team effectiveness.
  • Activities

 

      1. Support the design and implementation of centralized onboarding & ongoing learning experiences for teaching teams to introduce Blue Engine’s Team Teaching model
      2. Assess teams’ progress using Blue Engine’s Performance Management Plan and provide feedback and support to ensure successful model implementation  
      3. Motivate and influence teams to adjust practice
      4. Support team formation and help team successfully move through the stages of team development and navigate conflict
      5. Plan and facilitate quarterly team stepbacks on progress towards model implementation and student outcomes & experience
      6. Collaborate with members of the NYC program teams

 

  • Collaborate effectively with Organizational Learning & Innovation (“OLI”) team members to build and iterate plan and support learning & development of this implementation model.
  • Activities

 

      1. Build deep understanding of the history and evolution of Blue Engine’s program and the current context and rationale for co-teaching
      2. Support the development and refinement of plans and learning experiences in partnership with the OLI team
      3. Provide updates and review data in collaboration with OLI team members to identify opportunities & challenges and make decisions for modifications & improvements
      4. Partner with members of the OLI team to capture and codify learnings & insights in service of the learning goals

    1. Consistently champion Blue Engine’s mission & demonstrate strong alignment with our organizational culture and values.

 

  • Activities

 

      1. Be a champion of BE’s mission and operate with “students first” mentality
      2. Proactively give constructive feedback to help Blue Engine continuously improve
      3. Practice and model Blue Engine’s Core Values
  1. Collective ResponsibilitiesAs a member of the Blue Engine team, staff members are expected to fulfill responsibilities that allow our organization to make an impact on student outcomes, do our work, make decisions, grow as professionals, and strengthen our team culture. This includes, but is not limited to:

 

  • Activities

 

    1. Volunteering at org-wide events
    2. Participating in BETA selection and onboarding
    3. Fulfill responsibilities that allow our organization to operate effectively, including office operations and HR
    4. Upholding and living out our Core Values and commitment to Diversity, Equity and Inclusiveness

This role will require time to be split between our office and our partner schools. Approximately 80% of the Coach’s time will be spent in our partner schools and 20% will be spent in our office; time allocations will vary by week.

Who We Need

Our belief in teams extends beyond the classrooms; we fundamentally believe that we are better together than we are as individuals. Our team supports one another to reflect, improve, and push our individual and collective practice to new levels. We are looking for someone who will bring their ideas, experience and perspective and – as important – someone who has a natural sense of curiosity, has a desire to learn and thrives in cultures that foster open and honest feedback. We are looking for a dedicated, self-aware, smart person who genuinely wants to work with a team of similarly smart, dedicated and self-aware people!

Blue Engine needs a Director of Instruction who is driven; demonstrates exemplary professional behavior and values; and is resourceful, responsible, tenacious, independent, and honest.  We are looking for a person with exceptional interpersonal skills which will allow them to build relationships and effectively communicate with external stakeholders and staff.

Specifically, we are searching for an individual who possesses the following:  

  • Bachelor’s Degree; Master’s Degree Preferred
  • 5+ years of teaching experience with demonstrated impact on student outcomes; minimum 2 + years  of teaching experience in middle school or high school mathematics
  • 2+ years of instructional coaching, mentorship or school leadership experience; experience coaching teachers to utilize data and differentiate for individuals and groups of students; mathematics coaching experience highly preferred
  • Believes in and is passionate about Blue Engine’s mission and committed to coaching co-teachers to achieve dramatic gains in student achievement
  • Strong organizer and planner who has demonstrated being able to juggle competing priorities and effectively schedule their time to meet all responsibilities
  • Demonstrates ability to quickly and proficiently understand and absorb new information; leverages Blue Engine tools and resources effectively
  • Can operate in gray space—proactively assesses challenges, identifies flexible, effective solutions in ambiguous and complex situations
  • Strong evidence of being able to build strong relationships and credibility with teachers and administrators; able to navigate varied school contexts in order to drive change
  • Able to adjust quickly to changing priorities and conditions and do what’s most crucial for supporting teams to reach student outcomes
  • Able to develop a strong plan and aligned learning experiences that anticipates needs and challenges of teachers and results in improvements in classroom practice
  • Effective communicator who is able to speak and write concisely
  • Proactively seeks diverse perspectives to inform decision making and planning
  • Clearly articulates the value of diversity, inclusivity and anti-racism.  Awareness of cultural values, biases and difference in self and others and able to lead diverse, inclusive teams
  • Has a track record of working hard; follows through on every task, no matter how big or small
  • Driven by individual and team goals and makes a consistent conscious effort to achieve these outcomes.  Focuses on own personal development and does not let obstacles stand in the way
  • Seeks to uncover what motivates people and is successfully able to influence others
  • Demonstrated ability to earn trust in colleagues
  • Self-reflects on support to be able to identify improvements needed in approach; values and solicits feedback to improve performance and able to incorporate critical feedback into practice
  • Loves working on teams and demonstrated track record of strong teamwork and collaboration to achieve goals

COMPENSATION

Salary and benefits will be competitive and commensurate with experience. Blue Engine employees are provided comprehensive benefits, including six weeks paid time off.

OUR APPROACH TO DIVERSITY, EQUITY AND INCLUSIVITY

Blue Engine is more than an “equal opportunity employer.” We acknowledge the roles we play as educators and leaders in the systems of oppression and racism that exist in our city, our communities, and our classrooms, and strive to become an actively anti-racist organization. We do this first by articulating the value of diversity, inclusivity, and equity as separate yet interwoven concepts; we evaluate decisions and policies through the lens of diversity, inclusivity, and equity; we pursue opportunities for continued learning about how historic and current systems of oppression manifest in individuals and organizations; we strive to increase our collective awareness of the cultural values, biases, and differences in self and others; we utilize skills of interruption to bring to bear cultural breaches along the lines of diversity, inclusivity, and anti-racism and combine these approaches to embrace and resolve conflict while fostering growth. We make this commitment because we know it enables us to more meaningfully connect with each other, our students, and the communities in which we work.

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Instructional Coach (Summer 2019)

Posted by | March 6, 2019 |

Breakthrough New York Overview

Breakthrough New York is a tuition-free college success program that makes a ten-year commitment to highly motivated, low-income middle school students. We support our students on their pathway to college by providing academic enrichment and guidance from grades 6-12, including a rigorous summer program while they are still in middle school.   Our unique “students teaching students” model focuses on selecting and training exceptional college students to serve as Teaching Fellows (TFs) in our summer program, inspiring them to pursue careers in education. All academic classes (math, science, literature, and writing) are co-taught by a team of two TFs.

Instructional Coaching Fellowship Description

In order to ensure the successful instruction and management of our Teaching Fellows, Breakthrough hires an Instructional Coach in each academic discipline (literature, math, science, and writing) to oversee a department of 6 TFs. Instructional Coaches are experienced and successful professional teachers who provide support, training and feedback to Teaching Fellows throughout the nine-week summer program and engage fully in the Breakthrough New York community. Exemplary Instructional Coaches are experts in their specific content areas, able to guide TFs through effective planning and execution, and always hold both TFs and students to the highest expectations.

This role was designed to support classroom teachers who are interested in developing skills as instructional leaders. The role includes targeted professional development for the Instructional Coaches as well, who receive structured feedback about their leadership performance throughout the summer from their site’s Middle School Director. Responsibilities are commensurate with that of a school-year administrator, and this experience will benefit high-performing teachers looking to further expand their own skill set. Past participants have gone on to become academic Deans and Instructional Coaches in full-time school settings.

Summary of Responsibilities

Before Summer

  • Modify and improve existing curriculum to meet the needs of our students and novice teachers
  • Prepare presentations and workshops for TFs to ensure their internalization of curriculum
  • Participate in Instructional Coach training, and support BTNY staff in TF training

During Summer

  • Oversee all instructional aspects of TF work within in your department
  • Observe and assess lessons, and give feedback to TFs to ensure continued growth
  • Review all lesson plans, materials, and assessments far in advance of instruction
  • Assist BTNY staff in various administrative roles

Qualifications

Experience

  • Bachelors degree required, Master’s degree preferred
  • At least two years of professional classroom experience teaching in a middle school or 9th grade
  • Outstanding track record with proven student achievement, preferably in a NYC school
  • Prior experience with Breakthrough is highly desirable

Skills

  • Understanding of curriculum development and implementation
  • Comfort and confidence in working with middle school and college-aged students
  • Ability to multitask between projects and manage own time to meet goals
  • Exceptional interpersonal skills, especially in areas of cultural competency, and an ability to deliver positive, constructive, and honest feedback, both written and verbal
  • Creativity, energy, and commitment to excellence; professional demeanor and attitude

Schedule of Instructional Coach Duties

  • Mid-April – Early May: Curriculum Development (~ 20 hours, Remote)
    • Work with BTNY staff to modify and improve your department’s pre-existing curriculum
    • Prepare individual presentations and workshops for each TF team (to be done remotely before the summer)
    • Participate in preliminary training in BTNY teaching model
  • May: Prep for Summer (~30 hours, Remote except for IC Training)
    • Instructional Coach Training: Saturday, May 11th (returners complete only half-day training)
    • Execute workshops for TF teams remotely on curriculum
    • Assign TF teams pre-work and give feedback
    • Participate in 6-8 hours of Instructional Coach training with BTNY staff
  • June 17 – June 28: Teaching Fellow Training (~ 6 hours, In-Person)
    • Assist in instructional and management trainings as possible
    • Design and lead targeted “Department Meetings” with Teaching Fellows to further practice the material they learned during the day’s training session, provide feedback to practice teaching presentations, and work on daily lesson planning for the summer
    • Train Teaching Fellows in subject-specific competencies
    • Two 1.5 hour sessions per week, 4:30-6PM (total of 6 hours over 2 weeks)
  • July 1 – August 2: Five-Week Summer Program (~36 hours per week, schedule variable – see details below)
    • Instructional Responsibilities: supervise all instructional aspects during summer program
      • Provide Teaching Fellows with support and daily professional development in instructional and management strategies through a minimum of two formal observations and growth conferences per week
      • Ensure accurate tracking of student achievement data to inform instruction and plan and implement interventions
      • Meet weekly with Director to discuss Teaching Fellows’ progress and personal effectiveness as an Instructional Coach
      • Oversee implementation of daily elective classes
    • Leadership Responsibilities: assist BTNY staff in administration
      • Plan and lead weekly departmental meetings
      • Serve in specialized roles such as Dean of Students, Electives Coordinator, Special Events Coordinator, and others
    • Direct student support
      • Manage caseload of 2-5 high-needs students – push-in or pull-out teaching, track data, and advise teachers on other support
    • August 5 – 9: Evaluation Week (~10 hours, On-Site or Remote)
      • Submit a final evaluation for each of your assigned Fellows, and the overall summer program
      • Supervise Fellows as they assess their students’ academic performance and write final evaluation letters

Summer Program Daily Schedule

The summer daily schedule for TFs is 7:30am – 5:30pm. Work as an Instructional Coach during the five-week summer program is full time. ICs will follow a BTNY set weekly schedule in order to meet all responsibilities. The summer program schedule for IC’s is as follows:

  • Monday: 9AM-5PM
  • Tuesday-Thursday: Two 9AM-3PM shifts and one 9AM-5PM shift (depending on individual site schedule and program ops role)
  • Friday: 9AM-1PM
  • Days Off: July 4 – July 5, July 12

Compensation

New Instructional Coaches will receive a stipend of $4,550, to be paid in five installments from May through early August.

Returning Instructional Coaches will receive a stipend of $4,750, also paid in five installments from May through early August.

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Group Teacher

Posted by | March 5, 2019 |

  • Planning- ensure lesson plans reflect unit of study, develop intentional learning activities, identify individualized goals for children, identify what parents can do to help children achieve these goals, and identify classroom materials needed to support curriculum implementation.
  • Program Implementation- provide a positive and language-rich environment for children, maintain Head Start Health & Safety Standards, and implement effective and developmentally appropriate whole-group, small-group, and individualized instruction.
  • Relationship Building- foster and maintain positive relationships with fellow teachers, family workers, students’ parents and guardians, and key stakeholders (e.g., community partnerships). Work cooperatively with your teaching team to develop lesson plans, activities, and behavior management plans.
  • Assessment system- document then assess student performance using Teaching Strategies GOLD, develop differentiated instruction based on on-going student data, and participate in Data Analysis meetings.
  • Promoting professional growth- assume responsibility for continued professional growth by engaging in self-reflection, staff meetings, professional development days, training sessions and workshops as assigned.
  • Confidentiality-keep all staff and family information confidential.
  • Fulfill roles as mandated reporter as stated in Child Abuse and Neglect Polices.
  • Perform any other work-related duties as requested by the supervisor.

Reports To

  • Center Director

Qualifications

  • NYS Professional ECE Certification (Birth-Grade 2) OR Valid NYS Permanent Certification B-2 or N-6.
  • Minimum of 2 years’ experience working with children ages 2-4 years old
  • A 2.5 minimum culminate undergraduate GPA
  • Bachelor’s degree in early childhood education, Masters preferred
  • Experience working with low-income populations and diverse cultures
  • Completed courses, NYS Mandated Child Abuse Reporter, Preventing Infectious Diseases and Health and Safety
Comments Off on IMMEDIATE HIRE- Math & Spanish Teacher

IMMEDIATE HIRE- Math & Spanish Teacher

Posted by | March 4, 2019 |

Job Description

We are currently hiring for the following teaching positions this school year!

  • 8th Grade Math Teacher
  • Spanish Teacher

Brooklyn Urban Garden Charter School (BUGS), is a small, independent, progressive Middle School in South Slope/Windsor Terrace serving approximately 300 students of all abilities and backgrounds from across Brooklyn. We are looking for experienced educators interested in our innovative sustainability-education model to join us for this school year.

BUGS is at the forefront of sustainability education, diverse-by-design and community-based schools movements. We feature a hands-on interdisciplinary education with a focus on real-world problem-solving and exploration of environmental, social, and economic sustainability. Our Middle School students (grades 6 to 8) are prepared for success in high school and to become critical thinkers, lifelong learners, and thoughtful designers of a more socially just and sustainable world.

At BUGS, we value and respect teachers as educators, professionals, and individuals. As a growing faculty and community, we offer many opportunities for innovation, professional growth, and teacher leadership.  We feature a strong, supportive community of learners, an active parent-teacher organization, and a positive student and staff culture. Educators are supported in using project-based methodology and designing on-going fieldwork to enrich the units of study.

 

BUGS team members are:

  • Passionate about their content areas and designing coursework in the context of an interdisciplinary sustainability-focused curriculum
  • Dedicated to regularly assessing students and using the results to inform instruction
  • Models of sustainability actions and beliefs in and out of the classroom
  • Committed to school-wide behavior systems that consider adolescent development and promote holistic, socio-emotional responses through restorative justice and collaborative problem solving
  • Committed to coaching adolescents to find their voice and take charge of their learning
  • Collaborative with colleagues, students, and families
  • Innovative self-starters
  • Passionate about hands-on learning, real-world problem solving, and field studies
  • Reflective and open-minded

Selection Criteria:

  • New York State certification or working towards certification
  • Two years of teaching experience; highly preferred
  • Master’s degree required
  • Desire to work in a heterogeneous classroom with a range of ability levels and students of diverse socioeconomic and ethnic backgrounds
  • Commitment to collaboration, sustainability, continuous professional growth, and student achievement
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School Leader in Training

Posted by | March 4, 2019 |

Take advantage of this unique opportunity to join our team and learn about effective leadership from a highly successful charter network!

The School Leader In-Training will be given the opportunity to learn about all aspects of our school including parent relationships, school culture, finances and compliance. He/she will work in close collaboration with onsite leaders in supporting the management of a select group of classrooms. Training from network leaders will be provided in the area of developing a standards-based curriculum, utilizing a comprehensive system of assessments, and effectively supporting staff through coaching.

Qualifications:
• A passionate belief in CDCPS’ mission, values, and educational model;
• Three years teaching experience;
• Experience with coaching and/or mentoring colleagues;
• A track record of success working in a diverse environment;
• Demonstrated leadership qualities, personal characteristics, and interpersonal skills necessary for working effectively with students, teachers, administrators, and parents;

 

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BUGS – Middle School Teachers (All subjects)

Posted by | March 3, 2019 |

We are currently hiring Middle School teachers for the 2019-20 school year!

  • Math Teachers
  • Science Teachers
  • Social Studies Teachers
  • ELA (Reading & Writing) Teachers
  • Special Education Teachers

Brooklyn Urban Garden Charter School (BUGS), is a small, independent, progressive Middle School in South Slope/Windsor Terrace serving approximately 300 students of all abilities and backgrounds from across Brooklyn. We are looking for experienced educators interested in our innovative sustainability-education model to join us for the 2019-2020 school year.

BUGS is at the forefront of sustainability education, diverse-by-design and community-based schools movements. We feature a hands-on interdisciplinary education with a focus on real-world problem-solving and exploration of environmental, social, and economic sustainability. Our Middle School students (grades 6 to 8) are prepared for success in high school and to become critical thinkers, lifelong learners, and thoughtful designers of a more socially just and sustainable world.

At BUGS, we value and respect teachers as educators, professionals, and individuals. As a growing faculty and community, we offer many opportunities for innovation, professional growth, and teacher leadership.  We feature a strong, supportive community of learners, an active parent-teacher organization, and a positive student and staff culture. Educators are supported in using project-based methodology and designing on-going fieldwork to enrich the units of study.

 

BUGS team members are:

  • Passionate about their content areas and designing coursework in the context of an interdisciplinary sustainability-focused curriculum
  • Dedicated to regularly assessing students and using the results to inform instruction
  • Models of sustainability actions and beliefs in and out of the classroom
  • Committed to school-wide behavior systems that consider adolescent development and promote holistic, socio-emotional responses through restorative justice and collaborative problem solving
  • Committed to coaching adolescents to find their voice and take charge of their learning
  • Collaborative with colleagues, students, and families
  • Innovative self-starters
  • Passionate about hands-on learning, real-world problem solving, and field studies
  • Reflective and open-minded

Selection Criteria:

  • New York State certification or working towards certification
  • Two years of teaching experience; highly preferred
  • Master’s degree required
  • Desire to work in a heterogeneous classroom with a range of ability levels and students of diverse socioeconomic and ethnic backgrounds
  • Commitment to collaboration, sustainability, continuous professional growth, and student achievement
Comments Off on Teach in Upstate NY! Teachers K – 8 at Top Albany Charter School

Teach in Upstate NY! Teachers K – 8 at Top Albany Charter School

Posted by | February 25, 2019 |

KIPP Tech Valley Charter Schools in Albany, NY are seeking to hire a dynamic team of educators for the 2019-2020 school year as we continue to grow!  We will have openings for teachers in both our primary and middle schools and are looking for the right individuals to join our team and commit to our mission.

In the primary school, we have openings in Kindergarten and 1st grade (co-taught classrooms), 2nd grade, and founding teachers of 3rd grade (specialized in Literacy or Math).  Additionally, we are looking to add to our Enrichment Team and would welcome resumes from teachers of art, music, dance, physical education, Spanish, and technology.

In the middle school, we are looking for talented staff to join our existing team, particularly those specializing in math, science, literacy, special education, or history.

Applicants should be NYS certified and will be offered a competitive salary and benefits package.

Comments Off on Director of Finance

Director of Finance

Posted by | February 25, 2019 |

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. 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 charter schools is a high-dosage tutoring model, which is delivered through the Great Oaks Tutor Corps, a selective cadre of recent college graduates who deliver at least two hours of individualized instruction to every student every day. The Great Oaks Foundation has successfully replicated this program in Newark, NJ, Bridgeport, CT, New York, NY and Wilmington, DE.

To learn more about Great Oaks https://greatoakscharter.org/

Position Overview:

Reporting to the Chief Operating Officer of Great Oaks Foundation, the Director of Finance plays a critical role in organization, managing all bookkeeping duties at Great Oaks Foundation, and several of our schools located in different states. The Director of Finance will be a member of the Foundation’s Executive Committee, a group that includes the Foundation’s President, which meets weekly to discuss the strategic and operating issues facing the organization. The Director of Finance will process all accounting transactions, review and analyze all accounting information and act as a liaison to the schools. The Director of Finance will also be responsible for supervising the Finance Associate. Specific responsibilities include:

  • Providing strategic and financial leadership and clear communications to the Great Oaks Executive Committee and Great Oaks Charter Schools in the areas of treasury, budgeting, audit, tax, accounting, short-term and long-term forecasting, and strategic financial modeling.
  • Significantly improving existing forecasting, reporting and analytic capabilities and systems to support decision- making, improve performance, and drive growth.
  • Maintaining and enhancing tools to oversee the effective management of resources, including how to best manage fixed versus variable costs.
  • Managing the completion of the organization’s annual audit, sales and state audits, and annual Form 990 submission.
  • Recording and tracking income and expenses related to all contracts, grants and philanthropy.
  • Ensuring proper documentation, implementation tracking and reporting of government-funded grant programs.
  • Overseeing disbursement activities, ensuring the accurate and timely processing of accounts payable, petty cash, employee expense reports, cash control, payroll processing, and total corporate payroll tax compliance.
  • Ensuring that payroll and benefit expenses and liabilities are accurately transferred from payroll software into the general ledger (and audit payroll administration systems).
  • Maintain general ledger and journals to support financial activities and transactions.
  • Closing the monthly books and maintain accurate records of all transactions.
  • Ensuring adherence with Great Oaks fiscal policies.
  • Ensuring each entity’s compliance with Federal, State(s), and local laws, rules and regulations in the areas of tax, audit, grant management and other required financial filings and registrations.
  • Ensure that all aspects of financial operations are managed with the highest possible ethical standards and in compliance with all internal policies and external regulatory and statutory requirements .
  • Working closely with the Boards of Trustees for all locations with real-time snapshots of the financial health of the school including monthly reporting.
  • Regular train travel to (Bridgeport, Wilmington and Newark) and leverage travel time for productive work.

Skills and Experience:

As a prerequisite, the successful candidate must believe in the core values of Great Oaks and be driven by its mission. The candidate should demonstrate a passion for breaking new ground to lead social change. The successful candidate will most likely have had prior work experience with a public or non-profit organization. As noted, GO is an organization driven by the values of its people, so experience in a “values-driven” organization will be highly prized. Additional requirements are:

  • Bachelor’s Degree required; CPA strongly recommended.
  • 5+ years of experience in financial management for organizations in the $2-10MM annual budget range; experience in charter schools, CMOs, or start-ups preferred.
  • Strong analytical and problem solving skills with the ability to turn data into insights and anticipate questions and problems; strong understanding of statistics and data analysis preferred.
  • Experience with GAAP, GAAS, non-profit/public school financial accounting, and grants management required.
  • Hands on expertise in Microsoft Office, specifically Excel, QuickBooks Online, and payroll software. Ability to communicate data analysis visually is a plus.
  • Ability to guide colleagues, senior management, and Board members around financial management function.
  • Strategic, analytical approach combined with strong interpersonal skills, maturity, professionalism, and integrity. Results and outcome-oriented individuals especially welcome.
  • Ability to manage the ambiguity and multiple priorities inherent in an entrepreneurial environment.
  • Flexibility, humility, grace under pressure, ability to make strong rational decisions and a sense of humor.

Compensation:

This is an outstanding opportunity for a highly motivated professional to assume a pivotal role in the evolution of a fast- growing organization. We are seeking an individual of outstanding quality with a respected track record. The Great Oaks Foundation is prepared to offer an attractive compensation package, including a competitive base salary as well as health and vacation benefits.

Comments Off on March 16th – Progressive Public & Charter School Job Fair for Teachers of Color (NYC)

March 16th – Progressive Public & Charter School Job Fair for Teachers of Color (NYC)

Posted by | February 21, 2019 |

The 5th Annual NYC Progressive Public & Charter School Job Fair for Teachers of Color will take place March 16th from 12pm-2pm at Hunter College! Finding the right school can be hard – our goal is to connect progressive schools with diverse educators who share the same educational beliefs, values, and goals. Register and submit your resume through the RSVP link below!

Contact tomi.okuyemi@gmail.com with questions.

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

Come network with like-minded educators, meet school leaders, and enter raffles for demo coaching and resume review! Spread the word, and we will see you there!

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Our 2019 Sponsors!
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Hunter College School of Education
695 Park Avenue (Enter at 68th & Lexington)
New York NY 10065
Saturday, March 16th
12:00pm – 2:00pm
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Comments Off on Policy Analyst

Policy Analyst

Posted by | February 15, 2019 |

Overview

Advocates For Children of New York, Inc. (AFC) seeks a Policy Analyst to help advance our city and state education policy priorities.  The Policy Analyst will work with AFC staff to analyze data, monitor changes in policy, develop maps and other materials to support policy advocacy, support budget analysis and advocacy, draft policy letters and data briefs, and advocate for AFC’s education policy goals.

 

AFC is a not-for-profit social justice organization that works to ensure a high-quality education for students who face barriers to academic success, focusing on students from low-income backgrounds.  AFC works on behalf of children and youth who are at greatest risk of academic failure due to poverty, race, ethnicity, disability, homelessness, immigration status/limited English proficiency, or involvement in the child welfare or juvenile justice systems.  We use uniquely integrated strategies to advance systemic reform, empower families and communities, and advocate for the educational rights of individual students.

Responsibilities

Responsibilities include, but are not limited to, the following tasks:

  • Analyze, organize, and interpret large datasets and identify key findings to advance AFC’s education policy goals.
  • Track, monitor, and analyze proposed legislation, regulations, and policy developments.
  • Draft policy fact sheets, letters, action alerts, press releases, memos, data briefs, case examples, and other written materials to advance AFC’s policy priorities.
  • Create citywide and district-specific data highlights and maps to support AFC’s policy advocacy.
  • Conduct research on issues of education policy by reviewing existing literature and web resources and interviewing experts and stakeholders.
  • Prepare materials for meetings with policymakers, including maps and case examples.
  • Respond to requests for information from policymakers, advocacy groups, and the media.
  • Develop cost estimates and provide support for AFC’s budget advocacy.
  • Advocate for AFC’s policy goals with New York State and New York City policymakers.
  • Maintain and update database of policymaker contacts and perform other administrative tasks as needed.
  •  Participate in committees and collaborative efforts to benefit the office as appropriate.

Qualifications:

  • Experience conducting quantitative analysis and reporting conclusions and trends accurately; prior experience with education data preferred.
  • Superior proficiency analyzing data in Excel, including tables, pivot tables and charts, VLOOKUP, array formulas, etc.; experience with other statistics software (e.g., Stata, SPSS, or SAS) a plus.
  • Proficiency with GIS and geospatial data.
  • Knowledge of education policy issues, particularly those that are most central to AFC’s target populations, preferred.
  • Excellent written and oral communication skills, including ability to adapt style for length and intended audience.
  • Strong interpersonal skills.
  • Ability to work independently and as part of a team.
  • Highly detail-oriented.
  • Ability to identify, analyze, and creatively resolve layered and complex problems.
  • Strong organizational skills, ability to set priorities, and comfort with working on multiple different issues and projects at the same time.
  • Willingness to travel occasionally.
  • Strong commitment to advancing AFC’s mission and policy priorities.
  • BA or BS degree required.  We will also consider candidates with a Master’s degree or equivalent in public policy or a related field.

Compensation

The salary depends on experience and includes generous benefits.

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

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Elementary School Teacher

Posted by | February 13, 2019 |

Start Date: July 1, 2019

Location: Brooklyn, NY

Teaching at Achievement First:

Achievement First invites passionate educators to apply for the position of Elementary school Teacher for the 2019-20 school year. Teaching elementary school at Achievement First is an ideal position for an educator with deep passion for instruction who is eager to gain rigorous development to help perfect his/her craft. In addition to participating in weekly professional development and team planning meetings, teachers receive consistent high-impact coaching and feedback from a school administrator or teacher-leader. Furthermore, Achievement First has launched Teacher Career Pathway, a systematic, coordinated approach to recognizing and developing great teachers as they progress through five career stages. These stages were developed to celebrate excellent teachers and are accompanied by increased compensation, recognition and professional development opportunities. Achievement First is committed to recruiting, developing and retaining excellent Elementary school teachers.

Responsibilities of Achievement First Elementary school teachers will include but are not limited to:

Outstanding academic achievement and student character development  

  • Create a positive, achievement-oriented and structured learning environment that excites and invests students.
  • Motivate students to realize high academic and behavioral standards.
  • Build classroom community by investing families in children’s academic success and development of REACH values (REACH stands for Respect, Enthusiasm, Achievement, Citizenship and Hard work).
  • Utilize data from Achievement First’s interim assessments to drive instruction and intervention.
  • Design and implement unit and lesson plans in collaboration with grade or subject team.
  • Hold all students accountable during transitions, meals, trips and school events.
  • Exemplify AF’s core values in all interactions with students, families and colleagues.

Professional learning, development and growth

  • Collaborate with coach, grade-level chair and school team to improve instructional, culture-building and leadership skills.
  • Attend all professional development, team planning and data analysis meetings.
  • Participate enthusiastically in structured and informal learning and development opportunities.

Skills and Characteristics

  • Strong instructional and classroom management skills.
  • High level of personal organization and planning.
  • Team player: maturity, humility, strong work ethic, follow-through, sense of humor, willingness to respond positively to feedback and a “roll-up-my-sleeves” attitude.
  • Strong belief in the Achievement First mission and educational model.
  • Mastery of and enthusiasm for subject matter.

Educational Background and Work Experience

  • Two years of teaching experience preferred with a proven record of high student achievement.
  • Bachelor’s degree with a GPA of at least 3.0 from a competitive college or university; Master’s degree preferred.
  • New York, Connecticut or Rhode Island certified or in process of obtaining a certification.
    • If you are not yet certified, you may learn more about the process at http://eservices.nysed.gov/teach/certhelp/CertRequirementHelp.do (for NY),
    • http://www.sde.ct.gov/sde/cwp/view.asp?a=2613&q=321230 (for CT), or
    • http://www.ride.ri.gov/TeachersAdministrators/EducatorCertification/CertificationRequirements.aspx (for RI)

Compensation

Salary for this position is very competitive and commensurate with experience. Additionally, Achievement First offers a comprehensive benefits package. Teachers receive funds for supplies and materials as well as a laptop computer.

Comments Off on Teachers Wanted: Apply to Dozens of NYC Charter Schools with One Application! Schools are Hiring NOW! 

Teachers Wanted: Apply to Dozens of NYC Charter Schools with One Application! Schools are Hiring NOW! 

Posted by | February 11, 2019 |

Teachers for NYC Charter Schools was created by TNTP, a national non-profit with 20 years of experience recruiting great teachers for urban schools. We help talented teaching candidates find a charter school that fits their skills and career goals–and we give them a leg up in the hiring process by helping them identify and communicate their skills and life experiences to schools who will value them.

We are currently seeking teachers for the 2019-2020 school year. Applications will be accepted on a rolling basis, so it is to your advantage to apply as soon as possible now that schools are already hiring! Applications received by March 6 will receive priority consideration for the In-Person Selection event scheduled for March 30th.

Why Apply

Candidates accepted into our program will:

  • Apply to all current openings at all of our partner schools
  • Earn a trusted recommendation from our program to fast track your application
  • Participate in professional development you can apply directly to your teaching practice
  • Be able to show you are ready for the rigors of a charter school classroom
  • Receive personalized supports from program staff to help you prepare to interview and get HIRED!

Our Application Process

Successful candidates applying to the Teachers for NYC Charter Schools program should expect to participate in the following steps. For more information on our application process, please visit our website: www.teachersfornyccharters.org

  • Application Submission
  • Screening
  • Pre-Recorded Video Interview
  • In-person Selection Event
  • Referral for Final Interviews with Partner Schools

Who You Are

We are looking for teachers who:

  • Believe that all students are capable of high academic achievement.
  • Bring a diversity of backgrounds and life experiences to the classroom.
  • Prioritize building deep, authentic relationships with students and families.
  • Embrace growth.

We’re looking for educators in a variety of subject areas who share our commitment to give all NYC students a challenging and engaging education. This year, candidates with strong content knowledge in science, technology, engineering and math (STEM) subjects are in high demand. If you have STEM experience, your application will be prioritized!

Qualifications and Eligibility

In addition to the above, we are looking for candidates who will be authorized and available to work in New York City. For us to review your application, you must:

  • Have earned a Bachelor’s degree by July 1, 2019
  • Reside in the greater NYC area by August 2019
  • Currently authorized to work in the US
Comments Off on NATIONAL DIRECTOR OF PARENT EDUCATION

NATIONAL DIRECTOR OF PARENT EDUCATION

Posted by | February 4, 2019 |

JOB ANNOUNCEMENT

NATIONAL DIRECTOR OF PARENT EDUCATION

CONSULTANT OR FULL-TIME POSITION

 

Literacy Partners strengthens families through a two-generation approach to education. With our free classes, low-income parents in New York City – most of whom are immigrants – develop the literacy and language skills they need to succeed in today’s world. Our research-based curriculum also incorporates child development and parenting support to help parents boost their children’s early reading, school readiness, and social-emotional growth.

Our core program consists of two offerings:

  1. “English for Parents” classes in Brooklyn offered in partnership with early childhood education programs, and
  2. “High School Equivalency and College Transition for Teenage Parents” program in partnership with a college transition program in the Bronx.

In both areas, participating parents receive a home library of 15 age-appropriate books for each of their children along with coaching and support from their teachers to make reading with their children a regular habit.

In addition to these classes, we also offer a basic reading and writing course and English conversation practice groups for adults throughout the City.

Educational Media & Community Campaigns

In order to deepen our impact in New York City and expand to other cities across the country, Literacy Partners is developing several media projects implemented through community-based education campaigns.

The first project is intended for Spanish-speaking parents, based on the Univision telenovela, La Fuerza de Creer. This 5-episode miniseries tells the story of a community center and the families who rely on it for childcare. The story follows the drama of four different families and the childcare staff, revealing to the audience the different ways that caregivers promote their children’s early literacy skills, early learning, and social-emotional growth. The miniseries was produced by Univision in collaboration with Literacy Partners along with Too Small to Fail of the Clinton Foundation and Vroom, an initiative of the Bezos Foundation.

We are editing the broadcast version of La Fuerza into shorter segments appropriate for parent engagement workshops and creating an accompanying curriculum. The curriculum will include a facilitator’s guide and other resources so that early childhood education programs, libraries, family literacy programs, and others can use our content to implement a parent workshop series for Spanish-speaking parents on a “turn-key” basis. The goal is to facilitate peer learning in a supportive environment with a pedagogical approach rooted in popular education and parent organizing rather than didactic formal instruction.

The Director of Parent Education will work closely with the CEO, Literacy Partners staff, and an advisory group of experts and providers to develop, pilot, and assess the effectiveness of this approach to parent engagement. She or he will also provide strategic guidance to our existing classes for parents, but the main focus of the position is to develop an innovative parent engagement program for Spanish-speaking parents that can be disseminated to programs across the country.

The Director will also play a leading role in creating future content for English- or Spanish-speaking parents.

Primary Responsibilities:

  • Design parent education and engagement workshops based on La Fuerza de Creer, refining the goals and strategies and piloting elements of the program
  • Oversee the creation of additional resources to accompany the videos, including easy-to-read books for children and parents based on the content of the series and the goals of the program
  • Promote the program to early childhood programs, school districts, libraries, and others in NYC and other cities
  • Design and execute a training program for Literacy Partners and other sites to implement the parent engagement program
  • Collect data from participating sites to track results
  • Facilitate a national cohort of staff from participating sites to exchange best practices, further develop facilitation and assessment skills, and to gather stories from the field
  • Disseminate results and engage peer organizations through conference presentations and other venues to promote the program
  • Identify potential funders and contribute to funding proposals
  • Advise on the creation of new video content for parents, leveraging your knowledge of parent narratives and best practices in early literacy and school readiness
  • Serve as a member of the senior leadership team at Literacy Partners, advising on our core program of classroom-based English and literacy instruction for parents

Qualifications

  • A minimum of a bachelor’s degree
  • Track record of success leading projects of similar scope and scale
  • Outstanding facilitation skills and direct experience in parent engagement, education, support groups, organizing, etc.
  • Experience training facilitators and developing their skills across multiple sites
  • Deep understanding of race, class, and culture as they relate to parenting and child outcomes
  • Thorough knowledge of child development and parenting
  • Great sense of humor
  • Bilingual (Spanish and English) required

Competitive salary commensurate with experience and results.

Comments Off on Instructional Fellow, Relay New York

Instructional Fellow, Relay New York

Posted by | January 29, 2019 |

If you love coaching teachers, working on a team of experienced high-performing educators, and are hungry to further build your instructional leadership skillset, the Instructional Fellow role is right for you. In this role, you’ll be able to build relationships with graduate students and adapt our curriculum to meet their needs. Your responsibilities will be challenging and diverse.

During an average week, you can expect to do things like work closely with a senior faculty member (e.g., Dean) to prepare to teach graduate students during evening classes, meet in-person with graduate students that need extra help, observe graduate students teaching in their K-12 classrooms, and grade assessments.

As a result of this effort, you’ll benefit from seeing teachers that you’ve worked with during the year grow as people and professionals. Plus, you’ll maximize your community impact by supporting teachers in generating significant, measurable student achievement gains in their K-12 classrooms.

To grow your own skills as a teacher coach and leader of adults, you will have the opportunity to participate in individual, team, and institution-wide professional development. You will also receive individualized coaching. We will support you in your development in the same way that you will support your graduate students.

WHAT YOU’LL TACKLE
Support Assistant Professors and/or Deans:

  • Provide a first audience and feedback for weekly instruction
  • Aid in the facilitation of weeknight classes 2-6 nights/month by orchestrating and supervising student practice and small-group work; provide tactical observation and feedback to graduate students; answer questions; assist in activities; and run all logistical elements of class time
  • Grade assessments, synthesize performance data, track cohort progress, and identify gaps in graduate student understanding
  • Assist in teaching and facilitating classes in spring / summer

Ensure graduate students’ progress and success:

  • Observe graduate students in their K-12 classrooms at least three times a year as their primary source of practical evaluation and provide them with specific, actionable feedback around best teaching practices
  • Provide graduate students with additional classroom support and observations as needed
  • Hold routine office hours to support graduate students
  • Serve as the first responder and primary contact for graduate students, channeling only the most difficult questions to Assistant Professors or Deans and provide quality feedback to graduate students on Relay assessments
  • Create and maintain a positive work environment and sense of community with all graduate students
  • Perform other related duties as required and assigned

WHAT WE’RE LOOKING FOR
First and foremost, Instructional Fellows must share the team’s sense of urgency about the need to improve student achievement through phenomenal teacher preparation.  Additionally, you must possess the following:

  • A master’s degree or PhD
  • At least three to five years of experience teaching in a school serving a high-needs community with demonstrated K-12 student achievement
  • At least one year of experience observing, coaching, and developing novice teachers
  • Ability to work efficiently, independently, and intensely in an entrepreneurial environment
  • Strong interpersonal communication skills
  • A demonstrated passion for urban education and closing the opportunity gap
  • Authorized to work in the U.S.

COMPENSATION
Relay offers a competitive salary and benefits package for full-time employees.

CONSIDERATIONS TO NOTE

  • To avoid disrupting K-12 students’ education, we will not consider candidates for this role who are are currently teaching K-12 students.
  • Faculty must have the ability to transport themselves to public schools across the city in order to conduct classroom observations.
  • As part of our hiring process, we ask for candidates’ current manager as a final reference before an offer is extended.
  • Faculty openings are contingent on graduate student enrollment numbers.
  • You will hear back from a recruiter within one month of submitting your application.

Relay Graduate School of Education provides equal employment opportunity for all applicants and employees.

Comments Off on Deputy Director of School Operations, Humanities IV

Deputy Director of School Operations, Humanities IV

Posted by | January 25, 2019 |

New Visions Charter High Schools (NVCHS) provide all students, regardless of their previous academic history, the highest quality education in an atmosphere of respect, responsibility and rigor.  We ensure that our students have the skills and knowledge to graduate ready for college, pursue a career, and engage with the 21st century economy. We develop learning experiences that allow risk-taking, cultivate students’ imaginative and creative abilities, and celebrate achievement.  Through intensive study students learn how to generate research questions, develop the skills necessary to answer those questions, create products that demonstrate understanding, and defend their knowledge publicly.

New Visions Charter High School for the Humanities IV (HUM IV) was founded in 2017 offering pathways to success for urban students who otherwise might not have access to both formal arts training and a college preparatory education. We are artist-scholars who analyze global issues impacting humanity for the purpose of becoming an engaged community inspired to CREATE.  Located in Rockaway Park on the Beach Channel Educational Complex, HUM IV serves 195 students in grades in 9 and 10.

Position Summary

The Deputy Director of School Operations is a vital member of the HUM IV Operations Team, School Leadership Team, and the HUM IV school community, and plays a central role in effectively maintaining the school’s administrative systems and routines.  (S)he is responsible for core business operations functions, including finance, administration, technology, compliance, facilities and general school operations support. This includes managing budgets, purchasing, per pupil billing, inventory, work plans for school events and more.  The Deputy Director of School Operations will supervise the Technology Specialist and School Operations Assistant as well as other operations staff as the school continues to grow. The Deputy Director of School Operations reports directly to the Principal.

Key responsibilities include:

  • Finance – Monitor the school’s budget and oversee purchasing, accounting, saving on costs and staying compliant. Create systems to monitor department, club and teacher budget lines.
  • Purchasing – Coordinate purchase orders and check requests for all vendors contracted to provide goods and/or services. Collect student fees for special events and trips. Manage vendor relationships such as those with copier services, and building safety contractors, etc. Ensure all the appropriate contracts have been submitted and approved prior to work being performed.
  • Compliance: Ensure school-wide compliance with health and safety laws, teacher certification and fingerprinting, city and state education mandates, and all federal and state workplace regulations. Responsible for certifying Galaxy, submitting per pupil billing reports, and monitoring VADIR data
  • Human Resources – Track and monitor teacher absences, latenesses, per session, and timesheet submissions to be recorded daily in payroll system. Serve as HR liaison for the school including managing the recruitment and onboarding of staff.
  • Facilities– Manage paperwork, contracts, permits, and logistics related to Third Party Work. Liaise with custodial team when facilities need repair or issues arise.
  • Mailings – Oversee mailings to ensure they happen in a timely and thorough manner.
  • Asset Management  – Create systems to monitor inventory, including the organization of storage spaces, and cell phone collection.
  • School Store – Stock and supervise the school store.
  • Weekly Operations  Meetings and Professional Development – Plan for and facilitate weekly operations meetings for staff who hold responsibilities related to business operations to ensure alignment on expectations, roles, responsibilities, and upcoming actions and deliverables needed. Also facilitate training for non-operations staff specific to School Operations procedures.
  • Work Plans – From direction of leadership, as events are scheduled take point on planning and executing work plans from an operations and logistics perspective, securing the appropriate involvement of staff and students as appropriate and fostering an attitude of collaboration and and positive support with all stakeholders.
  • Excursions – Ensure all logistics are taken care of in advance of excursions including registration, transportation, and permission slips.
  • Student Recruitment and Enrollment – point person on business operations side, including work plans and purchasing of materials.
  • Nutrition program: Responsible for the free and reduced-price meal eligibility program at the school and relationship with outside vendors.

Characteristics

  • Excellent interpersonal and communication skills
  • Experience and/or passion for working with youth, families and the community
  • Attention to detail and ability to manage multiple deadlines with the ability to think and act strategically
  • Demonstrated commitment to the school vision and mission
  • Demonstrated commitment to practicing the Anatomy of Trust with all staff personnel
  • Demonstrated ability to act as a model professional at all times for staff, students, and families
  • Diffuses/anticipates conflict
  • Learns from mistakes and adapts behavior
  • Ability to work under pressure
  • Willingness to work non-standard hours as needed

Qualifications

  • Master’s Degree required. Degrees in Business, Accounting or Finance preferred.
  • At least 7 years experience working in operations, finance, and/or human resources.
  • Previous experience working in an urban school setting
  • Previous experience with event planning, youth development,  supervising staff, and management of teams.
  • Excellent computer skills including proficiency with Google Docs, Microsoft Office Suite, PowerSchool, and other school information systems.
  • Strong communication, writing, and organizational skills.
  • Commitment to equity, innovation, and customer service.

New Visions is an equal opportunity employer.

Comments Off on Middle School Intructional

Middle School Intructional

Posted by | January 22, 2019 |

An Invitation to Apply for the Position of

Elementary Instructional (Available Immediately)

Elementary Instructional (Available 2019-2020)

Boys Prep Bronx Middle School

Girls Prep Bronx Middle School

Girls Prep Lower East Side Middle School

Bronx, NY & New York, NY

 

Click Here to Apply:  Middle Instructional

 

Overview: About Public Prep

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

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

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

Why teach at the Public Preparatory Network

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

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

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

Joining our team at Public Preparatory Network

All teachers meet regularly with their co-teachers, grade-level team members and other collaborators in order to address all students’ access to curriculum and learning goals. All Co-teaching classrooms reflect the use of a variety of co-teaching models. All teachers also work closely with School Aides and Instructional Leadership Team, who provide non-academic support to the team and support teachers in maximizing their performance, respectively.

 

Instructional Roles Available Immediately – Click to apply directly

Instructional Roles Available 2019-2020 – Click to apply directly

 

Duties & Responsibilities:

  • Coordinating knowledge of students’ instructional content and curricular resources to design differentiated units and lesson plans aligned to the Common Core standards.
  • Using a variety of assessments fully aligned with instructional outcomes to provide a full composite of students’ abilities and needs and to inform instruction.
  • Engaging in coaching cycles and implementing research-based strategies that maximize their own performance and that of their students.
  • Reflecting on their own progress as educators and seeking out professional resources to continuously improve their practice.
  • Providing students with frequent feedback and evaluation based on the development of individualized goals for performance that are specific, measurable, ambitious, rooted in data and time-bound.
  • Managing student behavior and classroom routines to maximize learning time and create a positive mathematics classroom environment.
  • Implementing school-wide positive behavior incentive policies and logical consequences.
  • Celebrating student progress and effort each day in their classrooms and through bi-weekly, school-wide Unity Meetings.
  • Collaborating with colleagues to leverage the strengths of all team members.
  • Maintaining records of students’ progress and family communications through Global Scholar software.
  • Communicating with families regularly, responding to emails and phone calls within 36 hours.
  • Attending IEP meetings and ensuring appropriate accommodations are given to students during assessments as needed.
  • Actively participating in school and network-led meetings and professional development workshops as laid out in the school and professional development calendars.
  • Supporting the school as directed by the Principal.

The ideal candidate will have:

  • A Bachelor’s degree from an accredited college or university
  • An M.A., Ed.M or Master’s degree in relevant content area, ideally science and/or elementary education
  • New York State Certification for relevant grades and content area or demonstrated process towards receiving reciprocity for certification from other states
  • A minimum of 2 years of demonstrated success as a full-time elementary or middle school classroom teacher
  • Demonstrated success working in a high-performing, urban school setting preferred
  • Evidence of excellence in teaching through continuous learning and data analysis
  • Exceptional organization and planning skills
  • Superior communication skills
  • An ability to work collaboratively
  • A commitment to single-sex education
  • Conversational or Fluent Spanish is a plus but not required

Please be sure to attach a resume and a cover letter including examples of student work and/or data exemplifying student success.

Click Here to Apply:  Middle Instructional

Contact: Careers@publicprep.org

 

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Elementary Instructional

Posted by | January 22, 2019 |

 An Invitation to Apply for the Position of

Elementary Instructional (Available Immediately)

Elementary Instructional (Available 2019-2020)

Boys Prep Bronx Elementary School

Girls Prep Bronx Elementary School

Girls Prep Lower East Side Elementary School

Bronx, NY & New York, NY

 

 

Click Here to Apply:  Elementary Instructional

 

 Overview: About Public Prep

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

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

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

 Why teach at the Public Preparatory Network

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

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

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

Joining our team at Public Preparatory Network

All teachers meet regularly with their co-teachers, grade-level team members and other collaborators in order to address all students’ access to curriculum and learning goals. All Co-teaching classrooms reflect the use of a variety of co-teaching models. All teachers also work closely with School Aides and Instructional Leadership Team, who provide non-academic support to the team and support teachers in maximizing their performance, respectively.

Instructional Roles Available Immediately – Click to apply directly

Instructional Roles Available 2019-2020 – Click to apply directly

 

Duties & Responsibilities:

  • Coordinating knowledge of students’ instructional content and curricular resources to design differentiated units and lesson plans aligned to the Common Core standards.
  • Using a variety of assessments fully aligned with instructional outcomes to provide a full composite of students’ abilities and needs and to inform instruction.
  • Engaging in coaching cycles and implementing research-based strategies that maximize their own performance and that of their students.
  • Reflecting on their own progress as educators and seeking out professional resources to continuously improve their practice.
  • Providing students with frequent feedback and evaluation based on the development of individualized goals for performance that are specific, measurable, ambitious, rooted in data and time-bound.
  • Managing student behavior and classroom routines to maximize learning time and create a positive mathematics classroom environment.
  • Implementing school-wide positive behavior incentive policies and logical consequences.
  • Celebrating student progress and effort each day in their classrooms and through bi-weekly, school-wide Unity Meetings.
  • Collaborating with colleagues to leverage the strengths of all team members.
  • Maintaining records of students’ progress and family communications through Global Scholar software.
  • Communicating with families regularly, responding to emails and phone calls within 36 hours.
  • Attending IEP meetings and ensuring appropriate accommodations are given to students during assessments as needed.
  • Actively participating in school and network-led meetings and professional development workshops as laid out in the school and professional development calendars.
  • Supporting the school as directed by the Principal.

The ideal candidate will have:

  • A Bachelor’s degree from an accredited college or university
  • An M.A., Ed.M or Master’s degree in relevant content area, ideally science and/or elementary education
  • New York State Certification for relevant grades and content area or demonstrated process towards receiving reciprocity for certification from other states
  • A minimum of 2 years of demonstrated success as a full-time elementary or middle school classroom teacher
  • Demonstrated success working in a high-performing, urban school setting preferred
  • Evidence of excellence in teaching through continuous learning and data analysis
  • Exceptional organization and planning skills
  • Superior communication skills
  • An ability to work collaboratively
  • A commitment to single-sex education
  • Conversational or Fluent Spanish is a plus but not required

Please be sure to attach a resume and a cover letter including examples of student work and/or data exemplifying student success.

Click Here to Apply:  Elementary Instructional

Contact: Careers@publicprep.org

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Science teacher

Posted by | January 17, 2019 |

About Mott Hall Charter School:

Mott Hall Charter School (MHCS) is a small public middle school whose mission is to prepare our scholars in mind, body, and character to succeed in top high schools, college, and careers by becoming inquisitive, open-minded, and compassionate citizens of the world. We accomplish this through a whole child approach including the International Baccalaureate Program, enhanced counseling and character development, 21st century technology infusion, and our career and college readiness program.

Position Overview:

At Mott Hall, we are a Professional Learning Community, where all teachers are supported by experienced educators, and honored as professionals with leadership pathways to advance their careers. Our education program is grounded in evidence-based research of how students learn best. All teachers receive training in the following six components of Mott Hall’s 21st century approach to teaching:

  1. Student-Centered methods of instruction
  2. Effective classroom management approaches
  3. The latest research in adolescent development and social emotional health
  4. How to integrate literacy into lessons regardless of content area
  5. How to use technology to accelerate student learning
  6. How to use data to inform instruction and improve student outcomes

 

MHCS offers the traditional subjects of biology, chemistry and physics, as well as topics, concepts and issues from other branches of science, such as earth and health sciences. Our approach is to provide students with both a body of knowledge and an understanding of the scientific approach to problem solving.  The ability to formulate hypotheses, design and carry out strategies to test them, and evaluate results constitutes the framework within which specific science content is taught.

 

Responsibilities and Duties

The successful candidate will:

  • Use the International Baccalaureate Middle Years Programme as the School’s framework for teaching and learning.
  • Employ progressive approaches to students’ social/emotional and character development.
  • Implement the workshop model of instruction and use differentiated instructional techniques to meet the interests, intelligences, abilities, and learning styles of adolescents.
  • Incorporate explicit reading and writing strategies in daily routines and classroom instruction.
  • Implement components of the School’s college and career readiness program.
  • Participate in collaborative planning in content-specific teams and interdisciplinary teams and develop interdisciplinary, project-based units of study throughout the school year.
  • Integrate instructional technology into student learning activities.
  • Use formative assessment to provide on-going feedback to every student and periodic summative assessment to measure student learning, develop instructional plans to meet student needs, and administer follow-up assessment and analysis.
  • Maintain reporting and planning documents including electronic/internet-based formats for curriculum maps, unit plans, lesson plans, grade book, student behavior, and assessment analysis.
  • Lead educational field trips and service learning experiences.
  • Attend parental engagement activities including parent/teacher conferences, open houses, and maintain frequent communication with parents through a variety of communication channels.

 

ELIGIBILITY REQUIREMENTS:

  • New York State certification Grades K-6, 5-9, or 7-12 in appropriate subject area.

 

COMPENSATION and BENEFITS:

  • Our beginning compensation is 15% higher than New York City Department of Education with bonuses for performance and longevity increases of 5% after 3, 6, and 9 years and 10% after 14 and 19 years.
  • Comprehensive health benefits and retirement plan 
with employer match of 3% in year 1-5 and 5% in year 6 and beyond.
  • Paid parking or metro card
  • Signing incentive of $500 to welcome you to the team!
Comments Off on Middle School Special Education Teacher

Middle School Special Education Teacher

Posted by | January 17, 2019 |

About Mott Hall Charter School:

Mott Hall Charter School (MHCS) is a small public middle school whose mission is to prepare our scholars in mind, body, and character to succeed in top high schools, college, and careers by becoming inquisitive, open-minded, and compassionate citizens of the world. We accomplish this through a whole child approach including the International Baccalaureate Program, enhanced counseling and character development, 21st century technology infusion, and our career and college readiness program.

 

Position Overview:

We are a Professional Learning Community, where all teachers are supported by experienced educators, and honored as professionals with leadership pathways to advance their careers. Our education program is grounded in evidence-based research of how students learn best. All teachers receive training in the following six components of Mott Hall’s 21st century approach to teaching:

  1. Student-Centered methods of instruction
  2. Effective classroom management approaches
  3. The latest research in adolescent development and social emotional health
  4. How to integrate literacy into lessons regardless of content area
  5. How to use technology to accelerate student learning
  6. How to use data to inform instruction and improve student outcomes

The Special Education Teacher participates in all aspects of the School’s approach to serving our Special Needs students. This position reports to the Principal and works closely with the Special Education Coordinator to ensure significant student academic progress each year.

Responsibilities and Duties

 

Special Education Teaching

  • Use the International Baccalaureate Middle Years Programme as the School’s framework for teaching and learning.
  • Provide high-quality ICT and SETSS services to assigned grade level.
  • Implement the Workshop Model of instruction and use differentiated instructional techniques to meet the interests, intelligences, abilities, and learning styles of adolescents.
  • Participate in special education and 504 processes (writing and implementing rigorous, standards-driven IEPs, ensuring services are in compliance with mandates, initial and annual IEP process, and collaborating with our team of related service providers at the school).
  • Incorporate explicit reading and writing strategies in daily routines and classroom instruction.
  • Employ progressive approaches to scholars’ social/emotional and character development.
  • Ensure Behavior Improvement Plans are being executed with fidelity.
  • Participate in collaborative planning in content-specific teams and interdisciplinary teams and develop interdisciplinary, project-based units of study throughout the school year.
  • Integrate instructional technology into student learning activities.
  • Use formative assessment to provide on-going feedback to every student and periodic summative assessment to measure student learning, develop instructional plans to meet student needs, and administer follow-up assessment and analysis.
  • Maintain reporting and planning documents including electronic/internet-based formats for curriculum maps, unit plans, lesson plans, grade book, student behavior, and assessment analysis.
  • Engage in teacher committees on various issues of school-wide policy and decision-making.
  • Lead educational field trips and service learning experiences.
  • Participate in extra-curricular enrichment opportunities.
  • Attend parental engagement activities including parent/teacher conferences, open houses, and maintain frequent communication with parents through a variety of communication channels.

ELIGIBILITY REQUIREMENTS:

  • New York State certification Grades K-6, 5-9, or 7-12 in Special Education.

 

COMPENSATION and BENEFITS:

  • Our beginning compensation is 15% higher than New York City Department of Education with bonuses for performance and longevity increases of 5% after 3, 6, and 9 years and 10% after 14 and 19 years.
  • Comprehensive health benefits and retirement plan 
with employer match of 3% in year 1-5 and 5% in year 6 and beyond.
  • Paid parking or metro card
  • Signing incentive of $500 to welcome you to the team!
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Middle School Social Studies Teacher

Posted by | January 17, 2019 |

About Mott Hall Charter School:

Mott Hall Charter School (MHCS) is a small public middle school whose mission is to prepare our scholars in mind, body, and character to succeed in top high schools, college, and careers by becoming inquisitive, open-minded, and compassionate citizens of the world. We accomplish this through a whole child approach including the International Baccalaureate Program, enhanced counseling and character development, 21st century technology infusion, and our career and college readiness program.

 

Position Overview:

At Mott Hall, we are a Professional Learning Community, where all teachers are supported by experienced educators, and honored as professionals with leadership pathways to advance their careers. Our education program is grounded in evidence-based research of how students learn best. All teachers receive training in the following six components of Mott Hall’s 21st century approach to teaching:

  1. Student-Centered methods of instruction
  2. Effective classroom management approaches
  3. The latest research in adolescent development and social emotional health
  4. How to integrate literacy into lessons regardless of content area
  5. How to use technology to accelerate student learning
  6. How to use data to inform instruction and improve student outcomes

Social Studies at Mott Hall consists of both geography and history.  The study of geography leads scholars from an understanding of the immediate environment to an appreciation of geography at regional, national and global levels. The study of history involves a truly international approach.  It addresses a variety of cultures and times, and stresses their increasing interaction in our modern world. History within an international curriculum stresses the ability to analyze evidence, to use historical sources in a critical way, to detect bias, and to argue empathetically.  Beyond factual knowledge, scholars are encouraged to develop the capacity to think and write historically and to enjoy and value the past as a means by which to understand and appreciate the present.

 

Responsibilities and Duties

The successful candidate will:

  • Use the International Baccalaureate Middle Years Programme as the School’s framework for teaching and learning.
  • Employ progressive approaches to students’ social/emotional and character development.
  • Implement the workshop model of instruction and use differentiated instructional techniques to meet the interests, intelligences, abilities, and learning styles of adolescents.
  • Incorporate explicit reading and writing strategies in daily routines and classroom instruction.
  • Implement components of the School’s college and career readiness program.
  • Participate in collaborative planning in content-specific teams and interdisciplinary teams and develop interdisciplinary, project-based units of study throughout the school year.
  • Integrate instructional technology into student learning activities.
  • Use formative assessment to provide on-going feedback to every student and periodic summative assessment to measure student learning, develop instructional plans to meet student needs, and administer follow-up assessment and analysis.
  • Maintain reporting and planning documents including electronic/internet-based formats for curriculum maps, unit plans, lesson plans, grade book, student behavior, and assessment analysis.
  • Lead educational field trips and service learning experiences.
  • Attend parental engagement activities including parent/teacher conferences, open houses, and maintain frequent communication with parents through a variety of communication channels.

 

ELIGIBILITY REQUIREMENTS:

  • New York State certification Grades K-6, 5-9, or 7-12 in appropriate subject area.

 

COMPENSATION and BENEFITS:

  • Our beginning compensation is 15% higher than New York City Department of Education with bonuses for performance and longevity increases of 5% after 3, 6, and 9 years and 10% after 14 and 19 years.
  • Comprehensive health benefits and retirement plan 
with employer match of 3% in year 1-5 and 5% in year 6 and beyond.
  • Paid parking or metro card
  • Signing incentive of $500 to welcome you to the team!
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Middle School ELA Teacher

Posted by | January 17, 2019 |

About Mott Hall Charter School:

Mott Hall Charter School (MHCS) is a small public middle school whose mission is to prepare our scholars in mind, body, and character to succeed in top high schools, college, and careers by becoming inquisitive, open-minded, and compassionate citizens of the world. We accomplish this through a whole child approach including the International Baccalaureate Program, enhanced counseling and character development, 21st century technology infusion, and our career and college readiness program.

 

Position Overview:

At Mott Hall, we are a Professional Learning Community, where all teachers are supported by experienced educators, and honored as professionals with leadership pathways to advance their careers. Our education program is grounded in evidence-based research of how students learn best. All teachers receive training in the following six components of Mott Hall’s 21st century approach to teaching:

  1. Student-Centered methods of instruction
  2. Effective classroom management approaches
  3. The latest research in adolescent development and social emotional health
  4. How to integrate literacy into lessons regardless of content area
  5. How to use technology to accelerate student learning
  6. How to use data to inform instruction and improve student outcomes

English Language is the foundation for learning at Mott Hall and is fundamental to the curriculum as it crosses the boundaries of the traditional disciplines. English Language Arts encompasses independent and guided reading, vocabulary development, short and long-form writing.

Responsibilities and Duties

The successful candidate will:

  • Use the International Baccalaureate Middle Years Programme as the School’s framework for teaching and learning.
  • Employ progressive approaches to students’ social/emotional and character development.
  • Implement the workshop model of instruction and use differentiated instructional techniques to meet the interests, intelligences, abilities, and learning styles of adolescents.
  • Incorporate explicit reading and writing strategies in daily routines and classroom instruction.
  • Implement components of the School’s college and career readiness program.
  • Participate in collaborative planning in content-specific teams and interdisciplinary teams and develop interdisciplinary, project-based units of study throughout the school year.
  • Integrate instructional technology into student learning activities.
  • Use formative assessment to provide on-going feedback to every student and periodic summative assessment to measure student learning, develop instructional plans to meet student needs, and administer follow-up assessment and analysis.
  • Maintain reporting and planning documents including electronic/internet-based formats for curriculum maps, unit plans, lesson plans, grade book, student behavior, and assessment analysis.
  • Lead educational field trips and service learning experiences.
  • Attend parental engagement activities including parent/teacher conferences, open houses, and maintain frequent communication with parents through a variety of communication channels.

 

ELIGIBILITY REQUIREMENTS:

  • New York State certification Grades K-6, 5-9, or 7-12 in appropriate subject area.

 

COMPENSATION and BENEFITS:

  • Our beginning compensation is 15% higher than New York City Department of Education with bonuses for performance and longevity increases of 5% after 3, 6, and 9 years and 10% after 14 and 19 years.
  • Comprehensive health benefits and retirement plan 
with employer match of 3% in year 1-5 and 5% in year 6 and beyond.
  • Paid parking or metro card
  • Signing incentive of $500 to welcome you to the team!
Comments Off on Middle School Math Teacher

Middle School Math Teacher

Posted by | January 17, 2019 |

About Mott Hall Charter School:

Mott Hall Charter School (MHCS) is a small public middle school whose mission is to prepare our scholars in mind, body, and character to succeed in top high schools, college, and careers by becoming inquisitive, open-minded, and compassionate citizens of the world. We accomplish this through a whole child approach including the International Baccalaureate Program, enhanced counseling and character development, 21st century technology infusion, and our career and college readiness program.

 

Position Overview:

We are a Professional Learning Community, where all teachers are supported by experienced educators, and honored as professionals with leadership pathways to advance their careers. Our education program is grounded in evidence-based research of how students learn best. All teachers receive training in the following six components of Mott Hall’s 21st century approach to teaching:

  1. Student-Centered methods of instruction
  2. Effective classroom management approaches
  3. The latest research in adolescent development and social emotional health
  4. How to integrate literacy into lessons regardless of content area
  5. How to use technology to accelerate student learning
  6. How to use data to inform instruction and improve student outcomes

 

Mathematics at Mott Hall actively engages scholars in learning experiences that stimulate curiosity, inquiry, enjoyment, and a deep understanding of mathematics. Through the integration of the Common Core Standard and IB Middle Years Program we create a focused and cohesive curriculum allowing scholars to be active participants in the search for concepts and relationships. Overall goals of our program include helping our scholars understand mathematical reasoning and processes, developing their ability to apply mathematics and to evaluate the significance of the results, and their ability to develop flexible strategies for solving mathematical problems. Regents Algebra is offered to students in 8th grade who are able to handle the requirements of this course.

Responsibilities and Duties

The successful candidate will:

  • Use the International Baccalaureate Middle Years Programme as the School’s framework for teaching and learning.
  • Employ progressive approaches to students’ social/emotional and character development.
  • Implement the workshop model of instruction and use differentiated instructional techniques to meet the interests, intelligences, abilities, and learning styles of adolescents.
  • Incorporate explicit reading and writing strategies in daily routines and classroom instruction.
  • Implement the School’s college and career readiness program.
  • Participate in collaborative planning in content-specific teams and interdisciplinary teams and develop interdisciplinary, project-based units of study throughout the school year.
  • Integrate instructional technology into student learning activities.
  • Use formative assessment to provide on-going feedback to every student and periodic summative assessment to measure student learning, develop instructional plans to meet student needs, and administer follow-up assessment and analysis.
  • Maintain reporting and planning documents including electronic/internet-based formats for curriculum maps, unit plans, lesson plans, grade book, student behavior, and assessment analysis.
  • Lead educational field trips and service learning experiences.
  • Attend parental engagement activities including parent/teacher conferences, open houses, and maintain frequent communication with parents through a variety of communication channels.

 

ELIGIBILITY REQUIREMENTS:

  • New York State certification Grades K-6, 5-9, or 7-12 in appropriate subject area.

 

COMPENSATION and BENEFITS:

  • Our beginning compensation is 15% higher than New York City Department of Education with bonuses for performance and longevity increases of 5% after 3, 6, and 9 years and 10% after 14 and 19 years.
  • Comprehensive health benefits and retirement plan with employer match of 3% in year 1-5 and 5% in year 6 and beyond.
  • Paid parking or metro card
  • Signing incentive of $500 to welcome you to the team!
Comments Off on Lead Teacher (2019-2020)

Lead Teacher (2019-2020)

Posted by | January 16, 2019 |

CACPCS is hiring for the 2019-2020 school year! Join our team of dedicated, results-driven professionals who are committed to impacting the lives of our children and community. We are looking for passionate, dynamic elementary special education and general education teachers to help prepare our scholars for lifelong achievement.

Mission: The Children’s Aid College Prep Charter School is a community school whose mission is to prepare elementary school students for success in high school, college, and life by providing them with a rigorous instructional experience; addressing their physical, emotional, and social needs; fostering a sense of pride and hope; and serving as a safe and engaging community hub.

Position: Every day, our caring teachers work to ensure students gain the knowledge, skills, and determination they need to succeed in school and life. Children’s Aid College Prep offers a rigorous curriculum, fully aligned with the Common Core Learning Standards, for students in small class-sizes and with structured behavioral and emotional supports. Teachers collaborate with the leadership team, colleagues, parents, and caregivers to ensure that all children meet and/or exceed grade-level standards and other developmentally appropriate goals while satisfying their intellectual curiosity. We embed the supports children need to address barriers to learning so that they are able to take full advantage of the excellent instruction our teachers provide. Teachers will be able to thrive in a professional learning community that offers guidance and multiple layers of support.

Children’s Aid College Prep seeks dynamic, talented teachers to incorporate compassion and exemplary instructional practices, work hard to meet the high-accountability demands and close achievement gaps, and commit themselves to a holistic developmental school community that aims to lay a solid foundation for the path to success in college, career, and life for our students.

Key Responsibilities:

  • Engage in Understanding by Design to create and refine unit plans based on curriculum scope and sequence.
  • Use the Common Core Standards to create rigorous, objective-driven lessons.
  • Differentiate for individual students based on their unique learning needs so all students are appropriately engaged and challenged.
  • Ensure students are engaged through activities that accommodate various learning styles and needs.
  • Provide varied opportunities for students to achieve mastery.
  • Measure student achievement of, and progress toward, the learning objectives and big goals with formative and summative assessment tools.
  • Provide ongoing and timely feedback to students on their progress towards meeting big goals by frequently checking for understanding.
  • Use data to reflect on effectiveness of lessons and student achievement progress in order to improve instruction and personal practice.
  • Communicate and reinforce high expectations and standards for behavior and academic performance, aligned with the CACPCS school culture and core values.
  • Implement classroom procedures, systems, and routines that maximize instructional time.
  • Communicate respectfully and thoughtfully with parents/guardians, remaining sensitive to different families’ cultures, values and needs.
  • Work collaboratively with parents/guardians, families, and other members of the community.
  • Collaborate with colleagues (grade level and school-wide meeting and professional development days) to continuously improve practice as well as to support the achievement of the overall goals and mission of the school.
  • Reflect critically upon teaching experience; identify areas for further professional development as part of a professional development plan.

 Qualifications:

  • Valid New York State certification required
  • Special education certification preferred
  • Minimum of 2 years teaching in an urban setting preferred
  • Belief in accountability and that all children can achieve at high levels
  • Belief in and alignment with Children’s Aid College Prep’s mission, core values and approach
  • Commitment to the continuous assessment of students’ academic, social and behavioral progress in order to effectively plan and tailor instruction and other enrichments and interventions
  • Ability to support a positive and nurturing school culture and climate through effective classroom management skills as indicated by the ability to create a respectful, results-driven and focused learning environment
  • A team player who is dedicated and flexible to teach in an urban, public school or charter school setting preferred

Compensation: We offer a competitive salary, and all staff members are equipped with the tools and skills needed to impact the community every day.

As an equal opportunity employer, we hire without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status or disability.

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Head of School

Posted by | January 16, 2019 |

ABOUT THE ORGANIZATION:Hebrew Public is a national network of public charter schools with a commitment to racially and economically diverse schools (we are a member of the Diverse Charter School Coalition). Our schools maintain a focus on global citizenship which leads to our students becoming empathetic, ethical, intellectually curious young adults committed to solving the world’s problems. Hebrew Public schools are dual language schools that offer partial immersion programs in Modern Hebrew with an accompanying focus on the study of Israel.Hebrew Public’s network currently contains thirteen schools (eight elementary and five middle schools) in four states and the District of Columbia, serving more than 3,100 students. In NYC, we serve as the Charter Management Organization for schools in Brooklyn and Harlem. Hebrew Public was just granted a charter for expansion to Staten Island and is in the process of expanding to a new school in Philadelphia which will open in 2019-2020. It is an exciting time to join our growing network.

ABOUT THE POSITION:

Hebrew Public believes that the Head of School is essential to the success of their schools. Hebrew Public seeks a Head of School (HOS) to lead staff and student learning at various locations in NYC.

The HOS will lead the school community in achieving its academic and organizational goals, building and maintaining a strong presence in the community, and developing and cultivating enduring relationships with students, teachers, parents, community members and stakeholders. Reporting to the school’s Board and to the Chief Schools Officer, the Head of School will serve as the school’s leader, and will manage a diverse and highly engaged leadership team.

This opportunity is ideal for a visionary and driven individual to play a leadership role in expanding and shaping a school committed to helping students attain high levels of academic achievement.

Primary responsibilities include, but are not limited to:

  • Coach and develop the school’s leadership team and teachers by providing regular, on-going instructional feedback and support
  • Build an active, engaged professional learning community among the school’s staff
  • Partner with the Hebrew Public and school leadership teams to provide high-quality professional development based on school and teacher needs
  • Actively monitor the progress of student and staff growth through collection of formal and informal data; analyze data in collaboration with the leadership team to inform strategic and instructional planning
  • Ensure the use of effective, research-based teaching methodologies and practices across classrooms
  • Develop and sustain a positive and nurturing school culture rooted in proven SEL practices
  • Manage relationships with key stakeholder groups, including parents, teachers, students, the Board of Trustees, community organizations, and the School’s authorizer
  • Partner with Hebrew Public’s Chief Talent Officer to recruit and select a team of diverse and skilled educators
  • Partner with staff to recruit students
  • Work with the Director of Operations to oversee the school’s operations, finances and compliance functions
  • Develop both long-term and short-term strategic plans to support school growth and improvement
  • Ensure the integration of Modern Hebrew and Israel Studies programs into the school program

REQUIREMENTS

CANDIDATE REQUIREMENTS:

The ideal candidate will possess the following qualifications:

  • A passion for and record of driving student achievement and overall success in diverse communities
  • A commitment to embedded Social and Emotional learning practices throughout the school community
  • High standards for student achievement and behavior
  • Strong instructional and classroom management expertise with proven results
  • A deep belief that all students can thrive in a challenging, high-quality, nurturing and supportive learning environment
  • Experience in managing and coaching teachers to great outcomes
  • Strong interpersonal and relationship-building skills and a proven record of creating and fostering excellent relationships through teamwork and empathy
  • A strong work ethic and commitment to results
  • Proven ability and desire to work in a creative and innovative environment
  • Charisma and the ability to motivate staff and students toward common goals
  • An authentic commitment to the Hebrew Public mission and school model
  • Sense of humor

Educational Background and Work Experience:

  • A minimum of three years of experience as a successful elementary or middle school teacher, ideally in a public school setting
  • A minimum of two years of experience in an educational leadership role, ideally in an elementary or middle school setting
  • Knowledge of dual-language methodology and bilingual education practices preferred

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

BENEFITS

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

Comments Off on Human Resources Manager

Human Resources Manager

Posted by | January 16, 2019 |

About Hebrew Public

Hebrew Public is a national network of public charter schools with the following unique characteristics:

  • Racially and economically diverse schools (we are a member of the National Coalition of Diverse Charter Schools)
  • A focus on global citizenship, helping students become empathetic, ethical, intellectually curious young adults committed to solving the world’s problems
  • A dual language partial immersion program in Modern Hebrew with accompanying focus on the study of Israel

Reporting to the Senior Director of Operations and working in close collaboration with the Talent Department, the Human Resources Manager will help design and build Hebrew Public’s Human Resources infrastructure while executing day-to-day operational functions. Taking lead on all aspects of HR administration, this role will oversee benefits, employee relations, compliance, employee record management, and HR policies and will serve as the first point of contact for all HR needs across the Hebrew Public network.

Responsibilities include but are not limited to:

  • Manage and administer Hebrew Public’s HRIS platform
  • Manage key functions of the onboarding lifecycle
  • Maintain employee files and other personnel information
  • Maintain Federal and State compliance reporting and tax registration
  • Oversee the management and administration of all Hebrew Public benefits
  • Manage various aspects of HR administration including, but not limited to, FMLA, workers’ compensation, and employment verification
  • Triage and manage resolution for HR issue tickets across the network
  • Serve as primary HR contact for all employees for all HR issues
  • Provide support to the Talent and Finance teams as needed

Required

  • Bachelor’s degree and 4 years of related work experience
  • Self-starter who can work effectively through ambiguous situations and tight timelines
  • Team player, willing to contribute wherever needed
  • Ability to think strategically about process and policies while simultaneously executing day-to-day HR needs
  • Knowledge of federal and state (NY) regulations related to administration of HR operations and data systems
  • Prior Charter School Experience is preferred, but not required
Comments Off on Dean of Student Support Services (2018-2019 School Year)

Dean of Student Support Services (2018-2019 School Year)

Posted by | January 16, 2019 |

Start Date:Winter 2018

Location:Brooklyn, NY

About the Organization:

Hebrew Public Charter Schools for Global Citizens

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

About the Position:

Join an exciting community of educators and social changemakers who are passionate about global education and are committed to improved student learning and outcomes. We select individuals who share our vision and are willing to put in the hard work to achieve it. We are seeking a driven Dean of Student Support Services for the 2018-2019 school year that operates with a high sense of urgency and possesses a strong work ethic. Candidates for this position do NOT need to speak Hebrew.

Job Responsibilities – Student Support

  • Support and promote the school’s culture, professional values and standards, and serve as a role model for all students and staff
  • Build and reinforce lasting relationships with families to support students’ success, including regular phone calls and conferences
  • Supervise students who have been removed from the classroom and ensure proper follow-up, involving faculty and families as appropriate
  • Support the infusion of social emotional learning, positive behavior management, and character education into all aspects of school life
  • Partner with and support teachers on building strong classroom cultures and fostering positive behavior in all students
  • Build students’ skills for independently preventing and resolving disagreements
  • Inspire students to hold themselves to high standards of academics and character
  • Manage all suspension protocols, including ensuring alternative instruction
  • Develop, implement, and manage student attendance plans to ensure a high percentage of school wide attendance and timely arrival
  • Manage and provide high levels of support in crisis situations with students, teachers and families

Job Responsibilities – Special Education

  • Serves as the primary liaison between the district and school personnel for special education services provided by the school
  • Coordinates and oversees special education services and personnel to ensure students’ needs are being met at the school
  • Works with the network Director of Special education to ensure compliance at the school level.
  • Provides specialized instructional support and leadership in progress monitoring, student observations, and consultation with general education teachers.
  • Supports the development of students’ IEPs and curriculum development

Minimum Requirements:

  • NYS General and/or Special Education Certification
  • Masters Degree in Education, Special Education or related field
  • Three years full-time classroom teaching experience, preferably in grades pre-K-5
  • 1-3 years of experience coaching staff to implement behavioral and academic interventions
  • A team player, with a strong work ethic and consistent follow-through
  • Very strong understanding of the social and emotional development of children and restorative practices
  • Exceptionally effective at building lasting and meaningful relationships with elementary aged students and families
  • Strong organizational skills and attention to detail
  • Strong track record of student achievement in your past roles
  • A strong sense of personal accountability for school wide student achievement and social emotional growth
  • An unshakable conviction that all students can learn at a high level

COMPENSATION AND BENEFITS:

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

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

Comments Off on Staff Attorney—Charter Schools Initiative

Staff Attorney—Charter Schools Initiative

Posted by | January 11, 2019 |

Overview
Advocates for Children of New York, Inc. (AFC) seeks an attorney to provide direct
representation, policy advocacy, and community outreach to ensure that families with students in charter schools have meaningful access to their educational rights. This attorney will use AFC’s integrated strategies to advocate for the needs of the growing number of students attending New York City’s charter schools. With over 120,000 New York City students opting for charter schools, the need for advocacy by an  attorney versed in both education law and the specifics of charter schools is increasingly essential. The attorney in this position will litigate the special education and discipline rights of low-income families with students in charter schools in administrative proceedings to obtain appropriate educational services. The attorney will also conduct technical assistance for families and professionals regarding cases involving special education and discipline in charter schools and conduct trainings for parents, charter school stakeholders and other providers about charter schools’ responsibilities regarding students with disabilities and discipline rights. Using knowledge gained from direct representation, the attorney will engage in systemic advocacy to advance the civil rights of students in charter schools.

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

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

Systemic Advocacy: Using knowledge gained from direct representation, the attorney will engage in policy advocacy, which may include writing letters and reports, participating in policy meetings, and working in coalitions to advocate for systemwide changes related to special education at charter schools and charter school discipline. The attorney will also contribute to litigation efforts at a systemic level such as complaints to the state or federal Education Departments or in state and federal court.

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

Qualifications
• Law degree, with admission to the NYS bar preferred;
• One to two years of litigation experience is preferred;
• Demonstrated commitment to public interest law and public education;
• Experience working with children or families;
• Experience in education advocacy, disability rights, school discipline or civil rights law;
• Ability to work both independently and collaboratively;
• Strong leadership skills;
• Outstanding oral and written advocacy skills, research and analytical skills;
• Organizational skills, initiative, flexibility, and experience working with a diverse team;
• Proficiency in a language other than English, particularly Spanish, is preferred;
• Knowledge of charter schools is preferred.

Compensation
The salary depends on experience and includes generous benefits.

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

Comments Off on K-5th Grade Learning Specialist (Family Leave Replacement) at Small Progressive Charter School

K-5th Grade Learning Specialist (Family Leave Replacement) at Small Progressive Charter School

Posted by | January 9, 2019 |

K-5th Grade Learning Specialist – Family Leave Coverage

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. We graduated our first 8th grade class in June 2015. Please visit our website for more information about our

school: www.communityroots.org.

About the Position

This is a temporary job opening while our full-time K-5th Grade Math Specialist goes on family leave. The position will run from March 1, 2019 through June 1, 2019.

Requirements

  •       Candidates should have experience providing K-5 mathematics intervention.
  •       Strong candidates will have experience working with the EngageNY curriculum and the Universal Design for Learning (UDL) framework.

 

Learning Specialist Role Description

  •       Work with students doing push-in or pull-out, one-on-one or in small groups, to help support students’ academic, social and emotional growth.
  •       Provide academic intervention for math based on student need.
  •       Write progress notes on all students on caseload.
  •       Write one formal, narrative report for each student, documenting progress during the leave and addressing IEP goals if applicable.
  •       Participate in long and short term planning addressing the students’ needs.
  •       Participate in school-wide family conferences for all students on caseload to review individual student’s progress. If there is concern about a student, arrange more frequent conferences.
  •       Attend grade level meetings to be informed about classroom curriculum, contribute ideas on modifying curriculum and share updates on intervention groups.
  •       Communicate with grade level teams, formally and/or informally to discuss students in intervention progress.

If interested, please email cover letter and resume to brust@communityroots.org.

Comments Off on Classroom Teacher- Elementary

Classroom Teacher- Elementary

Posted by | January 8, 2019 |

CLASSROOM TEACHER – ELEMENTARY (NY) JOB DESCRIPTION

About Us:

Excellence Community Schools is a charter management, non-profit organization. The mission of the Excellence Community Schools is to prepare young people to compete for admission to and succeed in top public, private, and parochial high schools by cultivating their intellectual, artistic, social, and emotional and ethical development through the Bronx Charter School for Excellence (Bronx Excellence) and the Stamford Charter School for Excellence (Stamford Excellence). Our network of schools accomplish this by offering a challenging and rigorous academic curriculum – which at the earliest of grades has an eye towards college preparation. We achieve this in a supportive and caring environment that at all times has high expectations of our students.

The mission of the Schools and Innovation department is to provide an array of college and career readiness services on the Excellence Community Schools Pre-K through 16 educational spectrum. These services focus on the development of the whole child, empowering the family and transforming communities.

Position: 

Who We Need:

We are seeking individuals who are dedicated, ambitious, and committed to student success and education reform. Qualified candidates must demonstrate records of achievement, high degrees of personal responsibility, and the drive to do whatever it takes to ensure that every child achieves academic success. This individual must be committed to excellence, lead by example, and see collaboration as a key component of success.

Responsibilities: 

  • Plans and teaches with grade level team to implement best practices for the success of all learners within the classroom.
  • Plans purposefully in order to provide students with opportunities for constructing meaning and developing understanding of new concepts.
  • Utilizes developmentally appropriate and rigorous curricula and instructional materials that are tightly aligned to benchmarks and the Common Core standards.
  • Presents students with new ideas and concepts through a variety of strategies, and inspires and guides them to explore, express and uncover new ideas of their own.
  • Administers, collects, and analyzes both qualitative and quantitative data gathered from a variety of assessments on each student.
  • Builds relationships with his or her students’ families through regular communication about students’ progress and provides ways in which families can support their children’s learning.
  • Participates in school-wide student assessments in order to diagnose students’ needs.
  • Supervises lunch and/ or recess.
  • Provides coverage for classroom teachers.
  • Provides other support as needed by the school community.

Qualifications:

  • NYS Teacher Certification or reciprocity from another state in the equivalent area.
  • We also consider:
    • Candidates with three years of elementary, middle or secondary classroom lead teaching experience; tenured or tenure track college faculty; or an individual with two (2) years of satisfactory experience through the Teach for America program.
  • Also considered: individuals who possess exceptional and verifiable business, professional, artistic, athletic or military experience.
  • All candidates must complete NYS workshop requirements.
  • Teaching experience at elementary school level or experience with school age children preferred.
  • Bachelor’s Degree Required.
  • Master’s Degree Preferred.

Note: Candidates who do not meet the above requirements will not be considered.

Comments Off on F-Status Teacher, Guidance Counselor

F-Status Teacher, Guidance Counselor

Posted by | January 8, 2019 |

Claremont International High School is looking for an F-Status teacher to provide additional support to students through push-in, and small group instruction.

We are additionally looking for an F-status guidance counselor.

The mission of Claremont International High School is to build upon the diverse linguistic and cultural backgrounds of English Language Learners in New York City to create a stimulating academic and nurturing learning community that prepares students for success in college and the workplace. Our students cultivate intellectual curiosity and develop empathy as global citizens through the integration of language and the arts in all classes.

Claremont International HS is a member of the Internationals Network for Public Schools.

 

Comments Off on Lead Teacher – Kindergarten, First, and Second Grade

Lead Teacher – Kindergarten, First, and Second Grade

Posted by | December 20, 2018 |

About Elm CCS

We are an interdisciplinary and collaborative learning environment focused on cultivating civically engaged student leaders.  Essential to our school’s philosophy is a relevant hands-on curriculum, along with the commitment to nurture each student’s social and emotional intelligence.  We are looking for a team of individuals committed to fostering an environment that is innovative, collaborative, and equitable for both students and staff.  Join us!

 

Lead Teacher

Elm CCS is looking for creative and results-driven teachers aligned to inquiry-based models, value collaboration with colleagues, prioritize differentiation of instruction, are reflective and open to feedback and continual development, and believe in teaching the whole child.

 

Responsibilities:

  • Building a classroom culture in which students love learning;
  • Establishes a positive classroom environment through proactive methods, a clear and consistent management system, and strong student rapport;
  • Teaching students through an inquiry-based curriculum, placing the thinking work on all students;
  • Adapt and implement curriculum and assessments to student needs; manage the curriculum pacing calendar;
  • Design and implement targeted small group instruction according to student data and needs;
  • Holds all students to high expectations, with the fundamental belief that students with special needs and emergent bilingual learners are capable of incredible growth and achievement;
  • Actively monitors and assesses student achievement and progress based on short-term and long-term goals and objectives;
  • Provides timely and frequent feedback for students, based on formal and informal assessments, and aligned to lesson and unit objectives and quarterly goals;
  • Proactively builds relationships and collaborates with other staff members to meet team goals, share best practices, and solve grade team concerns;
  • Engages and contributes in professional development; proactively applies professional development material into classroom and teaching; trains with colleagues and leaders to receive targeted, in-the-moment feedback on instruction;
  • Communicates regularly with families regarding the academic performance and behavior of students.

 

Qualifications

  • Hold certification in Special Education or English as Second Language, Elementary Education, or English as a Second Language
  • Master’s Degree in Education with a specialization in early childhood or elementary education highly preferred
  • Minimum of 2 years teaching experience in elementary education, preferably in urban education
  • Demonstrated ability in adapting curriculum and lessons to various student needs
  • Experience in interdisciplinary studies and inquiry-based learning highly preferred

 

Successful candidates should also have the following experiences and characteristics. They:

  • Are an inspiring team player who continually pushes themselves and others to higher levels of achievement;
  • Deeply embed themselves into the community of the school, ensuring strong relationships, high engagement, and great operational results;
  • Are a champion of Elm’s belief that all members of the school community must be active learners and resourceful problem-solvers in order to ensure a high quality education for all our learners;
  • Are reflective, self-aware, and actively analyzes student work and data to provide a high quality education that is accessible to all students
  • Have a growth mindset.

 

 

Comments Off on Associate Teacher – Kindergarten, First, and Second Grade

Associate Teacher – Kindergarten, First, and Second Grade

Posted by | December 20, 2018 |

About Elm CCS

We are an interdisciplinary and collaborative learning environment focused on cultivating civically engaged student leaders.  Essential to our school’s philosophy is a relevant hands-on curriculum, along with the commitment to nurture each student’s social and emotional intelligence.  Elm seeks to achieve authentic, ongoing integration of diverse student perspectives, assets, and ideas to enhance an equitable learning environment that serve students with all types of needs.  We are looking for a team of individuals committed to fostering an environment that is innovative, collaborative, and equitable for both students and staff.  Join us!

 

Associate Teacher

Elm CCS is looking for creative, passionate, and ambitious teachers who are aligned to the inquiry-based model, value collaboration with colleagues, is results-driven, reflective and open to feedback.  Whether you are new or transitioning to the education field, our associate teacher position is for new teachers who are passionate about providing excellent education and determined to develop their teaching craft to best meet all students’ needs.

 

Responsibilities:

  • Provides excellent instruction to all students, applying instructional methods learned during professional development;
  • Plans and implements targeted 2-3 small group instruction lessons based on student data and in collaboration with the lead teacher;
  • Works with the Lead Teacher to support and implement classroom systems, routines, and procedures;
  • Cultivates a positive classroom environment through proactive methods, a clear management system, and strong student rapport;
  • Proactively reaches out to understand and learn curriculum, instructional methods, and behavior management techniques; Works with the lead teacher and leadership in areas of growth;
  • Collaborates with the lead teacher weekly, regarding daily instructional and administrative tasks;
  • Supports and assists lead teachers in grading, planning, materials preparation, and administrative work;
  • Proactively builds relationships and collaborates with other staff members to meet team goals, share best practices, and solve grade team concerns;
  • Engages and contributes in professional development; proactively applies professional development material into classroom and teaching;
  • Communicates regularly with families regarding the performance and behavior of students;
  • Coordinates and facilitates lunch and recess activities.

 

Qualifications

  • Bachelor’s degree at minimum, preferably concentration in elementary or early childhood education; plans on pursuing a master’s degree in education;
  • Experience in mentoring, tutoring, or education;
  • Demonstrated ability in collaboratively working with team members;
  • Demonstrated ability in receiving and implementing feedback effectively;
  • Demonstrates grit and perseverance; and
  • Alignment to Elm’s mission, core beliefs, and educational philosophy

 

Successful candidates should also have the following experiences and characteristics. They:

  • Are an inspiring team player who continually pushes themselves and others to higher levels of achievement;
  • Deeply embed themselves into the community of the school, ensuring strong relationships, high engagement, and great operational results;
  • Are a champion of Elm’s belief that all members of the school community must be active learners and resourceful problem-solvers in order to ensure a high quality education for all our learners;
  • Are reflective, self-aware, and actively analyzes student work and data to provide a high quality education that is accessible to all students
  • Have a growth mindset.
Comments Off on Elementary STEM Teacher

Elementary STEM Teacher

Posted by | December 20, 2018 |

About Elm CCS

We are an interdisciplinary and collaborative learning environment focused on cultivating civically engaged student leaders.  Essential to our school’s philosophy is a relevant hands-on curriculum, along with the commitment to nurture each student’s social and emotional intelligence.  We are looking for a team of individuals committed to fostering an environment that is innovative, collaborative, and equitable for both students and staff.  Join us!

 

STEM Teacher

Elm CCS is looking for creative and results-driven STEM (Science, Technology, Engineering, and Math) teachers who align to inquiry-based models, value collaboration with colleagues, prioritize differentiation of instruction, are reflective and open to feedback and continual development, and believe in teaching the whole child.

 

Responsibilities:

  • Build a classroom culture in which students love learning;
  • Establish a positive classroom environment through proactive methods, a clear management system, and strong student rapport;
  • Teach students through an inquiry-based curriculum, and placing the thinking work on all students;
  • Collaborate with Instructional Leadership to design and implement a rich and rigorous STEM curriculum and assessments aligned to state standards; manage the curriculum pacing calendar;
  • Hold all students to high expectations, with the fundamental belief that students with special needs and emergent bilingual learners are capable of incredible growth and achievement;
  • Actively monitor and assess student achievement and progress based on short-term and long-term goals and objectives;
  • Provide timely and frequent feedback for students, based on formal and informal assessments, and aligned to lesson and unit objectives and quarterly goals;
  • Proactively build relationships and collaborate with other staff members to meet team goals, share best practices, and solve grade team concerns;
  • Engage and contribute in professional development; proactively apply professional development material into classroom and teaching; train with colleagues and leaders to receive targeted, in-the-moment feedback on instruction;
  • Communicate regularly with families regarding the academic performance and behavior of students.

 

Qualifications

  • Hold certification in Elementary Education, highly preferred: Special Education or English as Second Language
  • Master’s Degree in Education with a specialization in early childhood or elementary education preferred
  • Content knowledge and experience in science and engineering highly preferred
  • Minimum of 2 years teaching experience in elementary education, preferably in urban education
  • Demonstrated ability in adapting curriculum and lessons to various student needs
  • Experience in interdisciplinary studies and inquiry-based learning highly preferred

 

Successful candidates should also have the following experiences and characteristics. They:

  • Are an inspiring team player who continually pushes themselves and others to higher levels of achievement;
  • Deeply embed themselves into the community of the school, ensuring strong relationships, high engagement, and great operational results;
  • Are a champion of Elm’s belief that all members of the school community must be active learners and resourceful problem-solvers in order to ensure a high quality education for all our learners;
  • Are reflective, self-aware, and actively analyzes student work and data to provide a high quality education that is accessible to all students;
  • Have a growth mindset.

 

 

Comments Off on Part-Time Nurse

Part-Time Nurse

Posted by | December 20, 2018 |

 

About Elm CCS

We are an interdisciplinary and collaborative learning environment focused on cultivating civically engaged student leaders.  Essential to our school’s philosophy is a relevant hands-on curriculum, along with the commitment to nurture each student’s social and emotional intelligence.  We are looking for a team of individuals committed to fostering an environment that is innovative, collaborative, and equitable for both students and staff.  Join us!

 

Part-Time School Nurse

Elm Community Charter School is seeking a highly organized and community oriented Part-Time School Nurse who, alongside our Operations Team, will build a robust health program for our students. At Elm, we believe that healthy children are successful learners, we are looking for a passionate school nurse who advocates for the physical, emotional, mental, and social health of students.

 

Responsibilities

  • Provide healthcare to students and staff;
  • Perform health screenings;
  • Organize health records, including the management and collection of state-mandated health records (i.e. immunization records);
  • Coordinate referrals to private healthcare providers;
  • Serve as liaison between school personnel, family, and community healthcare providers to ensure a healthy school environment;
  • Monitoring immunizations, managing communicable diseases, and assessing the school environment as to prevent injury and ensure safety;
  • Overseeing infection control measures;
  • Overseeing medication administration, health care procedures, and the development of healthcare plans;
  • Overseeing vision, hearing, body mass index, and mental health screening procedures;
  • Making decisions related to the delegation of healthcare tasks as directed by state laws and professional practice guidance.

 

Qualifications

  • Bachelor’s degree required;
  • Certified Registered Nurse;
  • Ability to stay organized and effective despite a highly variable daily schedule;
  • Strong communication with leadership, parents, and staff regarding individual student needs.

 

Successful candidates should also have the following experiences and characteristics. They:

 

  • Have an incredibly high bar and keen eye for detail
  • Deeply embed themselves into the community of the school, ensuring strong relationships, high engagement, and great operational results;
  • Are a champion of Elm’s belief that all members of the school community must be active learners and participants in order to ensure a high quality education for all our learners;
  • Are a resourceful problem-solver who proactively shares best practices that drive our operational excellence; and
  • Have a growth mindset.

 

Comments Off on Learning Design Director, Content Development

Learning Design Director, Content Development

Posted by | December 19, 2018 |

Mouse is a national nonprofit that empowers all youth and educators to engage with computer science and creative technology to solve real problems and make meaningful change in our world. We focus on building competency, literacy, and dispositions for success in a digital age. We design original, project-driven learning content that helps youth build their ability to create technology with purpose, while exploring computing, electronics, games, design, and more.

Are you passionate about the design of innovative learning content, a compulsive tinkerer, and driven to reach all learners?

We are seeking a Director of Content Development to design and implement an overarching production vision for Mouse’s Learning Design Team.
The Director of Content Development oversees curriculum contributions from Mouse’s Learning Design team and external contractors including adherence to project timelines, quality assurance, and content vision. This person will collaborate with Network Success, Educator Engagement, and Fundraising staff to design and implement rollout of new content and oversees the maintenance of existing Mouse curriculum to ensure it is up-to-date with current technology, learning standards, and educational best-practices.

Responsibilities:

New Content Production (60%)

  • Manage, design and produce all grant-funded learning content
  • Design teacher supports to accompany lessons (i.e. lesson plans, scope/sequence documents, pacing guides)
  • Maintain systems for capturing formative data from users and incorporating notes into new iterations
  • Organize activities into relevant courses & digital badges
  • Choose and create necessary data triggers to track progress
  • Create and socialize tools that help with production, e.g., timelines, workflow documents, etc.
  • Manage external partners where content is a collaboration
  • Manage relationships with subject-matter experts
  • Supervise board reporting on Content Production
  • Update Mouse staff and key program partners on new or updated content projects both during their development and release

Oversee Content Maintenance & Improvements – 25%

  • Track and project-manage all ongoing curriculum projects, sharing progress with the LD team on a regular basis.
  • Serve as point person for web team to ensure the content uploading process goes smoothly.
  • Align all learning content to relevant national standards including Common Core, NGSS, ISTE, K12 CS Framework and ACT College and Career Readiness standards
  • Ensure technical curriculum stays up-to-date by overseeing a review and testing schedule for older content.
  • Identify areas of Mouse’s content that could most benefit from the inclusion of multimedia supports.
  • In collaboration with relevant Learning Design staff, create plans for the creation of new media content.
  • Oversee the development of multimedia and interactive assets, including timeline, quality assurance and adherence to vision.
  • Oversee and manage outside media contractors, including contracting and payment schedules.

Collaborate with Directors to Refine Offerings to Meet User Needs – 15%

  • Meet regularly with Directorate of Learning Design to coordinate improvements and efforts to grow new offerings
  • Maintain content wishlist and priority planning
  • Co-Lead Mid-year and Annual planning efforts related to network success KPIs
  • Craft KPIs for Content Development and maintain drumbeat toward fulfilling those performance goals

Requirements:

  • Strong E.Q.
  • Master’s degree (or demonstrable equivalent) required
  • At least 5 years experience working in K-12 education or curriculum development (classroom, youth development, or other programmatic, curriculum writing, etc.)
  • Passion for youth empowerment and fostering greater diversity in STEM fields
  • Subject matter expertise in STEM, creative computing or digital literacy skills required
  • Excellent writing and editing skills
  • Excellent project management skills
  • Media production / post-production skills a plus
  • Understanding of national curriculum standards such as CCSS, NGSS, K-12 CS Framework and ISTE
  • Knowledge and experience with digital media and the use of digital media in education
  • Understanding of the virtual learning space and online learning models
  • Experience with Google Suite preferred
  • Ability to work independently or as part of a team
  • Ability to multitask and manage multiple projects
  • Great teamwork and interpersonal skills

Compensation: Salary is commensurate with experience. Mouse offers excellent employee benefits including health, dental and vision insurance, paid holidays and vacation, flexible work hours and a generous telecommute policy.

Mouse is an equal opportunity employer. We know diversity makes us stronger and are committed to inclusivity for all our applicants and employees.

Comments Off on National Director of Learning and Development

National Director of Learning and Development

Posted by | December 19, 2018 |

  • Location: New York, NY preferred, flexible to chapter locations
  • Team: People and Equity
  • Posted: 12/18/18
  • Hiring Manager: Rhonda Ford, VP of People and Equity
  • Application deadline: January 15, 2019

About Us

Our nation’s education system is leaving millions of students—including an overwhelming number of students of color and low-income students—unprepared for college, career, and life. While research shows that classroom teachers are the single most important in-school factor in improving student achievement, their diverse voices are consistently left out of education policy decisions. For far too long, teachers have been treated as subjects of change rather than as agents of change.

Founded by public school teachers, Educators for Excellence is non-profit organization comprised of over 30,000 educators, united around a common set of values and principles for achieving an equitable and excellent education through improving student learning and elevating the teaching profession. We work to collectively identify issues that impact our schools, create solutions to these challenges, and advocate for policies and programs through unions and outside of unions that give all students access to a quality education

What We Do

Through our chapters in communities across the country, we provide opportunities for teachers to stay informed, expand their leadership, connect with colleagues and decision-makers, and advocate for change.

Our Culture

We are a dynamic and growing organization. We are a team of storytellers who leverage each other’s diverse experiences, expertise and perspectives. We work to foster an inclusive, collaborative environment. We thrive in changing environments and are defined by our grit and tenacity while sharing a deep commitment to achieving our vision and living out our mission.

The Opportunity

E4E deeply understands that people are at the center of educational equity and that people will be those who achieve it. So, E4E has worked to be actively responsive to leadership development needs as they arise. The National Director, Learning & Development has an opportunity to create and build a high-impact learning and development function. This function will serve as the primary source for training, development, and coaching at E4E.

Responsibilities

  • Set and execute the vision and strategy for our approach to all-staff learning and development:
    • Partner with the VP, People and Equity to design a near-term and long-term L&D strategy that meets the collective and differentiated needs of staff.
    • Lead the design and implementation of cohesive learning experiences for various stakeholder groups based on assessed needs at organizational, team, and individual levels.
    • Develop and launch professional development programs to support staff at all stages of the talent management lifecycle.
  • Design, facilitate and/or curate differentiated learning experiences, resources and opportunities for growth:
    • Design in-house scalable solutions that include a blended approach to learning such as coaching, group training, 1:1 sessions, action learning & e-learning.
    • Develop a vision of excellence and arc of learning for all internal job groups.
    • Identify and catalog internal and external development opportunities centrally to create efficiencies in achieving learning objectives.
  • Provide strategic and customized coaching to team leaders and managers:
    • Develop a vision of excellence and arc of learning for effective and multiculturally competent management.
    • Design and deliver manager curriculum and aligned trainings in partnership with key stakeholders.
    • Develop individual personal growth plans for all managers of people; Provide related coaching to managers in partnership with the VP, P&E.
    • Provide customized support for managers as they develop and refine strategies and supports for staff leadership development and growth (ex: strategic plans, individual development plans, team learning experiences).
    • Advise and support managers and staff through sensitive issues.
  • Lead the charge to develop and refine internal knowledge management systems, processes, and supports:
    • Collaborate with various stakeholders to launch and manage full-service internal knowledge and resource management platform.
    • Monitor and evaluate the effectiveness of learning & development strategies, trainers and materials and make recommendations for improvement, assuring alignment with organizational goals and sustainability of executed plans and/or programs.
    • Expand resource library and lead implementation strategy to further empower staff members to own their development.
  • Partner with the VP, P&E to accelerate near-term strategies and long-term vision for the department and overall staff experience:
    • Collaboratively lead organizational change efforts by creating the conditions, experiences, and growth/stretch opportunities for leaders at all levels to align their values with day to day actions.
    • Collaborate with VP, P&E to create and implement the structures, mechanisms, mindsets and skill sets to align with our emerging people philosophy.
    • Support VP, P&E in internal team strategy, including retreat planning, team performance and development, team culture, project management.
    • Support VP, P&E in post-project analysis, application, and reporting for key stakeholder groups (national board and other internal and external stakeholders).

You have

  • Demonstrated success in the development and implementation of initiatives including leadership education, diversity & inclusion training, train the trainer initiatives, and building job-based curricula.
  • Demonstrated commitment to diversity, equity, and inclusion, including the development and implementation of strategy, and engagement in learning experiences to build competency, self-awareness, and embed inclusivity into actions.
  • Ability to work autonomously, in ambiguous situations with little direction, running towards problems without being asked; solutions-oriented with strong judgment for the right course of action in any given situation
  • Excellent project management skills; ability to set priorities and meet deadlines; You demonstrate calmness in times of uncertainty and under stress.
  • Impeccable execution skills and experience navigating complex processes that require multi-pronged solutions and building out, creating, implementing and improving upon organizational systems
  • Unwavering ability to maintain confidentiality while honoring and leveraging multiple perspectives
  • A commitment to creativity, innovation, and flexibility in your work and team engagement
  • Deep experience working across management levels, likely through direct or lateral management experience
  • Strong computer skills, including ability to effectively utilize Microsoft Office suite, data management software, e‐learning platforms, video files, course authoring solutions and related software;
  • Exceptional written and verbal communication skills
  • Demonstrated and proven ability to build relationships across lines of difference, influence, motivate and inspire others
  • An orientation towards servant-leadership, thriving on helping others be their best selves and anticipating their needs before they are communicated
  • The consistent ability to remain flexible, calm under pressure and adaptive to change as priorities shift
  • Eagerness to learn and grow to improve practice and continue professional development
  • Willingness to travel 25% or more to deliver relevant, high-quality support

Moreover, all E4E candidates will have a/an:

  • Empathy for, understanding of, and respect for the teaching profession.
  • Deep commitment to the core values of E4E and passion for students, improving education, and closing the opportunity gap.
  • Emotional intelligence and professional maturity.
  • Strength at cultural leadership and modeling our core values.
  • Tenacity, grit and the ability to take initiative and thrive in a fast-paced, entrepreneurial start-up environment.
  • Ability and eagerness to go above and beyond and do whatever it takes to get the job done and meet/exceed goals.
Comments Off on Online Curriculum Product Manager (Remote / Part Time)

Online Curriculum Product Manager (Remote / Part Time)

Posted by | December 17, 2018 |

Are you a changemaker who wants to update the way music is taught to young people across the globe?

We are an international music education non-profit (501c3) based in New York. We bring cutting edge music technology into classrooms to allow students to produce their own original songs. We teach life skills and social-emotional learning through the process of collaborative song creation. All of our training is now done online, these training materials are our product. We have grown a lot over the last five years, utilizing the skill sets of our in-house team and personal network, and now we need to hire a Product Manager as we enter a period of growth.

See more at www.projectrhythm.org

Job Duties and Tasks:

  • Responsible for all aspects of product (online multimedia education materials)
  • Coordinate with writers/videographers/actors/graphic designers
  • Upload and manage content within our LMS
  • Develop, schedule, and lead webinars
  • Work with outcomes team to measure and collect user feedback
  • Interface with teachers and schools to make sure they have everything they need
  • Conduct weekly check-ins with product team
  • Write and review activities, lesson plans, and curriculum
  • Send Board members what they need and collect deliverables from them
  • Part time estimate of 15 hours a week

 

Over the past two years we have created multimedia online training materials for our teachers. They are currently being tested and the first few pilot programs are underway. We’re looking for a Product Manager who has experience with integrating online training materials into school and community programs who can continue to update and create new material based on user feedback.

 

Materials range from written lesson plans, in-class activities, and online educational videos.

 

Requirements

Experience creating online multimedia education products.

Detail oriented. You must be detail oriented to effectively and efficiently handle large numbers of Google documents to keep track of material drafts. Familiarity with Google suite in general as we communicate edits and suggestions through various docs and spreadsheets.

Leadership. You may manage teams of other teachers and consultants that will give feedback on current drafts.

Organizational skills. You will check in with our project manager to deliver updates and work, but will mostly be working independently. You will need strong organizational and motivation to stay on task and meet deadlines.

 

About You:

You are an expert in the field of online training materials for use in the classroom. You are familiar with a variety of national & state curriculum standards, differentiated learning, experience with PBL (problem or project based learning), and SEL.

You are familiar with creative/engineering process. You can paint with broad strokes in education, the more content areas and teaching strategies you know about for this, the better.

You have experience managing a team to create multimedia materials and can take 100% ownership over all aspects of product creation and maintenance. This means onboarding new teachers in addition to content creation.

You want to be a part of a socially-oriented business. You are accustomed to being a top performer in a high-growth environment

You live in the New York metro area (preferred).

 

About Us:

We used to run a major recording studio in Brooklyn, New York. We’ve distilled the knowledge we used to produce major artists (i.e. the music kids actually like, not the music adults want them to like) into a songwriting course.

We use students’ enthusiasm about learning how to make their favorite kinds of music to teach them valuable life skills, such as time management, social-emotional skills and teamwork.

We’ve brought our workshops to students around the world, and have reached more than 2,000 students so far.

 

Education:

Bachelor’s Degree

 

To Apply:

Please submit a complete application, which includes a thoughtful cover letter your resume/CV, and examples from your portfolio, uploaded in a single PDF file. Any applications not adhering to these format specifications will not be considered.

Send applications to jamin@projectrhythm.org

Only complete applications will be considered.

Only candidates to be interviewed will be contacted.

Project Rhythm is an Equal Opportunity Employer.

 

Compensation:

 

TBD commensurate with experience

 

Comments Off on Operations Associate

Operations Associate

Posted by | December 17, 2018 |

Chalkbeat, the growing nonprofit news organization covering public education in America, is seeking an Operations Associate to support our our day-to-day operations and plan for rapid growth.

We’re looking for someone with operations experience who is excited to grow their skills and work on projects big and small to further Chalkbeat’s expansion. Our ideal candidate views operations from a customer service perspective and looks forward to supporting the organization’s staff and overall mission.

You’ll join a tightly-knit operations team responsible for talent, finance, organizational planning and systems development, and you’ll interact regularly with our newsroom and development teams as part of our vibrant remote culture.

The key responsibilities for this role include:

Coordinating talent work as we build a larger team and support our existing staff, including:

  • Developing creative recruitment strategies for individual talent searches
  • Implementing outreach strategies to identify candidates for open positions, including use of Chalkbeat’s social media accounts
  • Managing recruitment for Chalkbeat’s summer internship program
  • Supporting new employee onboarding
  • Serving as the primary contact with our HR/Benefits provider
  • Managing annual open enrollment and ongoing benefits administration

Providing a wide range of operations support as we serve our current team and expand to new geographies, including:

  • Writing the semi-monthly internal organizational newsletter
  • Conducting the annual staff satisfaction survey and analyzing results
  • Helping to coordinate Chalkbeat’s annual staff retreat
  • Researching and purchasing of centralized services
  • Supporting Chalkbeat’s performance review process
  • Entering payroll information
  • Preparing documentation for our annual audit

What background and skills do you have? (We know not all strong candidates will have all the skills we list. That’s OK. What else do you bring to the table? Please tell us!):

  • Great task and project management skills, including the ability to integrate big picture goals with specific tasks needed to move complex projects forward effectively
  • Strong organizational skills and ability to keep track of multiple competing demands
  • Excellent problem-solving ability and superior attention to detail
  • Strong customer service approach and solution-oriented mindset
  • Experience using discretion when communicating about sensitive topics
  • Ability to build trusting relationships with Chalkbeat’s full team, even in a virtual setting
  • Flexibility and comfort working in an environment where multitasking is the norm, the pace is fast, and priorities will evolve
  • Proficient with office software, primarily the Google Suite, including strong spreadsheet and presentation (slides) design skills
  • At least five years of relevant work experience (e.g. nonprofit operations, human resources, executive support, back-office support for a growing company)
  • Bachelor’s degree required

Bonus points if you’ve got:

  • Curiosity about education or nonprofit journalism, and a connection to our mission
  • Experience with CRMs like Salesforce or the project management tool Asana
  • Experience with human resources software and policies

The position will be based at our New York office, conveniently located near Penn Station.

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

About Chalkbeat:

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

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Principal 5-8

Posted by | December 4, 2018 |

Academy of the City Charter School

POSITION:    Principal (Fifth grade through Eighth grade)

QUALIFICATIONS

  1. Bachelor’s degree
  2. Master’s degree in Education
  3. New York State Certification as School Building Leader preferred
  4. Five years teaching experience in middle school with at least three years in urban setting
  5. Middle school administrative experience preferred
  6. Ability to work collaboratively and an interest in an interdisciplinary approach to education.
  7. Excellent communication and organizational skills.

 FUNCTIONS AND RESPONSIBILITIES

  • Acting as educational leader of the School, with ultimate responsibility for all educational program, services and supportive operational programs at the School and overall success of the School as required under the School’s charter;
  • Hiring and training a first rate middle school staff that can carry out the School’s mission and vision.
  • Ensuring the School’s educational program and other related services are in compliance with the mission and long range plan;
  • Ensuring the School’s educational program and other related services are in compliance with the mandates of the School’s charter;
  • Ensuring a school culture that is in compliance with the School’s charter, Board approved policies and procedures, authorizer regulations and requirements of all applicable State and Federal laws;
  • Reporting fully on the progress of school programs to the Executive Director, Board of Trustees and Leadership team on a regular basis and as requested;
  • Working with executive director to support the School’s fundraising, partnering and development initiatives;
  • Maintaining satisfactory performance on the Principal’s review as established by the Executive Director;
  • Performing all additional duties consistent with the role of Principal.

 Work with Staff: Developing and maintaining a culture of trust and respect that encourages all staff to do their best and take risks.  Continual evaluation of staff in order for them to perform at their highest levels including formal and informal observations.  Clear understanding of the needs of staff including professional development, personal and professional needs.  Willingness to address difficult situations and work with staff to resolve conflicts.

Work with Leadership team:  Ability to listen, reflect and add to conversations and decision of the Leadership team that includes the Executive Director, Principal, Assistant Principals, Director of Operations and Parent Coordinator.  Taking decisions that are made and implementing these with staff to insure an effective and smooth running school.   

 Work with Students: Care and concern to meet the needs of students. Willingness to listen and resolve issues and accept that children will make mistakes.

Work with Parents/Caregivers: Care and concern to meet the needs of families to best support their child in school as well as at home. Be responsive to requests and inquiries of parents/caregivers, available for consultation, enlist assistance of others not at school and in community as needed. Availability for meetings, both scheduled and unscheduled as well as regularly meeting with the Parent Coordinator and School counselor to support families.  Oversee the 7th and 8th grade parents to insure they understand the High School process.

 Curriculum Development and Implementation:  Overseeing the curriculum to ensure that it is being implemented with a high degree of care and fidelity. Working with school leadership and teachers and consultants to continually review, innovate and develop curriculum to ensure it meets the needs of the students and prepares them to succeed in the 21st Century. Working with teachers, curriculum developers and coaches to ensure that they are properly trained and understand the curriculum.  Systematic curriculum reviews to adapt curriculum to meet student needs.

SALARY: Commensurate with experience

STARTING DATE:  July 1, 2019

ENDING DATE: June 30, 2020

SEND RESUME TO: careers@academyofthecity.org with position listed in re: section of the email

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

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Middle School Math Teacher

Posted by | November 30, 2018 |

Amani Public Charter School, a public charter school that serves students in grades 5-8 in Mount Vernon, NY, seeks to hire an Eighth Grade Math teacher: expected courses to teach will be Common Core Algebra 1 and 8th Grade Math. Math Teachers are dedicated to promoting independent, critical thinkers, inspired to develop a love for mathematics and numeracy. The Math teacher at Amani will build a classroom culture in which scholars love math. They will provide clear and consistently high quality math instruction for all scholars. In addition they will create instructional lesson plans and classroom activities that contribute to a climate where scholars are actively engaged in a meaningful learning experience. Finally as a data driven school we are searching for a unique individual who can drive academic outcomes by analyzing student work, studying data, and implementing high -leverage instructional moves to ensure dramatic gains for all scholars. Our goal is to provide Amani Scholars with the academic and critical thinking skills necessary to succeed in competitive high school programs, college and the career of their choice. The successful individual will also bring a mastery of classroom management, experience working in an urban environment and a track record of building strong relationships with scholars and families. Candidates must be certified Math Instructor – Secondary Certification, 5-6 extension is a plus

The School

Amani Public Charter School is located in Mount Vernon, NY which is 25 minutes from midtown Manhattan. The school is walking distance from the Metro North train station and a short distance from the MTA 241st station. Amani Public Charter School is an equal opportunity employer and actively encourages applications from people of all backgrounds. Compensation is competitive and commensurate with experience. Amani offers a full benefits program and opportunities for professional growth.

Responsibilities

Utilize a wide range of assessment tools and strategies to regularly measure student progress against identified goals, e.g. quizzes, rubrics, written work and performance

Collaborate with peers on curriculum development and lesson planning to maximize opportunities for connecting curricula and concepts

Share student work, and troubleshoot difficult issues relating to student success, difficulties and progress

Have a complete understanding of curricular goals and objectives

Observe, assess, record and research instructional strategies that foster mastery of learning for students at all levels of academic achievement, including students with disabilities.

Utilize a wide range of instructional strategies to meet students’ different learning styles and needs.

Adapt lessons and differentiate instructional strategies to optimize student mastery of the standards and learning objectives.

Develop student individual and group learning goals based on data analysis, and other performance assessment indicators.

Create and maintain conditions within the classroom that lead to accomplishment of the school mission.

Maintain an atmosphere of high expectations for students, in order to promote effective learning by explicitly identifying mastery goals.

Respond to inappropriate behavior in a non-coercive, professional manner, using consistent, positive teacher to student interactions.

Keep accurate records of student attendance and progress.

Communicate frequently with parents to share information, insights and student successes

Participate in professional development sessions and coordinate lesson topics with other teachers in order to create a coherent curricular design to maximize student understanding and enrich the learning experience

Engage in self-reflection and reflection on academic practices in order to succeed in achieving academic goals

Participate with Director of Curriculum and Instruction in developing and meeting the goals of an individualized professional development plan

Qualifications

Bachelor’s degree required; Master’s Degree Preferred

New York State Teaching Certification Required

Demonstrated successful experience working in an urban school setting.

Demonstrated ability to communicate and work effectively with staff and parents

Demonstrated competence in oral and written to communication

Demonstrated ability to work effectively as a team member

Flexibility and sense of humor

Comments Off on Substitute Teacher

Substitute Teacher

Posted by | November 28, 2018 |

Middle School Substitute Teacher
ROLE SUMMARY:
Amani Public Charter School is looking for energetic and motivated substitute teachers to work with students at all levels, 5th through 8th grade. The best candidates for substitute teacher has completed a bachelor’s degree and enjoys working with children. Flexibility and some education experience is essential. Official experience and/or a state teaching license is helpful, but we welcome those with informal experience as well. For example, experience as a tutor, child care provider or babysitter.

REQUIRED RESPONSIBILITIES
Provides classroom instruction to students as outlined in lesson plans.
Creates a classroom that is conducive to learning and appropriate to the maturity and interests of students.
Maintains a safe and orderly environment.
Maintains established routine of the school and classroom procedures in which assigned.
Maintains a professional appearance as an example to students.
Remains at school the entire school day, unless otherwise instructed to leave by building principal.
Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
Maintains reasonable rules of conduct which encourage self-discipline and responsibility.
Communicates effectively with parents when needed.
Meets and instructs assigned classes in the locations and times designated.
Completes other duties as assigned.

MINIMUM QUALIFICATIONS
Bachelor’s degree
Strong command of English language
Above-average competency in at least two subject areas (such as math and social studies); overall average competency in most or all subjects
Ability to remember many names
Flexible, friendly and good at establishing quick rapport with students
Setting the proper tone from the beginning for classroom management

Compensation is $135 Per Diem

Comments Off on EDUCATION DIRECTOR: AFTERSCHOOL PROGRAMS

EDUCATION DIRECTOR: AFTERSCHOOL PROGRAMS

Posted by | November 27, 2018 |

The Education Director oversees the educational component of all GSS afterschool programs, ensuring alignment with school goals and learning standards. The Education Director directly supervises education specialists, and helps to effectively implement a range of curricula that are engaging and appropriate for an afterschool setting. The Education Director is part of the GSS Afterschool Core Team.

Reports to: DIVISION DIRECTOR, COMMUNITY-BASED PROGRAMS

Location: Bronx and Brooklyn. Position will supervise Education Specialists in both boroughs.

Hours: 35 hours/week; Exempt

Major Duties:

  • Supervise Education Specialists in the Bronx and Brooklyn, ensuring consistency and alignment across the boroughs.
  • Research, identify and/or develop curricula that are innovative, culturally relevant, engaging and appropriate for afterschool.
  • Collaborate with school staff to work on alignment of afterschool themes and learning objectives with the school day and with the after school model.
  • Train staff and provide ongoing coaching on the development and implementation of sequenced activity plans to ensure focus and explicitness in activities such as: literacy, STEM, art, dance, theatre, teambuilding and leadership.
  • Contribute to planning and actualizing long and short-term objectives for the program in conjunction with education specialists, program directors, division directors and the Afterschool Core Team.
  • Partner with the Program Evaluation and Planning Department (PEP) to develop and implement evaluation activities.
  • Provide technical assistance to Group Leaders to optimize homework time, ensuring that all participants’ needs are met.
  • Assist in implementation of tutoring for participants in need of additional academic support.
  • Work with afterschool staff to plan and co-facilitate/model sequenced activity plans, targeted to children’s specific literacy needs.
  • Work with Program Directors and PEP department to assess afterschool participants’ literacy progress, using research-based assessment tools and/or school data.
  • Work with Afterschool Model Fidelity and Training Director to train and coach staff to incorporate the GSS Afterschool Model in unit plans, lesson plans, curricula, and in program practice.
  • Work with Division Directors, Education Specialists to ensure programs are prepared for site visits.
  • Keep abreast of latest trends in education and at DYCD.
  • Participate in relevant external and internal committees/workgroups.
  • Participate in grant review, writing and new program implementation.
  • Perform other duties as assigned.

Qualifications: 

  • Master’s Degree in Education or related field required.
  • Minimum three years supervisory and teambuilding experience.
  • Experience working in non-school setting strongly preferred.
  • Experience in lesson planning, development of culturally relevant curriculum and implementation of structured programming for students in elementary and middle school required.
  • Effective instructional delivery techniques and excellent communication skills required.
  • Experience/expertise with staff development techniques.
  • Ability to establish and maintain effective working relationships with afterschool program staff, school colleagues, school administrators, parents and students required.
  • Commitment to work from a strength-based, youth and family development and trauma-informed perspective required.

Good Shepherd Services is a leading multi-service agency with more than 85 programs that serve over 30,000 youth and families each year – and builds on their strengths to help them gain skills for success. At Good Shepherd we respect the dignity and worth of every person and reject intolerance, inequity and injustice in whatever form it may take. Voted one of the top 100 places to work in NYC by Crain’s New York, Good Shepherd Services offers a fantastic work environment, a collaborative team dedicated to fulfilling our mission, and an amazing array of benefits. Join our team and help make a difference!

General Requirements: All staff are expected to be committed to the mission, vision, and values of Good Shepherd Services, which includes involvement in quality improvement activities and a willingness and ability to work within a culturally diverse environment.

Good Shepherd Services is committed to providing an inclusive and welcoming environment for all members of our staff, participants, volunteers, subcontractors, and vendors. We do not and shall not discriminate on the basis of race, color, religion (creed), gender, gender expression, age, national origin (ancestry), disability, marital status, sexual orientation, or military status, in any of its activities or operations. These activities include, but are not limited to, hiring and firing of staff, selection of volunteers and vendors, and provision of services.

Comments Off on Founding Principal/Director(a)

Founding Principal/Director(a)

Posted by | November 21, 2018 |

LEEP Dual Language Academy is a new public charter school that will offer two-way dual-language instruction in Spanish and English, with a challenging, content-rich (Core Knowledge) curriculum; a culturally responsive literary canon inclusive of Latino voices; and a warm and caring environment for teaching and learning. Opening in Fall 2019 in Sunset Park, Brooklyn, LEEP Dual Language Academy will initially serve grades K-1, then gradually expand to grades K-5 and (later, pending state approval) K-8. All teachers and staff will be bilingual and biliterate, with adult school business conducted primarily in Spanish.

Our school model synthesizes a set of highly effective, research-based practices in dual language education, with an intensive (90-10) Spanish language immersion approach that has proven successful around the country but is generally not offered in New York City. We will surround this challenging pedagogy with an educational experience that builds caring teacher-student relationships, explores Latino and world cultures, and attends to the development of each child as una persona completa. To make this possible, we will carry out our work through structures and practices drawn from high-performing charter schools, so that our staff and students spend their time effectively and improve every day.

Role Summary

The Founding Principal/Director(a) is a proven instructional leader and dual-language educational expert responsible for the educational leadership of the school, including a strong emphasis on team-based implementation of teaching techniques and continuous professional development for all teachers and staff. The Founding Principal/Director(a) will set the groundwork for LEEP Dual Language Charter Academy’s long-term success as a place of high-quality teaching, rigorous learning, continuous development and improvement, and caring relationships. This position reports to the Executive Director and will work closely with the Deputy Executive Director as part of a three-person Senior Leadership Team. As part of this team leadership model, the Principal/Director(a) will be freed from operational responsibilities and empowered to focus on teaching and learning. This is a startup leadership opportunity to co-found a great public charter school and help lead the development and codification of a high-impact educational model.

Essential Duties & Responsibilities

Instructional and Academic Leadership
• Provide leadership to the school as a visible and accessible presence.
• Internalize and model LEEP values and “The LEEP Way” towards academic success.
• Lead the school’s educational program, including:  1.) a 90-10 two-way dual-language instructional model based on evidence-based practices, 2.) a coherent, culturally responsive, knowledge-rich curriculum and 3.) a “Pedagogy of Cariño” that informs classroom community-building, responsive behavioral practices, character education, social emotional learning, and school culture and traditions.

Teacher Recruitment and Continual Professional Development
• Oversee the selection, development, evaluation, and supervision of all teaching staff.
• Establish and lead a comprehensive adult development system, including: 1.)  continuous training and review of professional knowledge and skills, 2.) observation, goal-setting, and coaching, leveraging video technology,    3.) deliberate and scheduled “Pro Time/TiemPRO” to plan, coach, practice, and collaborate, 4.) Hold teachers and staff accountable for high performance, personal improvement, and adherence to LEEP Dual Language Academy values, through ongoing communication and formal evaluations.

Family Engagement and Support
• Lead LEEP Dual Language Academy’s School/Family Compact
• Monitor school and classroom-level communication with families
• Plan and coordinate family meetings and special events
• Listen to families and respond to their concerns promptly and productively
• Model LEEP Dual Language Academy values in all interactions

External Affairs
• Welcome  school visitors and confidently represent LEEP Dual Language Academy at board meetings, meetings with partner organizations, special events, community meetings, etc.
• As part of Senior Leadership Team, contribute to strategic planning about the future of the school and growing the LEEP Dual Language Academy model each year.
• Help explain and share the LEEP Dual Language Academy school model and the lessons learned to all stakeholders.

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Lead Teacher (Various Openings)

Posted by | November 20, 2018 |

Various Openings

  • Elementary Science Teacher
  • 7th Grade ELA teacher (Middle School)
  • Spanish Teacher (Middle School)                                                          

Join our team of dedicated, results-driven professionals who are committed to impacting the lives of our children and community. We are looking for passionate, dynamic elementary and middle school special education and general education teachers to help prepare our scholars for lifelong achievement.

Mission: The Children’s Aid College Prep Charter School is a community school whose mission is to prepare elementary school students for success in high school, college, and life by providing them with a rigorous instructional experience; addressing their physical, emotional, and social needs; fostering a sense of pride and hope; and serving as a safe and engaging community hub.

Position: Every day, our caring teachers work to ensure students gain the knowledge, skills, and determination they need to succeed in school and life. Children’s Aid College Prep offers a rigorous curriculum, fully aligned with the Common Core Learning Standards, for students in small class sizes and with structured behavioral and emotional supports. Teachers collaborate with the leadership team, colleagues, parents, and caregivers to ensure that all children meet and/or exceed grade-level standards and other developmentally appropriate goals while satisfying their intellectual curiosity. We embed the supports children need to address barriers to learning so that they are able to take full advantage of the excellent instruction our teachers provide. Teachers will be able to thrive in a professional learning community that offers guidance and multiple layers of support.

Children’s Aid College Prep seeks dynamic, talented teachers to incorporate compassion and exemplary instructional practices, work hard to meet the high-accountability demands and close achievement gaps, and commit themselves to a holistic developmental school community that aims to lay a solid foundation for the path to success in college, career, and life for our students.

Key Responsibilities:

  • Engage in Understanding by Design to create and refine unit plans based on curriculum scope and sequence.
  • Use the Common Core Standards to create rigorous, objective-driven lessons.
  • Differentiate for individual students based on their unique learning needs so all students are appropriately engaged and challenged.
  • Ensure students are engaged through activities that accommodate various learning styles and needs.
  • Provide varied opportunities for students to achieve mastery.
  • Measure student achievement of, and progress toward, the learning objectives and big goals with formative and summative assessment tools.
  • Provide ongoing and timely feedback to students on their progress towards meeting big goals by frequently checking for understanding.
  • Use data to reflect on the effectiveness of lessons and student achievement progress in order to improve instruction and personal practice.
  • Communicate and reinforce high expectations and standards for behavior and academic performance, aligned with the CACPCS school culture and core values.
  • Implement classroom procedures, systems, and routines that maximize instructional time.
  • Communicate respectfully and thoughtfully with parents/guardians, remaining sensitive to different families’ cultures, values, and needs.
  • Work collaboratively with parents/guardians, families, and other members of the community.
  • Collaborate with colleagues (grade level and school-wide meeting and professional development days) to continuously improve practice as well as to support the achievement of the overall goals and mission of the school.
  • Reflect critically upon teaching experience; identify areas for further professional development as part of a professional development plan.

 

Qualifications:

  • Valid New York State certification required
  • Special education certification preferred
  • Minimum of 2 years teaching in an urban setting preferred
  • Belief in accountability and that all children can achieve at high levels
  • Belief in and alignment with Children’s Aid College Prep’s mission, core values, and approach
  • Commitment to the continuous assessment of students’ academic, social and behavioral progress in order to effectively plan and tailor instruction and other enrichment and interventions
  • Ability to support a positive and nurturing school culture and climate through effective classroom management skills as indicated by the ability to create a respectful, results-driven and focused learning environment
  • A team player who is dedicated and flexible to teach in an urban, public school or charter school setting preferred

Compensation: We offer a competitive salary, and all staff members are equipped with the tools and skills needed to impact the community every day.

As an equal opportunity employer, we hire without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status or disability.

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managed service provider

Posted by | November 16, 2018 |

ExterNetworks is a pioneer in Managed Technology Services with over 17+ years of experience in providing end-to-end solutions featuring design, deployment and 24*7 support to top IT companies. We offer world-class managed services for businesses to stay agile & profitable. Our services include 24/7 Network Monitoring, Uptime maintenance, NOC Support, IT Helpdesk services.

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Program Manager, After-School Programs

Posted by | November 15, 2018 |

ExpandED Schools is dedicated to closing the learning gap by increasing access to enriched education experiences. We give children more hours in the school day, bring more role models into the classroom, and infuse their learning with enrichments in literacy, STEM, arts, and sports and opportunities to build character and leadership skills. In our first decade, we created the nation’s first citywide system of K-12 after-school programs and leveraged more than $500 million in private and public funds. Today, we continue to reimagine learning time – in school, after school and during the summer – developing scalable and sustainable models that provide more quality learning. Since our founding in 1998, we have reached more than one million students and trained more than 30,000 educators and teachers. We:

  • EXPAND the school day: Adding 2.5 hours each day; closing the learning gap by 450 hours/school year.
  • ENGAGE the community: Bringing additional role models – tutors, coaches, college students and teaching artists – into the classroom.
  • ENHANCE the learning: Balancing the curriculum with the arts, sports, STEM and character-building enrichments.

ExpandED Schools manages after-school program funding administered through the New York City Department of Youth & Community Development (DYCD) and supports after-school program services in collaboration with the New York City Department of Education’s Office of Community Schools (OCS).  Program Managers work closely with school and community-based organization (CBO) teams in an effort to support after-school programs in their local schools that conform to ExpandED Schools, DYCD and OCS program quality standards.

Reporting to the Vice President of Program Excellence, the Program Manager will oversee a portfolio of approximately 25 after-school program sites. The Program Manager will serve as the primary liaison between ExpandED Schools, CBO partners, schools, and related organizations within the after-school and expanded learning time community. The Program Manager will serve as a resource and support to school-CBO teams to ensure students participate in high-quality activities that integrate what happens in the school day with less formal learning experiences in the after-school environment. The Program Manager will oversee after-school program budget review and approval for their respective portfolio, assess program quality through on-site observations, and formulate narrative feedback reports as required by ExpandED, DYCD, OCS and other funders.

Duties & Responsibilities: 

  • Oversee all aspects of quality assurance at assigned school sites, including workscope and budget review, monitoring activity quality, student recruitment and attendance, after-school grantee compliance with Department of Education and Office of Children & Family Services regulations for childcare, health and safety, maintenance of program files, reports, and site visit records
  • Coach and support after-school school teams consisting of community and school leaders in the implementation of a quality after-school program that includes academics, enrichment activities such as arts, sports, and STEM
  • Conduct site visits to assess fidelity to the after-school model and identify opportunities for strengthening quality, and provide written feedback to after-school teams to foster continuous improvement
  • Facilitate reflection and planning sessions with school teams to support aligned actions toward common results and data-driven decision making
  • Serve as a knowledge-base about after-school sites by providing qualitative and anecdotal data to shape ExpandED/DYCD/OCS policies as well as the growing field of after-school and expanded learning
  • Organize meetings and institutes between ExpandED, after-school program sites and other stakeholders as needed
  • Collaborate on special projects as needed

Qualifications and Competencies:

  • Commitment to educational equity
  • Bachelor’s degree and at least three years of teaching or related experience in the youth services and/or education field required; Master’s degree a plus
  • Experience supporting partnerships between schools and community organizations particularly in a coaching capacity, strongly preferred
  • Strong cultural competence with respect for and extensive knowledge of the cultures of the various stakeholders we work with and the communities we serve
  • Commitment to collaboration and participating as a member of a team that recognizes that it is strengthened through its diversity
  • Excellent planning and organizational skills with a proven ability to execute tasks efficiently
  • Strong communication and facilitation skills, including clear and persuasive speaking and writing
  • Expertise in using data to improve programs and instruction
  • Ability to collaborate effectively with diverse stakeholders and execute projects independently
  • Computer skills, especially MS Office: Outlook, Word, PowerPoint and Excel
  • Flexibility, adaptability and comfort with complexity and change
  • Willingness to travel throughout NYC for schools visits (up to 3-4 days per week)

This position requires regular use of public transportation and regular work in school buildings that may require climbing stairs.

Benefits:

ExpandED Schools offers a generous benefits package which includes:

  • Full-time and eligible part-time employees receive medical, dental and vision plans for employees and dependents, largely subsidized by ExpandED Schools
  • Health, dependent care and transit pre-tax accounts
  • Employer-paid life insurance and supplemental disability coverage
  • A generous paid time off package which includes 20 vacation days, 8 sick days, 4 personal days and 12 paid holidays (prorated for part-time staff)
  • 403b retirement plan with eligibility for employer contribution of 5% of annual compensation  after one year of employment (no match requirement)
  • Commitment to work-life balance
  • Partial tuition reimbursement offered to employees after one year of service
  • Professional development opportunities, including funds to participate in external training and coaching opportunities
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STEM Program Manager

Posted by | November 15, 2018 |

ExpandED Schools is a national nonprofit dedicated to closing the learning gap by increasing access to enriched education experiences.  In 1998, we were founded as The After-School Corporation. In our first decade, we created the nation’s first citywide system of K-12 after-school programs and leveraged more than four dollars in private and public spending for every dollar of our founding grant. Today, we continue to reimagine learning time – in school, after school and during the summer – seeking to ensure that all kids have opportunities to discover their talents and develop their full potential. We develop scalable and sustainable models that provide more learning time. We:

  • EXPAND the school day: We add more time each day to help close the learning gap by up to 450 hours each school year.
  • ENGAGE the community: We bring additional passion, talent, child development expertise and role models into the classroom.
  • ENHANCE the learning: We balance the curriculum with the arts, movement and personalized hands-on enrichments such as robotics, book clubs, knitting, debate and salsa dance.

ExpandED Schools is seeking a Program Manager to manage multiple partners to bring design-based learning to students in afterschool programs across the city.  ExpandED Schools’ STEM initiatives seek to provide youth with opportunities to engage in sophisticated inquiry in programs that center youth identities and needs, provide them with authentic choice, are purposefully driven by STEM content and embrace excitement, youth interest, and fun.  Reporting to the Director of STEM Opportunities, the Program Manager will work closely with school and community partners to provide professional development to achieve these goals, support and coach schools involved in STEM initiatives, and oversee the unique implementation of programmatic characteristics at over thirty sites city-wide.  In addition, the Manager liaises with internal and external research teams to support data collection activities.  This role is ideal for someone who thrives in a environment of continuous improvement, as this person will play a pivotal role as ExpandED Schools translates lessons from existing STEM programming into next steps for middle school students in New York City.

Responsibilities:

Manage and implement Design2Learn:

  • Work closely with project partners, including school principals and teachers, afterschool Site Directors and educators, education staff from the New York Hall of Science (NYSCI) and evaluators to implement Design2Learn, a development grant from the United States Department of Education’s (USDOE) Investing in Innovation Fund (i3). This initiative utilizes a three-year randomized control trial to improve STEM education for middle schoolers in afterschool.
  • Coordinate and conduct support and coaching visits to schools to provide instructional coaching, on-site support, and to observe program quality; meet with school teams (principal, community partners, and educators) to support program implementation.
  • Collaborate with New York Hall of Science to develop and facilitate professional development workshops, including two Saturday workshops throughout the year
  • Work deeply with project partners and evaluators to discuss program implementation and quality, seek improvements, and operationalize new program enhancements
  • Participate in reporting and technical assistance activities for the US Department of Education
  • Contribute to the fiscal management of the initiative by overseeing contracts to partners, participant stipends, and payments to partners.
  • Work closely with Data Entry Specialists from all participating schools, external evaluators, and ExpandED Schools’ Research Department to collect data from thirty participating schools including: family and student consent forms, student enrollment and attendance data, pre- and post- surveys, observation visits, and educator surveys.

Other:

  • Work closely with ExpandED Schools Communication Department to document and disseminate best practices including blog posts and communication briefs, as needed.
  • Serve as a knowledge-base by providing anecdotal data to shape ExpandED Schools policies as well as the growing field of expanded learning time.
  • Collaborate on adjacent STEM initiatives, as needed.

Qualifications:

  • Commitment to educational equity
  • At least two years of experience related to formal or informal science education required. Experience working in NYC public schools or afterschool strongly preferred.
  • Experience building and supporting partnerships between schools, community organizations and cultural institutions, particularly in a coaching capacity
  • Excellent communication and facilitation skills, including the ability to clearly communicate complex programs to program partners, to share our work during conferences, and to lead high-quality professional learning for educators
  • Excellent planning and organizational skills with a proven ability to execute tasks efficiently and with strong attention to detail
  • Knowledge of the Next Generation Science Standards a plus
  • Flexibility, adaptability and comfort with complexity and change
  • Creative thinking coupled with a sense of humor, strong interpersonal skills, and the desire to work collaboratively
  • Computer skills in Outlook, Word, PowerPoint and Excel
  • Willingness and ability to travel to New York City Public schools 3-4 days per week during afterschool hours;
  • Willingness to travel outside of New York City as needed

This position requires regular use of public transportation and regular work in school buildings that may require climbing stairs.

Benefits:

ExpandED Schools offers a generous benefits package which includes:

  • Full-time and eligible part-time employees receive medical, dental and vision plans for employees and dependents, largely subsidized by ExpandED Schools
  • Health, dependent care and transit pre-tax accounts
  • Employer-paid life insurance and supplemental disability coverage
  • A generous paid time off package which includes 20 vacation days, 8 sick days, 4 personal days and 12 paid holidays (prorated for part-time staff)
  • 403b retirement plan with eligibility for employer contribution of  5% of annual compensation after one year of employment (no match requirement)
  • Commitment to work-life balance
  • Partial tuition reimbursement offered to employees after one year of service
  • Professional development opportunities, including funds to participate in external training and coaching opportunities
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Development Officer

Posted by | November 15, 2018 |

ExpandED Schools is dedicated to closing the learning gap by increasing access to enriched education experiences. We give children more hours in the school day, bring more role models into the classroom, and infuse their learning with enrichments in literacy, STEM, arts, and sports and opportunities to build character and leadership skills. In our first decade, we created the nation’s first citywide system of K-12 after-school programs and leveraged more than $500 million in private and public funds. Today, we continue to reimagine learning time – in school, after school and during the summer – developing scalable and sustainable models that provide more quality learning. Since our founding in 1998, we have reached more than one million students and trained more than 30,000 educators and teachers. We:

  • EXPAND the school day: Adding 2.5 hours each day; closing the learning gap by 450 hours/school year.
  • ENGAGE the community: Bringing additional role models – tutors, coaches, college students and teaching artists – into the classroom.
  • ENHANCE the learning: Balancing the curriculum with the arts, sports, STEM and character-building enrichments.

Purpose of Position

ExpandED Schools is seeking a talented, entrepreneurial individual with a passion for fundraising to serve as a key member of its Institutional Advancement team. The Development Officer will support private fundraising efforts integral to securing the organization’s $13M annual operating budget. The position offers an excellent opportunity for an individual seeking to utilize and continue to develop a multi-faceted set of fundraising skills. The Officer will help to expand an already robust institutional grants portfolio, manage a growing Annual Benefit, and oversee the Junior Board. The Institutional Advancement department, which includes Development and Communications staff, is team-oriented, collaborative, and welcoming of new, creative ideas for continuing to enhance its fundraising and marketing strategies.

Duties & Responsibilities:

  • Write compelling grant proposals and timely reports to secure new commitments and renewals from institutional donors, working closely with the program, research, and finance teams.
  • Work with the Senior Director of Development to build the prospect pipeline by researching and identifying high net worth individuals and foundation and corporate prospects to approach, along with developing materials to support cultivation activities.
  • Manage the production of Annual Spring Benefit and additional donor events during the year, with the opportunity to recommend and implement new strategies for leveraging events to support fundraising priorities.
  • Oversee Junior Board and help to develop this dynamic group of young professionals as organizational ambassadors, connectors, and fundraisers.
  • Partner with the Senior Director and program staff to develop and implement volunteer opportunities that support donor cultivation/stewardship goals while also providing meaningful learning opportunities for students and educators served by ExpandED.
  • Support day-to-day department management, including gift processing, generating acknowledgement letters, and producing reports from Raiser’s Edge related to tracking revenue and progress against the department’s action plans.

Qualifications:

  • At least 3 years of professional experience in fundraising preferred;
  • Commitment to advancing equity in public education, background in education reform, and appetite for developing an in-depth understanding of ExpandED’s initiatives;
  • Love for writing and strong facility as a writer;
  • Experience running fundraising events or other relevant event management experience;
  • Excellent project management skills and facility for motivating and helping to guide cross-departmental teams;
  • Willingness and ability to manage tasks independently, supported by weekly meetings with Senior Director and Institutional Advancement team;
  • Strong interpersonal and presentation skills;
  • Critical thinker, analytical, and detail oriented;
  • Creative, bold, and ambitious;
  • Strong proficiency in MSOffice Suite, including comfort designing PowerPoint presentations; and
  • Prior database experience (ideally with Raiser’s Edge) and interest in continually developing database skills.

Benefits:

ExpandED Schools offers a generous benefits package which includes:

  • Full-time and eligible part-time employees receive medical, dental and vision plans for employees and dependents, largely subsidized by ExpandED Schools
  • Health, dependent care and transit pre-tax accounts
  • Employer-paid life insurance and supplemental disability coverage
  • A generous paid time off package which includes 20 vacation days, 8 sick days, 4 personal days and 12 paid holidays (prorated for part-time staff)
  • 403b retirement plan with eligibility for employer contribution of 5% of annual compensation  after one year of employment (no match requirement)
  • Commitment to work-life balance
  • Partial tuition reimbursement offered to employees after one year of service
  • Professional development opportunities, including funds to participate in external training and coaching opportunities
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Reading Rescue Program Manager

Posted by | November 14, 2018 |

DESCRIPTION

The Reading Rescue Program Manager’s primary role is to train, lead, develop, and mobilize a team of school-based Program Coordinators and instructors to deliver high quality, effective one-on-one instruction to low performing students.

The Reading Rescue Program Manager manages all aspects of program quality, delivery, and implementation in up to twenty schools. The Reading Rescue Program Manager directs the day-to-day operations, manages internal and external relationships, coaches and supports instructors, drives processes and strategies to maximize literacy development in students at high risk of failure, and is proficient in analyzing data.

The Reading Rescue Program Manager is an inspiring team leader, is goal-oriented and excited by both strategic and on-the-ground work. Reading Rescue Program Managers spend 100-120 days a year visiting and leading professional development at school sites. Candidates should be comfortable with spending about 30% of the year in the 9-5 office environment. Travel throughout New York City school sites is required.

What you’ll do:

School Relationship Building and Communication

  • Foster positive relationships with school staff including teachers, paraprofessionals, principals, parents, and students.
  • Train, coach and support Program Coordinators and instructors.
  • Act as liaison to school sites, the New York City District of Education and external partners.
  • Work collaboratively as an ambassador of the program, especially with school leaders and staff.
  • Set up strong systems for communication and messaging.
  • Break down complex topics for a variety of audiences and employ excellent written communication skills.

Program Implementation, Leadership and Quality Control

  • Schedule and deliver professional development focused on program implementation to school staff.
  • Conduct site visits to monitor program fidelity and quality control.
  • Observe instructors and provide structured feedback.
  • Utilize a high level of knowledge and competency in literacy strategies during professional development days.
  • Lead implementation of our organization’s assessment and curriculum and become an expert on Reading Rescue’s curriculum.
  • Ensure high fidelity of the Reading Rescue model at all school sites.
  • Assess student performance using observations, analyze data, and create subsequent strategies aimed at increasing student achievement.
  • Utilize both qualitative and quantitative data, as available, to ensure the majority of students make significant gains and or reach grade level.

Project Management

  • Demonstrate an ability to manage time effectively, balance multiple competing priorities at once and above all remain adaptable, flexible, and positive while navigating challenges.
  • Anticipate challenges and/or questions, and proactively act to address them. Understand larger strategic priorities and make measurable progress against these larger goals.

REQUIREMENTS

  • Master’s degree in education or related subject area highly preferred
  • Expertise in early literacy required
  • Well read on current best practices in literacy
  • Two or more years of experience as a Program Manager
  • 3+ years working with elementary-aged students in an educational setting, teaching experience is strongly preferred
  • Direct management experience of tutors and or school staff
  • Experience with literacy assessments, teaching strategies, and student data analysis
  • Access to reliable transportation to travel throughout the 5 boroughs, as needed
  • Flexibility and adaptability in your work schedule, including early morning, and occasional evenings
  • Knowledge of and a connection to the New York City elementary education community
  • Excellent computer skills, including MS Office, as well as familiarity with Google Docs and Salesforce
  • Deep belief in our mission
  • Spanish speaking preferred
  • US Citizenship or Permanent Resident Status

 

BENEFITS

  • Literacy Trust offers competitive salaries.
  • 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 to unplug, unwind, and relax. Additionally, employees have the Department of Education winter break 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.
  • Fun work environment: We love to celebrate accomplishments, birthdays and more. Our office is also located in a Wework office space that promotes celebrations and team building.
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ICT Special-Education Teacher

Posted by | November 14, 2018 |

Seeking Special-Education Classroom Teachers for First & Fourth Grade ICT classroom

 

Become a part of our school community

Heketi Community Charter School is a small school that opened its doors in the South Bronx in fall 2012. We seek dedicated and progressive educators who are committed to making knowledge accessible to all students, engaging with families and the community, and critically examine their practice for continued professional growth. Candidates with experience teaching in a high poverty urban school are encouraged to apply.

 

School Mission

“The mission of Heketi is to provide an exceptional educational solution through an integrated educational design with high expectations, extensive academic and social-emotional support, and a high level of family and community engagement.”

 

“Heketi” is the Taíno word for ONE.  Taínos are the indigenous people of the Caribbean, representing the heritage of a large portion of the Spanish-speaking population in the South Bronx. Heketi was borne out of a desire to honor this heritage and embrace the power of multilingual literacy and reading skills for success and leadership. The meaning of Heketi, ONE, is also a recognition of what it takes to create an educational environment that ensures each child’s success. Heketi’s educational design integrates families, school staff, and community members-all invested and united in building a community focused on achievement.

 

Role

Teachers will work in cooperation with the School Director, Director of Curriculum and Assessment,  and Instructional Specialists in carrying out program goals in order to create a supportive, individualized learning environment.  

 

Responsibilities

Collaboration with Staff

  • Attend regular staff development meetings;
  • Engage in curriculum planning during weekly Crew Team meetings;
  • Share professional knowledge and strengths for team’s edification;
  • Meet with the school social worker to attend to the social-emotional needs of individual students;
  • Meet with Student Support Teachers to implement RTI model, and
  • Meet and work with instructional coach and other leadership team members as needed.

 

Collaboration with Families

  • Build rapport with families;
  • Participate in Heketi community events;
  • Encourage participation in the school’s family involvement program;
  • Involve families through classroom celebrations;
  • Communicate proactively with families;
  • Provide home visits for new families at the beginning of the school year;
  • Assist in communicating with families through weekly school-wide envelope communication, progress reports, phone calls, and meetings as necessary;
  • Assist in coordinating special events to encourage family involvement and dialogue about students;
  • Meet with families for report card conferences.

 

Curriculum and Instruction

  • Participate in an intensive staff orientation and professional development for up to two weeks prior to the school year;
  • Assist in planning and/or augmenting curriculum units for the grade level team;
  • Ensure students identified as students with disabilities are receiving the services in which they are entitled;
  • Maintain a good rapport with the Committee on Special Education;
  • Maintain appropriate and required documentation on every student in the special education program;
  • Design project-based social studies and science units;
  • Ensure students participate in regular fieldwork experiences to enhance learning;
  • Provide individual students with academic and behavioral support as needed;
  • Deliver higher order questioning based on Bloom’s Taxonomy;
  • Support the design of a culturally relevant curriculum;
  • Model and instill a love of learning and inquiry.

 

Assessment

  • Know each student well;
  • Administer a variety of assessments—informal, formal, and standardized—to inform instruction and provide summative data;
  • Analyze student work and assessments to inform instruction, grouping students for re-teaching and differentiated instruction; and
  • Demonstrate an ongoing commitment to performance-based accountability.

 

Management

  • Promote and reinforce strong systems, routines and high expectations to ensure 100% on task behavior and adherence to the school’s code of conduct;
  • Follow school-wide routines when students transition throughout the school day;
  • Use effective behavior management techniques based on Responsive Classroom model; and
  • Create and follow up on individual behavior plans when needed.

 

Qualifications:

  • A passionate belief in Heketi’s mission, values, and educational model;
  • An eagerness to set ambitious, challenging, and tangible goals, and a relentless drive to achieve them;
  • An ability to thrive in a fast-paced, adult learning environment and a capacity to remain calm and focused when faced with unexpected challenges;
  • Bachelor’s degree is required;
  • Two years of teaching experience preferred;
  • A valid New York State Teaching License for the appropriate grade level and special education;
  • An ability to meet all state and federal guidelines in order to be fully licensed and “Highly Qualified” according to NCLB.

 

Compensation

We offer a competitive compensation package, including, when relevant, a salary equal to (and in some cases above) the district scale, and comprehensive health benefits.   

 

 

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Program Officer for Education and Human Justice

Posted by | November 12, 2018 |

PROGRAM OFFICER for Education and Human Justice

The New York Community Trust, the community foundation for New York City, seeks a program officer for its education and human justice program. The program officer is one of nine members of the grants staff responsible for recommending grants to the board of directors.

 

The New York Community Trust is a $2.8 billion community foundation dedicated to supporting nonprofits that make New York City and its suburbs vital and secure places for all New Yorkers to live and work. Founded in 1924, the Trust works in three broad areas: Promising Futures (which includes education and human justice), Healthy Lives, and Thriving Communities.

 

POSITION DESCRIPTION

 

The Program Officer for Education and Human Justice is a part of a six-person team responsible for The New York Community Trust’s grantmaking in the Promising Futures area (other members include two Program Officers, a Senior Program Associate, Program Assistant, and Graduate Student Fellow). This Program Officer has primary responsibility for projects and grants related to public education (kindergarten through high school), civil legal aid (including immigration legal services), and criminal justice research and advocacy.

 

The Program Officer works under the supervision of the Vice President for Grants and works closely to coordinate grants with other members of the Promising Futures team as well as in collaboration with all other Trust Program Officers.  The ideal candidate will have worked in a direct service and/or policy environment focusing on public education and at least one of civil legal aid or criminal justice. The program officer is responsible for reviewing proposals for funding, initiating projects to advance the mission of The New York Community Trust, and exploring new areas for foundation involvement. Current grant strategies for education and human justice are available at https://www.nycommunitytrust.org/information-for/for-nonprofits/what-the-trust-funds/.

 

Responsibilities include, but are not limited to:

 

  • Preparing numerous written grant recommendations for board meetings five times each year. Analyze and evaluate proposals, make site visits, and prepare board presentations.
  • Monitoring and tracking ongoing grants and initiatives, including evaluating and reporting to the board on performance.
  • Working with Trust staff, outside experts, and a network of professional contacts to develop strategies for grantmaking and initiate special projects.
  • Assisting in communications to foster and uphold The Trust’s reputation through public events and articles, as appropriate. Represent The Trust at forums, meetings, and workshops.
  • Maintaining a breadth of knowledge about current and emerging issues and policy changes involving public education and the justice systems in New York City in order to enhance the effectiveness of program strategy.

 

Qualifications

 

  • Strong record of achievement and at least six years of relevant experience

in the nonprofit, public, or private sector.

  • Advanced degree in education, law, public policy, or a related field.
  • Substantive knowledge of the issues affecting New York City public school students and low-income people involved in the civil, criminal, or immigration justice systems.
  • Ability to work with the City school system, the courts, and other government agencies, as well as with educational and legal groups and funders.
  • Outstanding communication (speaking and writing), organizational, language, and computer skills.
  • Ease with synthesizing and explaining complicated and occasionally contradictory information.
  • Ability to identify strategic opportunities for investment.
  • Hard-working, self-starting team player with a direct approach to problem solving.
  • Have strong project, time, and budget management skills, and be able to meet frequent deadlines.
  • Familiarity with a fast-paced, entrepreneurial environment and a willingness to share in both “big picture” thinking and administrative tasks.

Compensation is competitive and commensurate with previous experience. Excellent benefits package. The ideal candidate should be able to start employment as soon as possible.

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Managing Director of Education

Posted by | November 7, 2018 |

Change for Kids Values:

CFK’s values serve as a compass for the way we work.  We seek to be: Responsive, Resourceful, Collaborative, Continuously Improving and Optimistic.

About the Position:

The Managing Director of Education will have the opportunity to fundamentally shape a rapidly growing organization and improve the educational outcomes for thousands of elementary school students.  Applicants should thrive in an entrepreneurial and self-starter environment.

The Managing Director of Education will build strong relationships with our network of thirteen NYC public elementary schools and be responsible for the design, implementation and evaluation of all CFK educational activities. This position reports to CFK’s Executive Director and works directly with CFK’s Board of Directors, including coordinating the meetings of the Board’s Education Committee.  S/he will be a key member of CFK’s leadership team.

The Managing Director’s primary responsibilities include continuing to enhance the CFK model; deepening relationships with our school leaders and our school communities; strengthening data collection for program evaluation; and enabling expansion of the program in terms of numbers served and strength of impact.  S/he will refine and lead the process to identify and select new partner schools to bring into the CFK network.

Internally, the Managing Director of Education will lead a team of School Managers who partner with our schools’ principals and manage a portfolio of targeted programs at each site.  In addition, s/he will lead the organization’s efforts to build a data and evaluation strategy. S/he will work cross-departmentally: with the Communications Department to ensure CFK’s stakeholders have a view into our program and schools; and with Corporate Engagement to ensure we are maximizing our opportunities with the business community and volunteers.  Externally, the Managing Director of Education will work with school principals, nonprofit program partners, funders and other stakeholders to further develop the CFK model. S/he is expected to be a thought leader and a strong brand ambassador for the organization.

A successful candidate will have strong skills and experience in the following areas:

Leadership

▪ Ability to create a compelling vision for scaling CFK’s impact

▪ Track record of setting and achieving ambitious goals

▪ Experience managing, growing, and developing an effective team

▪ Proactively and continually enhance the Education Department’s processes and systems

Communication

▪ Ability to be an inspiring, influential public advocate for the organization and its work with all stakeholders

▪ Excellent communication skills and attention to detail

▪ Drives strong school and program partner accountability through firm but compassionate presence

Education Expertise

▪ Serve as the organization’s foremost resource in expanding the educational knowledge of principals, Board members, staff, and other stakeholders

▪ Substantial experience with and knowledge of the public education system (as an educator or administrator or partner)

▪ Demonstrated track record of cultivating a range of partnerships to support constituents, particularly with other nonprofits, Principals, and key donors

Data Fluency

▪ Cutting edge expertise in assessing educational organizations and the evaluation of progress towards goals

▪ Comfort and confidence using data to drive achievement of objectives, including working with Salesforce or a similar database system

Personal Qualities

▪ Ambitious drive and courage to create systemic change in the NYC education system

▪ Entrepreneurial spirit to build a successful organization and program model

▪ Team player who works across departments and prioritizes the needs of the organization as a whole

▪ Resourceful and open to new ideas

▪ Creative problem solver who responds to challenges with a positive attitude

▪ Infectious enthusiasm and passion for CFK’s mission, vision and values

Experience and qualities required:

Bachelor’s degree required
Minimum of 8-10 years professional experience in elementary education
Strong understanding of the needs of underserved communities
Demonstrated ability to build and manage educational partnerships
Exceptional communication skills, verbal and written
Competent with technology, including spreadsheets and databases; comfortable learning and adapting to new systems and platforms
Able to manage multiple projects with attention to detail and excellent follow through
Resourceful, problem solving orientation
Focused on adhering to current systems and processes while seeking to improve and create new processes
Thrives on challenge and appreciates the benefit of change
Willingness to roll up your sleeves and work under pressure
Strong interpersonal skills; a collaborative team-player
Passionate about the mission of Change for Kids
Desired qualifications:

Masters Degree in Education/experience as an educator
Experience in a NYC public elementary school

Salary and Benefits:

Salary commensurate with experience. CFK offers employees a full benefit package, including generous time off.

Comments Off on Teaching Assistant, Promise Academy

Teaching Assistant, Promise Academy

Posted by | November 5, 2018 |

When students enter HCZ Promise Academy Charter Schools, we make a promise to help each and every one get to and through college. Everything we give our students—from world-class instruction and exceptional extracurricular activities to social emotional support and healthy meals—is aimed at fulfilling that promise.  Our schools have a longer school day and year, helping us keep our kids safe and engaged, ensure their success in core subject areas, and give them an immersive, well-balanced education that includes exposure to the arts, daily physical activity, and field trips to museums, performances, sporting events and, of course, college campuses.

 

In addition, our Promise curriculum includes grade-appropriate character education, helping students at every level build crucial non-cognitive skills such as resilience, grit, and curiosity.  We also provide on-site medical, dental, and psychological services, as well as a healthy, freshly made breakfast, lunch and snack each day. Plus, the vast majority of our students participate in our after-school programs, where they receive extensive academic support and engage in a wide range of recreation and enrichment activities.

 

Not only do our students receive a high-quality, standards-based education, but they and their families also have access to HCZ’s comprehensive network of supports, including counseling, benefits assistance, and other social services.

 

To support our teachers, we provide them with weekly professional development, access to top-of-the-line technology, including a personal laptop, and Smartboards and tablets in the classroom.  Additionally, our teachers are surrounded by colleagues and professionals—ranging from academic and instructional coaches and deans of students, to guidance counselors and social workers—all committed to ensuring the success for every child. As a teacher at Promise Academy, you will take your place in a team that seamlessly surrounds children in a safe, enriching environment, making sure the reach their full potential.

 

We are seeking Math Teaching Assistant to support our Teachers in the classroom.  The ideal candidate will bring a passion for the mission of HCZ Promise Academy, an understanding and respect for the culture of all residents of Harlem, and experience working in a school setting that fosters a love for children.

 

Essential Duties and Responsibilities

  • Assist the Teacher in delivery of lesson
  • Help ensure that students master grade-level standards
  • Maintain and communicate high academic and personal expectations for all students
  • Conduct classroom activities when the Teacher is absent and substitutes in other classrooms
  • Follow the school’s policies and procedures for student conduct and discipline, and refuse to tolerate classroom disruptions
  • Coordinate the arrival and dismissal of students
  • Participate in activities outside of the classroom
  • Participate in program planning and communicates observations to others
  • Handle behavioral and other emergencies as per policy and procedures and/or behavioral performance
  • Communicate observations and/or concerns regarding students’ physical and psychological status
  • Complete data collection in an appropriate and timely manner
  • Participate in staff meetings and supervisory conferences as scheduled
  • Perform other duties as assigned
  • Opportunity to work Saturdays during test prep season – additional compensation provided

 

Qualifications, Skill and Knowledge Requirements

  • High school diploma or equivalent; Bachelor’s degree strongly preferred
  • Early childhood education and/or educational background
  • Valid New York State certification as a teaching assistant or in the process of obtaining certification
  • Ability to have good working relationship with supervisors, staff, parents, and outside personnel
  • Must have the ability to work in a fast-paced environment with demonstrated ability to handle multiple tasks

 

We offer competitive salaries with performance-based bonuses, a comprehensive benefits package, and a low student-teacher ratio.

Comments Off on Science Teacher – Middle School (2018-2019 School Year), Promise Academy

Science Teacher – Middle School (2018-2019 School Year), Promise Academy

Posted by | November 5, 2018 |

When students enter HCZ Promise Academy Charter Schools, we make a promise to help each and every one get to and through college. Everything we give our students—from world-class instruction and exceptional extracurricular activities to social emotional support and healthy meals—is aimed at fulfilling that promise. Our schools have a longer school day and year, helping us keep our kids safe and engaged, ensure their success in core subject areas, and give them an immersive, well-balanced education that includes exposure to the arts, daily physical activity, and field trips to museums, performances, sporting events and, of course, college campuses.

In addition, our Promise curriculum includes grade-appropriate character education, helping students at every level build crucial non-cognitive skills such as resilience, grit, and curiosity. We also provide on-site medical, dental, and psychological services, as well as a healthy, freshly made breakfast, lunch and snack each day. Plus, the vast majority of our students participate in our after-school programs, where they receive extensive academic support and engage in a wide range of recreation and enrichment activities.

Not only do our students receive a high-quality, standards-based education, but they and their families also have access to HCZ’s comprehensive network of supports, including counseling, benefits assistance, and other social services.

To support our teachers, we provide them with weekly professional development, access to top-of-the-line technology, including a personal laptop, and Smartboards and tablets in the classroom. Additionally, our teachers are surrounded by colleagues and professionals—ranging from academic and instructional coaches and deans of students, to guidance counselors and social workers—all committed to ensuring the success for every child. As a teacher at Promise Academy, you will take your place in a team that seamlessly surrounds children in a safe, enriching environment, making sure the reach their full potential.

We are seeking a Science Teacher – Middle School. The ideal candidate will bring a passion for the mission of HCZ Promise Academy, an understanding and respect for the culture of all residents of Harlem, and a desire for working in a school setting that fosters a love for children.

Science Teacher – Middle School Essential Duties and Responsibilities

  • Plan, prepare and deliver lesson plans and instructional materials that facilitate active learning
  • Ensure lessons are rigorous, clear, measurable, and aligned with Common Core State Standards
  • Develop and use a variety of assessments (e.g., exams, written work, and public performances) that frequently measure student progress toward the school’s content and skill standards
  • Maintain an organized classroom environment that facilitates learning
  • Ensure that students master grade-level standards
  • Maintain and communicate high academic and personal expectations for all students
  • Incorporate direct instruction, discussion, projects and cooperative work to engage students, keep classes focused and infuse a lasting desire to learn
  • Work with teaching assistants and/or teaching fellows to provide an effective classroom environment and address the needs of individual students
  • Follow the school’s policies and procedures for student conduct and discipline, and refuse to tolerate classroom disruptions
  • Develop clear evaluation criteria and distribute to students prior to assignments
  • Communicate effectively with students, parents, and colleagues
  • Share responsibility for grade level and school-wide activities
  • Opportunity to work Saturdays during test prep season – additional compensation provided

Science Teacher – Middle School Qualification, Skill and Knowledge Requirements

  • A dedication and commitment to the mission of HCZ Promise Academy
  • Bachelor’s degree with at least 2 years teaching experience is required
  • 2 – 5 years teaching experience in an urban school setting is desired
  • New York State certification for grades 7 – 12 in subject area required
  • Excellent oral and written communication skills
Comments Off on Elementary Teacher (2018/2019 School Year), Promise Academy

Elementary Teacher (2018/2019 School Year), Promise Academy

Posted by | November 5, 2018 |

When students enter HCZ Promise Academy Charter Schools, we make a promise to help each and every one get to and through college. Everything we give our students—from world-class instruction and exceptional extracurricular activities to social emotional support and healthy meals—is aimed at fulfilling that promise. Our schools have a longer school day and year, helping us keep our kids safe and engaged, ensure their success in core subject areas, and give them an immersive, well-balanced education that includes exposure to the arts, daily physical activity, and field trips to museums, performances, sporting events and, of course, college campuses.

 

In addition, our Promise curriculum includes grade-appropriate character education, helping students at every level build crucial non-cognitive skills such as resilience, grit, and curiosity. We also provide on-site medical, dental, and psychological services, as well as a healthy, freshly made breakfast, lunch and snack each day. Plus, the vast majority of our students participate in our after-school programs, where they receive extensive academic support and engage in a wide range of recreation and enrichment activities.

Not only do our students receive a high-quality, standards-based education, but they and their families also have access to HCZ’s comprehensive network of supports, including counseling, benefits assistance, and other social services.

To support our teachers, we provide them with weekly professional development, access to top-of-the-line technology, including a personal laptop, and Smartboards and tablets in the classroom. Additionally, our teachers are surrounded by colleagues and professionals—ranging from academic and instructional coaches and deans of students, to guidance counselors and social workers—all committed to ensuring the success for every child. As a teacher at Promise Academy, you will take your place in a team that seamlessly surrounds children in a safe, enriching environment, making sure the reach their full potential.

We are seeking Elementary Teachers for the 2018-2019 school year . The ideal Elementary School Teacher will bring a passion for the mission of HCZ Promise Academy, an understanding and respect for the culture of all residents of Harlem, and a desire for working in a school setting that fosters a love for children.

Elementary Teacher Essential Duties and Responsibilities

  • Plan, prepare and deliver lesson plans and instructional materials that facilitate active learning
  • Ensure lessons are rigorous, clear, measurable, and aligned with Common Core State Standards
  • Develop and use a variety of assessments (e.g., exams, written work, and public performances) that frequently measure student progress toward the school’s content and skill standards
  • Maintain an organized classroom environment that facilitates learning
  • Ensure that students master grade-level standards
  • Maintain and communicate high academic and personal expectations for all students
  • Incorporate direct instruction, discussion, projects and cooperative work to engage students, keep classes focused and infuse a lasting desire to learn
  • Work with teaching assistants and/or teaching fellows to provide an effective classroom environment and address the needs of individual students
  • Follow the school’s policies and procedures for student conduct and discipline, and refuse to tolerate classroom disruptions
  • Develop clear evaluation criteria and distribute to students prior to assignments
  • Communicate effectively with students, parents, and colleagues
  • Share responsibility for grade level and school-wide activities
  • Opportunity to work Saturdays during test prep season – additional compensation provided

Elementary Teacher Qualification, Skill and Knowledge Requirements

  • A dedication and commitment to the mission of HCZ Promise Academy
  • Bachelor’s degree with at least 2 years teaching experience is required
  • 2 – 5 years teaching experience in an urban school setting is desired
  • New York State certification in subject area required
  • Excellent oral and written communication skills

We offer competitive salaries with performance-based bonuses, a comprehensive benefits package, and a low student-teacher ratio.

 

Comments Off on Director of Finance (Network Position)

Director of Finance (Network Position)

Posted by | October 29, 2018 |

Reporting Relationship:

Chief Operating Officer

Supervises:

School Business Managers
Finance Division Staff

Primary Function:

The Director of Finance will be responsible for oversight, processing and recording of fiscal accounting transactions for Capital Preparatory Schools. Our schools are located in the NY and CT. He/she will be responsible for recording and processing of all fiscal transactions, including but not limited to; payroll, accounts payable, accounts receivables, journal entries, and others. He/she will complete the monthly close process, reconciliation of accounts, grant reporting, and state or federal reporting. He/she will serve as a key source of information to charter school staff, and play an integral role in continually assessing and improving services provided to the schools. The position is based at Capital Preparatory’ s main office located in Bridgeport, CT but will require travel between our CT and NY schools.

Typical Duties and Responsibilities:

  • Maintain a General Ledger System and Chart of Accounts in accordance with GAAP.
  • Ensure proper recording of all transactions in QuickBooks and other fiscal systems.
  • Prepare and present regular reports for the Leadership Team and Board of Trustees, including the preparation of monthly financial statements for presentation at the monthly board
  • Manage the monthly and yearly closing
  • Manage all financial audits and determine the need for an OMB Circular A-‐133 audit on a yearly
  • Coordinate 990 tax filings with external
  • Issue 1099’s to vendors and contractors yearly, as
  • Oversee payroll processing for all schools, including 941 filing and payroll reconciliations.
  • Issue W-2’s to employees yearly, as required.
  • Reconcile bank statements and other asset and liability accounts on a monthly, quarterly and annual basis.
  • Implement and maintain Fiscal Policies and Procedures and other internal control and workflow processes or procedures.
  • Prepare and monitor the annual budget.
  • Develop and implement models for multi-year budgets and forecasts.
  • Process purchase order approvals and
  • Prepare reports for authorizers, including the NYC Department of Education, CT State Department of Education, SUNY and a range of governmental agencies (compliance reports, annual reports, renewal application, program reports).
  • Ensure proper documentation and implementation of government-‐funded grant programs (e.g. E-‐rate, Title I, Title II, and others).
  • Establish minimum vendor requirements and evaluate vendors and contractors to insure they meet the minimum requirements to work in the
  • Assist COO or Leadership Team with fundraising efforts, including researching potential public/governmental funding sources and developing funding plans.
  • Participate in Board of Trustees Meetings or Committees.
  • Manage the financial aspects of special grants and
  • Contribute financial and management perspective to school planning and
  • Supervision, evaluation, training and development for network and school based fiscal and operation teams.
  • Perform all other duties as may be assigned.

Qualifications:

  • Master’s degree from an accredited college in Accounting, Finance or related field preferred. CPA preferred.
  • Minimum of seven (7) years’ experience in school or non-profit accounting and budgeting.
  • Minimum of five (5) years’ experience with CT and NY charter schools is required.
  • Proficiency with computer applications, i.e. Microsoft Word, Access, Excel, PowerPoint and Windows. QuickBooks, AnyBill, Intacct, ADP experience is a plus.
  • Ability to establish and maintain effective working relationships.
  • Ability to work under stressful situations and within specific time constraints.
  • Excellent time management and organizational skills.
  • Excellent communication skills.
  • Ability to work independently.
  • Ability to maintain confidential information.
  • Ability to work an extended day, if necessary.

NOTE: The above description covers the principal duties and responsibilities of the job. The description shall not, however, be construed as a complete listing of all duties or as a contract. In all cases, these relationships, functions and their applications are subject to change.

Comments Off on Science Teacher – High School, Promise Academy

Science Teacher – High School, Promise Academy

Posted by | October 25, 2018 |

When students enter HCZ Promise Academy Charter Schools, we make a promise to help each and every one get to and through college. Everything we give our students—from world-class instruction and exceptional extracurricular activities to social emotional support and healthy meals—is aimed at fulfilling that promise. Our schools have a longer school day and year, helping us keep our kids safe and engaged, ensure their success in core subject areas, and give them an immersive, well-balanced education that includes exposure to the arts, daily physical activity, and field trips to museums, performances, sporting events and, of course, college campuses.

In addition, our Promise curriculum includes grade-appropriate character education, helping students at every level build crucial non-cognitive skills such as resilience, grit, and curiosity. We also provide on-site medical, dental, and psychological services, as well as a healthy, freshly made breakfast, lunch and snack each day. Plus, the vast majority of our students participate in our after-school programs, where they receive extensive academic support and engage in a wide range of recreation and enrichment activities.

Not only do our students receive a high-quality, standards-based education, but they and their families also have access to HCZ’s comprehensive network of supports, including counseling, benefits assistance, and other social services.

To support our teachers, we provide them with weekly professional development, access to top-of-the-line technology, including a personal laptop, and Smartboards and tablets in the classroom. Additionally, our teachers are surrounded by colleagues and professionals—ranging from academic and instructional coaches and deans of students, to guidance counselors and social workers—all committed to ensuring the success for every child. As a teacher at Promise Academy, you will take your place in a team that seamlessly surrounds children in a safe, enriching environment, making sure the reach their full potential.

We are seeking High School Science Teachers for the 2018-2019 school year. The ideal High School Science Teacher will bring a passion for the mission of HCZ Promise Academy, an understanding and respect for the culture of all residents of Harlem, and a desire for working in a school setting that fosters a love for children.

Science Teacher High School Positions at Promise Academy:

  • Science Teacher (Chemistry, Biology, Living Environment, Physics)

Science Teacher High School Essential Duties and Responsibilities:

  • Plan, prepare and deliver lesson plans and instructional materials that facilitate active learning
  • Ensure lessons are rigorous, clear, measurable, and aligned with Common Core State Standards
  • Develop and use a variety of assessments (e.g., exams, written work, and public performances) that frequently measure student progress toward the school’s content and skill standards
  • Maintain an organized classroom environment that facilitates learning
  • Ensure that students master grade-level standards
  • Maintain and communicate high academic and personal expectations for all students
  • Incorporate direct instruction, discussion, projects and cooperative work to engage students, keep classes focused and infuse a lasting desire to learn
  • Work with teaching assistants and/or teaching fellows to provide an effective classroom environment and address the needs of individual students
  • Follow the school’s policies and procedures for student conduct and discipline, and refuse to tolerate classroom disruptions
  • Develop clear evaluation criteria and distribute to students prior to assignments
  • Communicate effectively with students, parents, and colleagues
  • Share responsibility for grade level and school-wide activities
  • Opportunity to work Saturdays during test prep season – additional compensation provided

Science High School Teacher Qualification, Skill and Knowledge Requirements

  • A dedication and commitment to the mission of HCZ Promise Academy
  • Bachelor’s degree with at least 2 years teaching experience is required
  • 2 – 5 years teaching experience in an urban school setting is desired
  • New York State certification in subject area required
  • Excellent oral and written communication skills
Comments Off on Program Director (Chinatown YMCA)

Program Director (Chinatown YMCA)

Posted by | October 24, 2018 |

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

The Chinatown YMCA is seeking a qualified Program Director who will, under the supervision of the Senior Youth & Family Director, be responsible for the overall coordination, supervision, implementation and development of the Chinatown YMCA Two Bridges Cornerstone program. The Program Director will be the YMCA’s liaison to funding agencies, NYCHA personnel, regulatory agencies and community groups. S/he will also be responsible for assessing community needs, developing and implementing new programs/services, and overseeing and managing the overall operations of the programs serving children and their parents

The Program Director will focus on maintaining a quality program while expanding the program to meet the needs of the community.

Responsibilities:

  • Manage day to day operations of the center.
  • Develop youth, teen, adult and family programs and services in line with the requirements from DYCD.
  • Research community needs and recommend programs to address needs.
  • Ensure the meeting rates of participation established by the funder are met.
  • Monitor rooms and equipment for safety and purchase new equipment and program materials.
  • Support with the planning of and attend special events.
  • Follow all YMCA of Greater NY, DYCD, NYCHA, DOH, etc. standards.
  • Create and implement a long-range strategic plan for the Cornerstone Program.
  • Meet the ROP in monthly daily operations of the program.
  • Outreach in the community and connect with other CBO to engage families, teens and youth.
  • Maintain the appropriate paperwork requirements from DYCD, YMCA and DOH.
  • Maintain license, CPR and First Aide requirements for Program Director, Supervisor and program Staff.
  • Hire, train and supervise all staff, which includes leadership staff and full/part time employees, co-locators, sub-contractors and volunteers within budgetary guidelines using the YMCA protocol, DYCD and DOH policies.
  • Orient, supervise, train, and evaluate and document staff performance informally and formally during the program year.
  • Coach and guide leadership directors to ensure programmatic success.
  • Prepare payroll.
  • Provide supervision and cover for Manager on Duty (MOD) when staff are not available.
  • Develop and work within the annual budget and comply with all guidelines set forth by the NYC Department of Youth and Community Development (DYCD) and other funding sources.
  • Meet regularly with business manager and supervisor to monitor financials.
  • Keep track of budget and ensure spending is completed as planned, 100% without overspending.
  • Participates in all necessary programmatic, site and branch -based meetings and activities.
  • Acts as a liaison and specialist to local government and community groups on behalf of the Chinatown YMCA.
  • Creates and maintains a high quality service portfolio that meets the needs of the community within the resources available and DYCD requirement.
  • Designs and implements fundraising opportunities to meet the branch goal.
  • Actively participate in all training sessions, designated meetings and fundraising events.

Qualifications:

  • Bachelor’s degree in Education, Mental Health or Social Services; Master’s degree preferred.
  • Minimum of 3 years of experience managing a community-based program.
  • Minimum of 1 to 2 years of experience managing government contracts
  • Experience hiring, training and supervising staff.
  • Experience with budget management, managing government programs, staff and volunteer development, and grant writing.
  • Bilingual in Spanish, Mandarin and/or Cantonese is a plus.
Comments Off on Math Teacher – High School, Promise Academy

Math Teacher – High School, Promise Academy

Posted by | October 19, 2018 |

When students enter HCZ Promise Academy Charter Schools, we make a promise to help each and every one get to and through college. Everything we give our students—from world-class instruction and exceptional extracurricular activities to social emotional support and healthy meals—is aimed at fulfilling that promise. Our schools have a longer school day and year, helping us keep our kids safe and engaged, ensure their success in core subject areas, and give them an immersive, well-balanced education that includes exposure to the arts, daily physical activity, and field trips to museums, performances, sporting events and, of course, college campuses.

In addition, our Promise curriculum includes grade-appropriate character education, helping students at every level build crucial non-cognitive skills such as resilience, grit, and curiosity. We also provide on-site medical, dental, and psychological services, as well as a healthy, freshly made breakfast, lunch and snack each day. Plus, the vast majority of our students participate in our after-school programs, where they receive extensive academic support and engage in a wide range of recreation and enrichment activities.

Not only do our students receive a high-quality, standards-based education, but they and their families also have access to HCZ’s comprehensive network of supports, including counseling, benefits assistance, and other social services.

To support our teachers, we provide them with weekly professional development, access to top-of-the-line technology, including a personal laptop, and Smartboards and tablets in the classroom. Additionally, our teachers are surrounded by colleagues and professionals—ranging from academic and instructional coaches and deans of students, to guidance counselors and social workers—all committed to ensuring the success for every child. As a teacher at Promise Academy, you will take your place in a team that seamlessly surrounds children in a safe, enriching environment, making sure the reach their full potential.

We are seeking a Math High School Teacher (Geometry, Algebra, Trigonometry, etc). The ideal candidate will bring a passion for the mission of HCZ Promise Academy, an understanding and respect for the culture of all residents of Harlem, and a desire for working in a school setting that fosters a love for children.

Math Teacher Essential Duties and Responsibilities

  • Plan, prepare and deliver lesson plans and instructional materials that facilitate active learning
  • Ensure lessons are rigorous, clear, measurable, and aligned with Common Core State Standards
  • Develop and use a variety of assessments (e.g., exams, written work, and public performances) that frequently measure student progress toward the school’s content and skill standards
  • Maintain an organized classroom environment that facilitates learning
  • Ensure that students master grade-level standards
  • Maintain and communicate high academic and personal expectations for all students
  • Incorporate direct instruction, discussion, projects and cooperative work to engage students, keep classes focused and infuse a lasting desire to learn
  • Work with teaching assistants and/or teaching fellows to provide an effective classroom environment and address the needs of individual students
  • Follow the school’s policies and procedures for student conduct and discipline, and refuse to tolerate classroom disruptions
  • Develop clear evaluation criteria and distribute to students prior to assignments
  • Communicate effectively with students, parents, and colleagues
  • Share responsibility for grade level and school-wide activities

Math Teacher Qualification, Skill and Knowledge Requirements

  • A dedication and commitment to the mission of HCZ Promise Academy
  • Bachelor’s degree with at least 2 years teaching experience is required
  • 2 – 5 years teaching experience in an urban school setting is desired
  • Must be willing to work Saturday’s during test prep season – additional compensation is provided
  • New York State certification for Grades 7 – 12 in subject area required
  • Excellent oral and written communication skills
Comments Off on Elementary Special Education Co-Teacher (Available Immediadtely)

Elementary Special Education Co-Teacher (Available Immediadtely)

Posted by | October 19, 2018 |

An Invitation to Apply for the Position of
Elementary Special Education Co-Teacher (Available Immediately)
Boys Prep Bronx Elementary
Bronx, NY
 
Overview: About Public Prep
The Public Prep Network (PPN) is a nonprofit organization that develops single-sex elementary and middle public schools that pursue excellence through continuous learning and data-driven instruction. Our model is designed to empower each student to build strong character, demonstrate critical thinking, possess a core body of knowledge and be on a predictive path to earn a degree from a four-year university.
Our network is currently comprised of three tuition-free single-sex public charter schools across five campuses and one tuition-free single-sex Pre-K. Our campuses are: Girls Prep Lower East Side Elementary, Girls Prep Lower East Side Middle School, Girls Prep Bronx Elementary School, Girls Prep Bronx Middle School, and Boys Prep Elementary School. The Pre-K program, PrePrep: the Joan Ganz Cooney Early Learning Center, is housed inside of Girls Prep Bronx Elementary School.
Public Preparatory Network/Public Preparatory Academies is an Equal Opportunity/Affirmative Action employer.
 
Why teach at the Public Preparatory Network
 
At Public Prep we believe that joy, warmth, and high levels of student engagement are the foundation of a school culture where students achieve academically and develop character strengths.  In the words of one community member, “Every student, every family and every Girls Prep staff member plays an important part of our amazing school, a school filled with energy, personality, hardworking people and a great deal of commitment.”
We believe in order to do that, schools not only need to deliver meaningful academics through an engaging and rigorous way, but we understand the importance of incorporating arts, the sciences, community and strong core values into our program. Our goal each day is not to only stimulate the mind, but also to reach the whole child in providing a safe consistent environment to learn and grown in.  Our staff believe children learn best when they gain self-confidence and purpose when a caring community of educators not only care about their academic achievements but are truly invested in them socially and emotionally.
Primary Function & Position Overview
Public Prep Special Education Teachers work alongside a General Education Teacher in equal partnership to consistently plan for, monitor the progress of, and be held accountable for the academic success of each of the 25 students in their class. The Teaching pairs use a variety of co-teaching models and meet regularly with their grade-level team members and other collaborators such as the Learning Specialists, English Language Learners Specialist, and the Speech and Language Therapist in order to address all students’ access to curriculum and learning goals. All Teachers also work closely with school aides, who provide non-academic support to the team.

Duties & Responsibilities:

    • Provide instructional services for students as mandated on the IEP
    • Compile and organize all documentation in preparation for IEP meetings
    • Support students during small group interventions in and out of the classroom
    • Co-plan, co-teach and co-assess along with the General Education Teacher
    • Track IEP annual goal progress
    • Attend and participate in IEP meetings
    • Use assessment data to refine instructional practice
    • Develop clearly defined processes and structures to co-plan, co-teach, assess, to individualize instruction and to discuss students’ access to curriculum and learning goals. Modifications, scaffolds and interventions align with a pre-designed, codified set of content standards and address students’ individual needs and learning styles.
    • Utilize coaching tools and strategies that maximize their own performance and that of their students
    • Seek continuous feedback and evaluation for themselves and students based on the development of individualized goals for performance that are specific, measurable, action-oriented, realistic and time-bound including but not limited to students’ formal IEP goals
    • Develop systems that enable good stewardship of resources, i.e. collaborative processes that leverage the strength of all team members and fully utilize both teachers throughout the entire school day, maintaining records of students’ progress towards IEP goals, for communicating with families, for attending IEP meetings, and for ensuring appropriate accommodations are given to students during assessments and meeting with all other service providers.

The ideal candidate will have:

      • A Bachelor’s degree from an accredited college or university
      • To serve as a Special Education Teacher at a Public Prep, you must meet one of the following criteria:
1. be certified in Special Education
2. have a Master’s degree in Special Education
3. be certified in another subject and grade level
4. at least 3 years’ experience teaching in public, private or parochial school
5. 2 years’ experience in TFA
    • Demonstrated success working in a high-performing, urban school setting preferred
    • Evidence of excellence in teaching through continuous learning and data analysis
    • Exceptional organization and planning skills
    • Superior communication skills
    • An ability to work collaboratively
    • A commitment to single-sex education
    • Fluency in Spanish preferred
Please be sure to attach a resume and a cover letter including examples of student work and/or data exemplifying student success.
Comments Off on Middle School STEM ICT Teacher (Available Immediately)

Middle School STEM ICT Teacher (Available Immediately)

Posted by | October 19, 2018 |

An Invitation to Apply for the Position of
Middle School STEM ICT Teacher (Available Immediately)
Girls Prep Lower East Side Middle School
New York, NY
 
Overview: About Public Prep
The Public Prep Network (PPN) is a nonprofit organization that develops single-sex elementary and middle public schools that pursue excellence through continuous learning and data-driven instruction. Our model is designed to empower each student to build strong character, demonstrate critical thinking, possess a core body of knowledge and be on a predictive path to earn a degree from a four-year university.
Our network is currently comprised of three tuition-free single-sex public charter schools across five campuses and one tuition-free single-sex Pre-K. Our campuses are: Girls Prep Lower East Side Elementary, Girls Prep Lower East Side Middle School, Girls Prep Bronx Elementary School, Girls Prep Bronx Middle School, and Boys Prep Elementary School. The Pre-K program, PrePrep: the Joan Ganz Cooney Early Learning Center, is housed inside of Girls Prep Bronx Elementary School.
Public Preparatory Network/Public Preparatory Academies is an Equal Opportunity/Affirmative Action employer.
 
Why teach at the Public Preparatory Network
 
At Public Prep we believe that joy, warmth, and high levels of student engagement are the foundation of a school culture where students achieve academically and develop character strengths.  In the words of one community member, “Every student, every family and every Girls Prep staff member plays an important part of our amazing school, a school filled with energy, personality, hardworking people and a great deal of commitment.”
We believe in order to do that, schools not only need to deliver meaningful academics through an engaging and rigorous way, but we understand the importance of incorporating arts, the sciences, community and strong core values into our program. Our goal each day is not to only stimulate the mind, but also to reach the whole child in providing a safe consistent environment to learn and grown in.  Our staff believe children learn best when they gain self-confidence and purpose when a caring community of educators not only care about their academic achievements but are truly invested in them socially and emotionally.
Public Preparatory Network/Public Preparatory Academies is an Equal Opportunity/Affirmative Action employer.
 
Joining our team at Public Preparatory Network
The STEM ICT Teacher will design and deliver instruction that supports students in thinking deeply and expressing their views clearly. The STEM ICT Teachers will also establish families as partners through annual student home visits, participation in regular school events, and through providing frequent communications about curriculum, academic progress and behavior. They work closely with the Director of Student and Family Affairs, Counselor, and Family Coordinator to support this work.
All teachers meet regularly with their co-teachers, grade-level team members and other collaborators in order to address all students’ access to curriculum and learning goals. In Middle School, they also work extremely closely with their department teams across grade levels. All Co-teaching classrooms reflect the use of a variety of co-teaching models. All teachers also work closely with School Aides and Instructional Leadership Team, who provide non-academic support to the team and support teachers in maximizing their performance, respectively.

Duties & Responsibilities:

    • Coordinating knowledge of students, Math and Science instructional content and curricular resources to design differentiated units and lesson plans aligned to the Common Core standards.
    • Using a variety of assessments fully aligned with instructional outcomes to provide a full composite of students’ abilities and needs and to inform instruction.
    • Engaging in coaching cycles and implementing research-based strategies that maximize their own performance and that of their students.
    • Reflecting on their own progress as educators and seeking out professional resources to continuously improve their practice.
    • Providing students with frequent feedback and evaluation based on the development of individualized goals for performance that are specific, measurable, ambitious, rooted in data and time-bound.
    • Managing student behavior and classroom routines to maximize learning time and create a positive mathematics classroom environment.
    • Implementing school-wide positive behavior incentive policies and logical consequences.
    • Celebrating student progress and effort each day in their classrooms and through bi-weekly, school-wide Unity Meetings.
    • Collaborating with colleagues to leverage the strengths of all team members.
    • Maintaining records of students’ progress and family communications through Global Scholar software.
    • Communicating with families regularly, responding to emails and phone calls within 36 hours.
    • Attending IEP meetings and ensuring appropriate accommodations are given to students during assessments as needed.
    • Actively participating in school and network-led meetings and professional development workshops as laid out in the school and professional development calendars.
    • Supporting the school as directed by the Principal.

The ideal candidate will have:

      • A Bachelor’s degree from an accredited college or university
      • To serve as a Special Education Teacher at a Public Prep, you must meet one of the following criteria:
1. Be certified in Special Education
2. Have a Master’s degree in Special Education
3. Be certified in another subject and grade level
4. At least 3 years’ experience teaching in public, private or parochial school
5. 2 years’ experience in TFA
    • Demonstrated success working in a high-performing, urban school setting preferred
    • Evidence of excellence in teaching through continuous learning and data analysis
    • Exceptional organization and planning skills
    • Superior communication skills
    • An ability to work collaboratively
    • A commitment to single-sex education
    • Fluency in Spanish preferred
Please be sure to attach a resume and a cover letter including examples of student work and/or data exemplifying student success.
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Special Education Instructional Fellow, Relay New York

Posted by | October 17, 2018 |

If you love coaching teachers, working on a team of experienced high-performing educators, and are hungry to further build your instructional leadership skillset, the Special Education Instructional Fellow role is right for you. In this role, you’ll be able to build relationships with graduate students and adapt our curriculum to meet their needs. Your responsibilities will be challenging and diverse.

During an average week, you can expect to do things like work closely with a senior faculty member (e.g., Dean) to prepare to teach graduate students during evening classes, meet in-person with graduate students that need extra help, observe graduate students teaching in their K-12 classrooms, and grade assessments.

As a result of this effort, you’ll benefit from seeing teachers that you’ve worked with during the year grow as people and professionals. Plus, you’ll maximize your community impact by supporting teachers in generating significant, measurable student achievement gains in their K-12 classrooms.

To grow your own skills as a teacher coach and leader of adults, you will have the opportunity to participate in individual, team, and institution-wide professional development. You will also receive individualized coaching. We will support you in your development in the same way that you will support your graduate students.

WHAT YOU’LL TACKLE
Support Assistant Professors and/or Deans:

  • Provide a first audience and feedback for weekly instruction
  • Aid in the facilitation of weeknight classes 2-6 nights/month by orchestrating and supervising student practice and small-group work; provide tactical observation and feedback to graduate students; answer questions; assist in activities; and run all logistical elements of class time
  • Grade assessments, synthesize performance data, track cohort progress, and identify gaps in graduate student understanding
  • Assist in teaching and facilitating classes in spring / summer

Ensure graduate students’ progress and success:

  • Observe graduate students in their K-12 classrooms at least three times a year as their primary source of practical evaluation and provide them with specific, actionable feedback around best teaching practices
  • Provide graduate students with additional classroom support and observations as needed
  • Hold routine office hours to support graduate students
  • Serve as the first responder and primary contact for graduate students, channeling only the most difficult questions to Assistant Professors or Deans and provide quality feedback to graduate students on Relay assessments
  • Create and maintain a positive work environment and sense of community with all graduate students
  • Perform other related duties as required and assigned

WHAT WE’RE LOOKING FOR
First and foremost, Special Education Instructional Fellows must share the team’s sense of urgency about the need to improve student achievement through phenomenal teacher preparation.  Additionally, you must possess the following:

  • A master’s degree or PhD
  • At least three to five years of experience teaching in a school serving a high-needs community with demonstrated K-12 student achievement
  • At least one year of experience observing, coaching, and developing novice teachers
  • Ability to work efficiently, independently, and intensely in an entrepreneurial environment
  • Strong interpersonal communication skills
  • A demonstrated passion for urban education and closing the opportunity gap
  • Authorized to work in the U.S.

COMPENSATION
Relay offers a competitive salary and benefits package for full-time employees.

CONSIDERATIONS TO NOTE

  • Faculty must have the ability to transport themselves to public schools across the city in order to conduct classroom observations.
  • As part of our hiring process, we ask for candidates’ current manager as a final reference before an offer is extended.
  • Faculty openings are contingent on graduate student enrollment numbers.
  • You will hear back from a recruiter within one month of submitting your application.

Relay Graduate School of Education provides equal employment opportunity for all applicants and employees.

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2019 Summer Internship

Posted by | October 16, 2018 |

Chalkbeat, the growing nonprofit news organization telling the story of education in America, is seeking motivated undergraduate or graduate students to serve as summer reporting interns. Our reporting teams cover schools in seven places — Chicago, Denver, Detroit, Indianapolis, Memphis, Newark, and New York City — and we have a national bureau covering education issues affecting schools across the country.

The 10-week paid internship from June to August 2019 will offer student journalists the opportunity to work alongside some of the nation’s top education journalists in a dynamic, rapidly growing organization. At a critical moment for an active independent press, join us as we build an organization working to sustain journalism that matters.

Interns will work 40-hour weeks and will have the opportunity to undertake daily education news assignments, work on enterprise stories, and participate in the life of our reporting teams in every way.

Learn more about what it’s like to be an intern at Chalkbeat here.

Who are you?

You’re energized by our mission and excited to help us build a news organization that reimagines daily newsgathering while embracing traditional journalistic values. You have a passion for public policy and social issues journalism, strong reporting and writing skills, and comfort working in digital media. You’re an entrepreneurial, creative, energetic, and tenacious reporter.

What background and skills do you have?

  • Clips that demonstrate strong reporting and writing skills
  • Meaningful high school, college, or professional journalism experience
  • Passion for and curiosity about education is a must; knowledge of education issues is a strong plus
  • Ability to report in a language other than English is a plus
  • Experience working with data, social media, and digital production is a plus

About Chalkbeat:

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

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Assistant Manager of Professional Learning

Posted by | October 10, 2018 |

DEPARTMENT: Education

REPORTS TO: Associate Director for Professional Learning

 

The New-York Historical Society is the oldest museum in New York and home to one of the nation’s most distinguished research libraries. Drawing on world-renowned collections and a staff of passionate professionals, New-York Historical Education engages learners of all ages in the study of our collective past to deepen content knowledge, develop 21st century skills, and foster an empowered and engaged citizenry. We believe in the power of authentic historical study to spark curiosity and creativity, to promote cultural understanding, and to strengthen our democracy.

 

JOB SUMMARY:

As a member of the Professional Learning team within the New-York Historical Society Education Division, the Assistant Manager of Professional Learning provides critical administrative, logistical, and programmatic support for a robust year-round schedule of programs for teachers.

 

The Assistant Manager will spend a significant amount of his/her time researching, writing, and teaching professional development workshops for both custom partnerships and the team’s open enrollment calendar.

The Assistant Manager will work closely with the Associate Director for Professional Learning on the expansion of the team’s custom professional learning offerings. Custom programs leverage the Division’s expertise in inquiry-based history programming to support the specific professional learning needs of our education partners.  These partnerships include tours, workshops, and long-term engagements with schools, districts, institutes of higher learning, and other educational entities.  The Assistant Manager will play an important role in cultivating and managing relationships with partners (which include high-level DOE and University administrators); developing custom experiences to meet each partner’s needs; and delivering programs both in the museum and off-site at schools and other locations.

 

The Assistant Manager also oversees the logistics of all of the above programs, including space reservations, catering, evaluations, and scheduling of staff.

 

The Assistant Manager must have the ability to have a flexible schedule, including early morning, evening, and weekend hours.

 

Given the nature of this position, candidates who have K-12 classroom teaching experience, particularly within the New York City Department of Education, are strongly preferred. Bilingual candidates fluent in English/Spanish are also preferred, as the Assistant Manager will play a critical role in the expansion of custom professional learning programs to include outreach for parents and school communities.

 

EDUCATION:

Bachelor’s degree in U.S. History, Education, or a related field required, Master’s degree strongly preferred. Previous experience as a classroom teacher preferred.

 

EXPERIENCE:

  • Required minimum of three years’ experience working as a K-12 classroom teacher OR leading professional development programs for K-12 teachers
  • Bi-lingual speakers in English/Spanish strongly preferred
  • Familiarity with museum education, particularly in a history setting, strongly preferred
  • Experience leading programs focused on museum collections, archival materials, and exhibitions
  • Experience conducting research on complex topics in history and distilling them for a wider audience
  • Experience writing lesson plans and curriculum materials
  • Proven ability to take initiative and execute projects efficiently and thoroughly from start to finish
  • Creative thinker with ability to innovate within parameters
  • Ability to work independently and as a member of a team, ability to prioritize tasks to meet deadlines
  • Excellent written and verbal communication skills, excellent customer service skills
  • Must be highly organized and detail oriented
  • Extensive knowledge of the New York City Department of Education as well as state and local social studies, literacy, and arts standards preferred

 

ESSENTIAL JOB DUTIES:

Responsibilities for this position include but may not be limited to:

  • Regularly and consistently develop and lead professional learning programs based on the collections, exhibitions, and educational resources of the New-York Historical Society to deepen teachers’ historical content knowledge and develop their pedagogy. This includes both open enrollment and private professional development programming.
  • Cultivate and manage professional learning partnerships with Educational entities across the city and beyond.
  • Assist the Associate Director for Professional Learning in designing custom professional learning experiences based on partners’ needs.
  • Manage all Private PD logistics, including but not necessarily limited to:
    • Manage space reservations for events
    • Liaise with catering staff to organize catering for division and external events
    • Create and send set-up memos
    • Complete data entry and data analysis on an on-going basis
    • Contribute to the management of the Education Division’s electronic booking system and constituent database
    • Serve as point of contact/support person for on-site events
    • Liaise with other departments within the institution on programming, scheduling, etc.
  • Manage Professional Learning email and phone line, responding to inquiries and requests in a timely fashion
  • Assist in evaluation of teacher programs to ensure high-quality sessions and participant satisfaction; collect, enter, analyze, and use data to improve programs
  • Participate in brainstorming for and development of new professional learning programs that will leverage the forthcoming Tech Commons @ New-York Historical, upcoming temporary exhibitions, and the newly developed Women and the American Story curriculum
  • Contribute to development of and provide support for Division-wide special events
  • Work collaboratively with Division staff on various programs and projects
  • Additional duties as requested

 

COMPENSATION:

Salary commensurate with experience. The New-York Historical Society offers a comprehensive benefits package including health, dental, and vision.

 

PHYSICAL DEMANDS:  The physical demands described here are representative of those that must be met by an employee with or without accommodation, to successfully perform the essential functions of this job. 

 

This position will require the employee to lift (up to 25 pounds), bend, stoop, walk, speak, and stand for up to 7 hours in a day. Sedentary computer work is also required.

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Teaching Artist

Posted by | October 1, 2018 |

Position Summary:

Girl Be Heard seeks Teaching Artists (TAs) for its after-school, girl empowerment theater programs in New York City’s public middle and high schools. TAs will give participants a foundation in writing and performance-based storytelling, and cultivate an understanding of intersectional feminism and social justice issues affecting women and girls around the world. They will also lead participants through the creative process of writing and performing an original show, which will be performed by the students in a professional theater at the end of the year.

Ideal candidates will have a strong background in planning and leading theatre-based education, and must be passionate about developing girls’ voices. We particularly seek strong writers and editors. An understanding of dismantling racism is key to be successful in this position.

Teaching Artists will be hired for the length of the school year (September-June) to work at one or more of our partnering middle or high school campuses. Programs meet weekly 2-3 hours each. In addition to weekly workshops with students, TAs will be expected to attend a kick-off 2-day training in September, a mid-year training, and regularly scheduled TA meetings.

Responsibilities:

  • Serve as a positive, engaging role model for a diverse group of young women as they explore personal identity and social justice issues through writing and theater.
  • Learn the Girl Be Heard curricula and plan lessons that meet the program milestones.
  • Utilize your background (performing arts, writing) to create adaptable lesson plans and special projects/activities for students.
  • Complete all required paperwork in a timely manner to support programming, administration, and monitoring and evaluation, including weekly session reports.
  • Maintain communication with school officials and foster a meaningful relationship with the school community as a whole.
  • Support the organization at fundraisers, cultivation events, and other outreach opportunities.
  • Ability to engage in curriculum writing, creating lesson plans and facilitating a variety of hands-on, interactive workshops with diverse populations.
  • Attend all required trainings.
  • Participate in all TA meetings.

 

Girl Be Heard selects Teaching Artists who embody the following qualities:

  • Artistic excellence, including quality and scope of professional artistic work, and depth of knowledge within an artistic discipline.
  • Experience with playwriting, editing, and/or dramaturgical work preferred.
  • Engaging teaching, especially incorporating the creative process, reaching students across diverse developmental levels, yielding quality student work, strong understanding of  learning standards in the arts, and substantial experience in NYC public school classrooms, including strong classroom management skills.
  • Professionalism, including abilities to plan with others, to articulate goals and objectives, and to adapt to varying student populations and school environments.
  • Demonstrated commitment to and understanding of social justice issues and intersectional feminism.
  • Desire to work with a dynamic organization to help shape the future activist-artists of tomorrow!
  • Strong organization and administrative skills.
  • Willingness to support participants beyond workshop time by connecting with parents and engaging students, when needed.
  • Availability for all scheduled sessions, trainings, and meetings.
  • Bachelor’s degree, or 4 years of equivalent relevant work experience required, in the areas of education and/or the arts. Master’s degree a plus.

Compensation: Part-time, commensurate with experience.

About Us:

Girl Be Heard develops, amplifies and celebrates the voices of young women through socially conscious theatre-making.  Our curriculum encourages young people to think critically about social justice, challenge stereotypes, foster friendships, and build tools for bringing about positive change in their communities.

 

Work Environment:

Girl Be Heard is an equal opportunity employer and does not discriminate on the basis of race, gender identity or expression, color, national origin, ability, ethnicity, sex, ancestry, sexual orientation, age, religion or belief.  Girl Be Heard seeks a broad spectrum of employees and is strongly committed to a diverse and equitable work environment. People of all backgrounds, ability, gender expressions, ethnicities, races, sexual orientations, religions, and nationalities are strongly encouraged to apply.

Girl Be Heard’s main office is located in the DUMBO area of Brooklyn. Our office is air-conditioned and located in a wheelchair accessible building.

Learn more about Girl Be Heard by visiting girlbeheard.org.

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Regional Development Director, East

Posted by | September 28, 2018 |

Chalkbeat,

the growing nonprofit news organization telling the story of education in America, seeks a Regional Development Director to help us achieve our ambitious fundraising and expansion goals. Working closely with Chalkbeat’s revenue team, the Regional Development Director will oversee the foundation and fundraising relationships in New York, Newark, and other Chalkbeat markets.

The right candidate will be smart, organized, and entrepreneurial, with a track record of fundraising success. A passion for journalism and an understanding of its importance to democracy is preferred.

You don’t have to have lots of years of experience, as long as you are talented, energetic and great with people. Our ideal candidate is someone who is skilled at communications, grant writing and editing, funder and donor relations, project management, and relationship-building and maintenance.

We know that many strong candidates will not have all the skills we list. That’s OK. What else do you bring to the table? Please tell us!

This position will report to the head of revenue and development.

The key responsibilities for this role include:

  • Owning relationships and communications with funders and major donors in New York, Newark, and up to three other markets.
  • Building and cultivating major donors in new and existing markets.
  • Serving as the final editor (and sometimes writer) on grant documents.
  • Tracking fundraising goals and gap-closing strategy.
  • Helping to strategize on fundraising and donor events and programs.
  • Working independently as well as collaboratively as part of a close-knit and successful team.

What background and skills do you have?

  • Grant writing and editing skills.
  • Entrepreneurial and strategic thinking skills, with the ability to exercise creativity and initiative in achieving gift goals.
  • Proven ability to raise and close major gifts.
  • Excellent communication skills.
  • Demonstrated ability to articulate the vision and mission of the organization.
  • Proven project management and task management ability in a deadline-driven environment.
  • Ability to work in an environment where multitasking is the norm, the pace is fast, and priorities will evolve.
  • Clear and compelling writing.
  • Proficiency with office software, primarily the Google Suite.
  • Passion for educational equity and the future of journalism is a must. Previous development experience at a nonprofit news organization or an education nonprofit is a strong plus, but not required.
  • Five years professional fundraising/development strategic and practical experience is required with demonstrated record of success.
  • Bachelor’s degree with significant work experience or a Master’s degree in a related field.

Ideally, you’d be based at our New York City headquarters, conveniently located in Midtown near Penn Station. We’ll also consider a remote working arrangement for the right candidate. Up to 25% travel is required.

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

About Chalkbeat:

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

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Staff Accountant

Posted by | September 27, 2018 |

Do you have a detective streak, a facility with spreadsheets, and a passion for education?

The Urban Assembly (UA) is a non-profit organization providing leadership and programmatic support to unique, small public secondary schools in high-need neighborhoods in NYC. UA schools are open to all students and our goal is to prepare 100% of UA graduates for success in the 21st century economy.

UA is seeking a capable and curious Staff Accountant to join the Finance & Administration team. The Staff Accountant will be in charge of financial data entry and record management. This position will play a key role in financial audits as well as producing reports for stakeholders.

This is an opportunity to join an engaged, collaborative, mission-driven staff and to take part in the vital process of improving the lives of NYC students. This position collaborates with both school and office-based staff, reports to the Finance & Administration Manager, and is based at Urban Assembly’s newly renovated central office in Manhattan’s Financial District. This is a full-time, exempt, salaried position, averaging 35 hours per week, including paid sick and vacation days, paid holidays, and generous health benefits. Salary is commensurate with experience.

You are a great candidate for this position if…

  • You care about high quality execution and getting things done well and done right; you like making your colleagues’ work easier.
  • You are comfortable interacting and collaborating with colleagues at all levels.
  • You are hungry to learn, to grow, and to give and get feedback as part of an ever-evolving team.
  • You enjoy an open-office environment, and you possess a sense of humor.
  • You are passionate about leveling the playing field for NYC students who may not otherwise have access to opportunities, relationships, and resources that could give them economic and social mobility.

Key Responsibilities

  • Expense Management
    • Reconcile vendor statements; research and correct discrepancies
    • Record invoices into accounts payable software and/or accounting system
    • File invoices, contracts and approvals accurately
    • Monitor accounts payable aging to ensure payments are up to date
    • Process outbound checks
    • Reconcile corporate credit card statements and ensure all corporate credit card charges are appropriately classified by department
  • Revenue Management
    • Record Accounts Receivable Invoices
    • Record and process deposits
  • General
    • Post financial transactions and general journal entries to appropriate         accounts
    • Retrieve financial reports to assist other departments
    • Perform other tasks as needed

Requirements

  • Strong technical accounting skills (knowledge of US GAAP)
  • Bachelor’s degree in accounting (or related) field from an accredited college or university

Preferred Qualifications:

  • Highly organized and motivated self-starter with good interpersonal communication skills
  • Detail oriented with analytic and problem-solving skills
  • Intermediate Excel skills

What the UA team does every day: The UA staff develops and provides high-quality ongoing coaching and resources to UA school staff in the areas of leadership, academics, college access, career readiness, and social-emotional learning, so that they can, in-turn, support UA students to succeed after high school.  

 

In 2018, the UA is actively serving over 11,000 students. Our 21 NYC schools serve over 8,000 students across three boroughs, and UA staff directly supports 3,000 recent alumni spread across the country as they pursue their postsecondary goals. UA students achieve at rates outpacing NYC overall: 81.5% of UA 2017 high school students graduated on time, compared to NYC’s overall rate of 74.3%. In addition, UA students are predominantly low-income and 94% African American or Latino, so the comparable NYC graduation rates are 70% for Black students and 68.3% for Hispanic students.

 

Why you want to work here: At the Urban Assembly, you have the opportunity to improve and create every day. We work hard because we care about our colleagues, our schools, and the students. The UA team are remarkably engaged and hungry for information, continually evaluating and monitoring progress and success as we all iterate and innovate alongside our schools and our partners.

 

The UA is committed to building a diverse team. We are an equal opportunity employer and do not discriminate on the basis of race, color, religion, sex, sexual orientation, gender identity, national origin, veteran or disability status.

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School Outreach Coordinator

Posted by | September 26, 2018 |

Words Without Borders (WWB) seeks an organized, outgoing, results-oriented individual with a deep network of contacts in New York City public secondary schools to help us connect local classrooms to the offerings on Words Without Borders Campus(wwb-campus.org), an online collection of contemporary world literature and tools for teaching and learning.

The outreach coordinator will be responsible for creating a list of secondary schools that might be interested in WWB Campus, meeting with those schools to present WWB Campus to them, and supporting interested schools in using WWB Campus.

Responsibilities:           

  • In consultation with WWB staff, conduct research on target schools and key teachers, administrators, and librarians at those schools (Target schools will include those with high proportions of underserved students and English language learners.)
  • Make initial contacts and organize meetings with schools, school leaders, teachers, and librarians. Conduct presentations and meetings along with the WWB Campus editor and executive director
  • Provide follow-up and support for school and educator integration of WWB Campus materials into teaching, and completion of pre- and post-implementation surveys 

Qualifications:

  • 3-5 years secondary English, social studies, or history teaching experience in New York City, with several years of experience using technology in the classroom
  • Strong network of current contacts in NYC public secondary schools
  • 1-3 years experience with outreach to public schools
  • Knowledge of and interest in contemporary international literature
  • M.A. or higher in English, English/Social Studies/History Education, Instructional Technology and Media, or a related field.
  • Excellent organizational and interpersonal skills
  • Excellent written and verbal communication skills
  • Demonstrated ability to meet deadlines and goals
  • Ability to work independently and make improvements in response to feedback.

Hours: 10/week, negotiable

Deadline: October 25, 2018

About Words Without Borders Campus

Words Without Borders was founded in 2003 to build cultural understanding through the translation, publication, and promotion of contemporary international literature. Since then, our monthly online magazine has published writers from 134 countries, translated from 113 languages. In 2014, following a strategic planning process, we began work on WWB Campus (wwb-campus.org), a free, flexible online platform to bring the best of new international writing into high school and college classrooms.

Drawing from the Words Without Borders archive of international stories, essays, and poems , WWB Campus connects students and educators to eye-opening literature from across the globe. We present this literature alongside multimedia contextual materials, teaching ideas and lesson plans, , and resources for further exploration. Our goal is to create a virtual learning space without borders, fostering meaningful cross-cultural understandings and inspiring a lifelong interest in international literature. The online resource is available to educators and students at no cost.

Comments Off on Education Specialist (Association Office – CS 112)

Education Specialist (Association Office – CS 112)

Posted by | September 20, 2018 |

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

We are seeking an experienced individual who, under the supervision of the Community School Director, will play a critical role in providing intensive and extensive academic tutoring in the subjects of math and literacy to children, grades K – 5. Instruction and activities must be designed to promote subject mastery, develop grade-level competencies, and teach study skills. The Education Specialist will also be responsible for creating a safe and positive environment for school age children, to provide opportunities for learning, interaction, and academic / personal growth. The Community School is located at 1925 Schieffelin Avenue, Bronx, NY, 10466.

Responsibilities:

  • Ensure the health, safety and well-being of participants in the program, by providing appropriate supervision at all times.
  • Meet academic standards for tutoring and demonstrate competence in analyzing students’ academic needs.
  • Assist participants in actively achieving an increased comprehension and retention of specific subject material, and improved academic skill in designated areas.
  • Help participants develop necessary study skills for academic success.
  • Identify participants experiencing difficulty; provide encouragement and alternative explanations of subject material.
  • Assist participants with homework as needed.
  • Work with the Community School Director and school staff to understand academic expectations of day school, and develop activities, assignments, practice tests, and strategies accordingly.
  • Document, track, and maintain regular progress and academic records of designated participants. Provide feedback regarding participant progress as needed.
  • Assist participants in developing self-confidence and reducing anxiety or fear of failure in academic work.
  • Work with participants to develop a high level of motivation in academic areas and positive attitudes toward learning and studying by acknowledging student efforts as well as their progress and achievements.
  • Work cooperatively with Afterschool Counselors, professional staff, teachers, and other program and school staff.
  • Promote an inclusive, welcoming, and respectful environment that embraces the diversity of all participants.
  • Create and maintain a strength-based, youth-focused atmosphere that is consistent and sensitive to the needs of participants with learning, emotional, or behavioral differences.
  • Maintain accurate program documentation (attendance, sign in/out forms, behavior / incident / accident reports, as appropriate).
  • Serve as a positive role model for participants.
  • Understand and communicate the YMCA’s core values and the goals of the Y After School Program to participants and care givers.
  • Develop and maintain positive relationships with parents and guardians through regular communication about their children’s strengths and areas of growth.
  • Adhere to all Department of Health, YMCA of Greater New York, and funder standards, expectations, and regulations.
  • Actively participate in training sessions, designated meetings, and special events, as appropriate.

Qualifications:

  • Bachelor’s degree in Education or a related field; Master’s degree and/ or Teaching credentials preferred.
  • Minimum of two years of experience working with youth in an after school or tutoring environment. Public school teaching experience preferred.
  • Possess an understanding and knowledge of public school functions, Common Core, and specific knowledge in age-appropriate math and/or literacy curriculum.
  • General knowledge of Microsoft Word, Excel, and PowerPoint. Knowledge of Access, Adobe PageMaker and Photoshop preferred.
  • Current CPR / First Aid certifications.
  • Excellent written and verbal communications skills.
Comments Off on Careers at Public Preparatory Network!

Careers at Public Preparatory Network!

Posted by | September 13, 2018 |

An Invitation to Apply
Boys Prep Bronx Elementary School
Girls Prep Bronx Elementary School
Girls Prep Bronx Middle School
Girls Prep Lower East Side Elementary School
Girls Prep Lower East Side Middle School
Bronx, NY & New York, NY
 
 
Overview: About Public Prep
The Public Prep Network (PPN) is a nonprofit organization that develops single-sex elementary and middle public schools that pursue excellence through continuous learning and data-driven instruction. Our model is designed to empower each student to build strong character, demonstrate critical thinking, possess a core body of knowledge and be on a predictive path to earn a degree from a four-year university.
Our network is currently comprised of three tuition-free single-sex public charter schools across five campuses and one tuition-free single-sex Pre-K. Our campuses are: Girls Prep Lower East Side Elementary, Girls Prep Lower East Side Middle School, Girls Prep Bronx Elementary School, Girls Prep Bronx Middle School, and Boys Prep Elementary School. The Pre-K program, PrePrep: the Joan Ganz Cooney Early Learning Center, is housed inside of Girls Prep Bronx Elementary School.
Public Preparatory Network/Public Preparatory Academies is an Equal Opportunity/Affirmative Action employer.
 
Why teach at the Public Preparatory Network
 
At Public Prep we believe that joy, warmth, and high levels of student engagement are the foundation of a school culture where students achieve academically and develop character strengths.  In the words of one community member, “Every student, every family and every Girls Prep staff member plays an important part of our amazing school, a school filled with energy, personality, hardworking people and a great deal of commitment.”
We believe in order to do that, schools not only need to deliver meaningful academics through an engaging and rigorous way, but we understand the importance of incorporating arts, the sciences, community and strong core values into our program. Our goal each day is not to only stimulate the mind, but also to reach the whole child in providing a safe consistent environment to learn and grown in.  Our staff believe children learn best when they gain self-confidence and purpose when a caring community of educators not only care about their academic achievements but are truly invested in them socially and emotionally.
Current Available Positions:
For more opportunities and to apply visit our careers page 
Please be sure to attach a resume and a cover letter including examples of how you have demonstrated continuous learning and specific ways you have used student data to drive instructional decisions.
Comments Off on Ready Readers Literacy Project Manager, CAMBA Afterschool Program

Ready Readers Literacy Project Manager, CAMBA Afterschool Program

Posted by | September 10, 2018 |

CAMBA’s Ready Readers Literacy Project focuses the development of rich vocabulary and language skills and flexible and fluent comprehension skills in program participants, with an emphasis on K- 2nd grade students, at CAMBA after-school programs in Brooklyn elementary schools. This program is funded by the Brooke Astor Education Fund, managed by the New York Community Trust, and operates as a collaborative with the following CBOs: Chinese American Planning Council, Cypress Hills Community Development Corporation, and Expand ED Schools.

The person filling this position is expected, under general supervision, to ensure the smooth running and coordination of all project/program-related staff and services between CAMBA and partnering schools on a day-to-day basis, in order to ensure that all project/program goals, targets, and performance outcomes are met on a monthly/project cycle basis; include the following:

  • Lead the implementation of the Ready Readers literacy project approach at CAMBA after-school programs.
  • Collaborate with the CAMBA After-School Site Director, Mentor Teacher and key School Administrators to ensure that the Ready Readers literacy project is implemented according to program guidelines.
  • Coordinate and facilitate centralized training for all CAMBA Ready Readers staff.
  • Facilitate weekly professional development workshops for CAMBA Ready Readers after-school staff onsite at the after-school programs.
  • Provide formal and informal observations of staff members leading activities with children and offer professional feedback and support.
  • Work one-on-one with staff members who need additional professional support and guidance in regard to infusing literacy learning into program activities.
  • Manage the centralized- and program-based data collection for Ready Readers.
  • Update and create library of resource materials such as lesson plans, instruction materials and reference guides for program staff.
  • Research and develop instructional strategies, materials and lesson plans.

Minimum Education/Experience Required:

  • Certified Public School Teacher with at least five years of experience focused on early childhood literacy learning and elementary education. Master’s degree required. (A license is required of these Master’s Degrees: Social Work (LMSW or LCSW), Mental Health Counseling, Counseling/Guidance, and Art Therapy).

Other Requirements:

  • Must have experience facilitating professional development for instructional staff.
  • Experience in out-of-school time settings preferred.
  • Must obtain Dept. of Health, Dept. of Education fingerprint clearance; doctor’s note certifying good health; proof of negative results from TB test; Staff Exclusion List (SEL) clearance and State Central Registry (SCR) clearance.
  • Ability to maintain State Central Registry (SCR) clearance and fingerprint clearance throughout the duration of employment.
  • Ability to adapt to the culture and environment of a public school.
  • Position is full-time, year-round, general hours are 10 a.m. – 6 p.m. Mondays-Fridays. Some Saturdays are required as per the Ready Readers centralized training calendar.
  • May be required to work Holiday Program Days (including Veteran’s Day, Mid-Winter Recess days, Spring Recess days, Chancellor’s Day).
Comments Off on Teach in NYC. Apply now!

Teach in NYC. Apply now!

Posted by | September 10, 2018 |

Teachers for NYC Charter Schools is a consortium of non-profit charter schools working to bring great teachers to kids and communities across New York City.  We are currently seeking candidates for positions that have not yet been filled for the 2018-2019 school year. Successful candidates must be willing and able to attend an in-person hiring prep workshop, and a culminating in-person hiring fair with our partner schools, in New York City in October 2018 in anticipation of filling mid-year vacancies as early as November 2018. Applications will be accepted on a rolling basis, so it is to your advantage to apply as soon as possible.

Our Hiring Process

Successful candidates applying to the Teachers for NYC Charter Schools program should expect to participate in the following steps:

  1. Submit your initial application to the Teachers for NYC Charter Schools program. This application includes your basic background, contact, and educational information, your resume, and written responses to four (4) short answer prompts.
  2. If invited to the next stage, you will complete a recorded video interview. We will provide you with several short answer prompts for you to respond to in your video.
  3. Once enrolled in our program, you will be required to attend an in-person workshop in NYC designed to prepare you for the culminating hiring fair with our partner schools. The workshop is scheduled for October 13th and the hiring fair will be held immediately after the close of the workshop content sessions.
  4. At the hiring fair, you be prepared to market yourself to our partner schools and tell them why you are the best candidate for their open position(s). You will participate in on-the-spot interviews or schedule interviews with school hiring teams during the hiring fair.
  5. It is ultimately up to our partner schools to make final hiring decisions after interviewing candidates.

Who We Are

Teachers for NYC Charter Schools was created by TNTP, a national non-profit with 20 years of experience recruiting great teachers for urban schools. We help talented teaching candidates find a school that fits their skills and career goals–and we give them a leg up in the hiring process. While we cannot guarantee placement for our candidates, we are able to connect you to our partner charter school networks through one common application. We offer personalized resume advice, pre-interview preparations and provide you with a point of contact during the hiring process to help you successfully market yourself to our partner schools.

Who You Are

We are looking for teachers who:

  • Believe that all students are capable of high academic achievement.
  • Bring a diversity of backgrounds and life experiences to the classroom.
  • Prioritize building deep, authentic relationships with students and families.
  • Embrace growth.

 

We’re looking for educators in a variety of subject areas who share our commitment to give all NYC students a challenging and engaging education.

Qualifications and Eligibility

In addition to the above, we are looking for candidates who will be authorized and available to work in New York City beginning immediately. For us to review your application, you must:

  • Have earned a Bachelor’s degree by July 1, 2018
  • Currently in the New York City area

 

How to Apply

To apply for a teaching position through Teachers for NYC Charters, you only need to submit one application. After our thorough screening process, your application will be given priority consideration by hiring managers at all consortium members’ schools.

If you are committed to giving students a life-changing education, we want to meet you!

 

Comments Off on Digital Marketing Manager

Digital Marketing Manager

Posted by | September 7, 2018 |

Chalkbeatthe nonprofit news organization telling the story of education in America, seeks a digital marketing manager to help Chalkbeat grow into one of the largest nonprofit news sites in the country.

Chalkbeat’s digital marketing manager will drive key outcomes for both our revenue and editorial teams — increasing digital revenue, growing email subscribers, and piloting new audience growth initiatives. This is a highly interdisciplinary role, working in tandem with almost every team at Chalkbeat, from editorial, revenue, tech, analytics, etc. This position will report to the Head of Growth.

Who are you?

You are mission-driven, and you understand that the success of Chalkbeat means combining excellent journalism with a strong business model. You’re a self-starter who can both see the big picture and jump in to help execute important work. You’re comfortable wearing many hats and are highly collaborative, able to earn trust and drive outcomes along the way.

What background and skills do you have?

  • 3+ years of work experience related to marketing or audience growth
  • An entrepreneurial spirit, with stories to tell
  • Proven track record of email-based conversion (either donations or e-commerce sales), and experience utilizing the capabilities of an email service provider
  • Comfort with segmentation and data
  • Strong writing and editing skills
  • Organized, detail-oriented, and able to take initiative without heavy oversight

We know that many strong candidates will not have all the skills we list. That’s OK. What else do you bring to the table? Please tell us!

What will you be responsible for?

  • Membership: Driving growth in reader revenue, specifically the evolution and expansion of our brand new membership program.
  • Email marketing: Creating a sustainable and scalable email experience across teams, especially as our reach continues to expand into new locales and topics within the education space.
  • New initiatives and market research: Identifying, evaluating, and piloting promising initiatives that support Chalkbeat’s growth, from re-investing in existing products to incubating new high-potential opportunities.

Ideally, you’d be based in one of the cities where Chalkbeat already has a presence: Chicago, Denver, Detroit, Indianapolis, Memphis, New York City, or Washington, D.C. However, working remotely is a possibility for the right candidate.

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

About Chalkbeat

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

Comments Off on Middle School Teacher

Middle School Teacher

Posted by | September 6, 2018 |

About Mott Hall Charter School:

Mott Hall Charter School (MHCS) is a small public middle school whose mission is to prepare our scholars in mind, body, and character to succeed in top high schools, college, and careers by becoming inquisitive, open-minded, and compassionate citizens of the world. We accomplish this through a whole child approach including the International Baccalaureate Program, enhanced counseling and character development, 21st century technology infusion, and our career and college readiness program.

Mott Hall is starting teacher recruitment for the 2018-2019 school year.

Position Overview:

We are a Professional Learning Community, where all teachers are supported by experienced educators, and honored as professionals with leadership pathways to advance their careers. Our education program is grounded in evidence-based research of how students learn best. All teachers receive training in the following six components of Mott Hall’s 21st century approach to teaching:

 

  1. Student-Centered methods of instruction
  2. Effective classroom management approaches
  3. The latest research in adolescent development and social emotional health
  4. How to integrate literacy into lessons regardless of content area
  5. How to use technology to accelerate student learning
  6. How to use data to inform instruction and improve student outcomes

 

Mathematics at Mott Hall actively engages scholars in learning experiences that stimulate curiosity, inquiry, enjoyment, and a deep understanding of mathematics. Through the integration of the Common Core Standard and IB Middle Years Program we create a focused and cohesive curriculum allowing scholars to be active participants in the search for concepts and relationships. Overall goals of our program include helping our scholars understand mathematical reasoning and processes, developing their ability to apply mathematics and to evaluate the significance of the results, and their ability to develop flexible strategies for solving mathematical problems. Regents Algebra is offered to students in 8th grade who are able to handle the requirements of this course.

Responsibilities and Duties

The successful candidate will:

  • Use the International Baccalaureate Middle Years Programme as the School’s framework for teaching and learning.
  • Employ progressive approaches to students’ social/emotional and character development.
  • Implement the workshop model of instruction and use differentiated instructional techniques to meet the interests, intelligences, abilities, and learning styles of adolescents.
  • Incorporate explicit reading and writing strategies in daily routines and classroom instruction.
  • Implement the School’s college and career readiness program.
  • Participate in collaborative planning in content-specific teams and interdisciplinary teams and develop interdisciplinary, project-based units of study throughout the school year.
  • Integrate instructional technology into student learning activities.
  • Use formative assessment to provide on-going feedback to every student and periodic summative assessment to measure student learning, develop instructional plans to meet student needs, and administer follow-up assessment and analysis.
  • Maintain reporting and planning documents including electronic/internet-based formats for curriculum maps, unit plans, lesson plans, grade book, student behavior, and assessment analysis.
  • Lead educational field trips and service learning experiences.
  • Attend parental engagement activities including parent/teacher conferences, open houses, and maintain frequent communication with parents through a variety of communication channels.

 

ELIGIBILITY REQUIREMENTS:

  • New York State certification Grades K-6, 5-9, or 7-12 in appropriate subject area.

 

COMPENSATION and BENEFITS:

  • Our beginning compensation is 15% higher than New York City Department of Education with bonuses for performance and longevity increases of 5% after 3, 6, and 9 years and 10% after 14 and 19 years.
  • Comprehensive health benefits and retirement plan 
with employer match of 3% in year 1-5 and 5% in year 6 and beyond.
  • Paid parking or metro card
  • Signing incentive of $500 to welcome you to the team!
Comments Off on Designer/Developer

Designer/Developer

Posted by | September 5, 2018 |

Chalkbeat, the growing nonprofit news organization telling the story of education in America, seeks a designer/developer to join the product team.

Chalkbeat’s product team is predominantly responsible for our technology — the CMS, chalkbeat.org, analytics, and visual storytelling. But we’re also responsible for providing support for editorial and revenue initiatives that require product thinking, such as newsletters, investigative projects, and membership. That support comes in many forms and degrees, from envisioning strategy to tactical execution. As the designer/developer, you’ll have the opportunity to work on both large-scale product design — like our website and newsletters — and help us find innovative ways to create engaging storytelling. You will have a high degree of autonomy and trust in your expertise. This position will report to the Director of Product.

Who are you?

  • You have a proven track record of solving complex design challenges, and have an online portfolio to demonstrate your experience with real work examples.
  • You value user experience and have strong communication skills, deftly connecting design decisions to the organization’s goals.
  • You are highly organized and enthusiastic about building systems that are easy to scale and adapt to new features.
  • You are curious, seeking out new ideas and skills to continuously inform your work.
  • You are passionate about supporting a new journalism model and contributing to sustainable local news coverage with a focus on education.

What background and skills do you have?

  • A solid foundation in design thinking, user experience principles, and UI design
  • A background in visual design with an appreciation for the finer arts of typography, layouts, and spacing
  • 4+ years work experience, ideally in web design, UX/UI design, or frontend development
  • Fluency in HTML and modern CSS (including SCSS/SASS), and a working knowledge of modern JavaScript
  • An understanding of accessibility requirements and best practices
  • Experience or interest working remotely or with remote team members

We don’t expect you to check all of these boxes, and we also know you’ll bring interesting skills and experiences that we haven’t thought of. Whether you identify as a designer or a developer — or both — we want to hear from you. Don’t hesitate to apply and tell us about yourself.

This position is remote and reports to a manager in Austin, Texas. If you prefer to work in an office, you’re welcome to join us in one of Chalkbeat’s bureaus in Chicago, Denver, Detroit, Indianapolis, Memphis, or New York City.

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

About Chalkbeat

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

Comments Off on Site Coordinator III (Association Office – CS 112)

Site Coordinator III (Association Office – CS 112)

Posted by | August 27, 2018 |

The YMCA of Greater New York is here for all New Yorkers — to empower youth, improve health, and strengthen community. Founded in 1852, today the Y serves a diverse population of more than half a million New Yorkers who learn, grow, and thrive through programs and services at our 24 branches. Community is the cornerstone of the Y. Together, we connect active, engaged New Yorkers to build stronger communities. The Community School is located at 1925 Schieffelin Avenue, Bronx, NY, 10466.

We are seeking an experienced individual who, under supervision of the Community School Director, will play a critical role in providing academic enhancement and enrichment in the Y Afterschool program, including Holiday Camps. The Site Coordinator will be responsible for providing a safe and positive environment for school-aged children, and provide opportunities for learning, interaction, and academic / personal growth.

Responsibilities:

  • Ensure the health, safety and well-being of children in the program, by providing close supervision of all activities.
  • Promote an inclusive, welcoming, and respectful environment that embraces the diversity
  • Manage the day-to-day operations of the Y Afterschool and Y Core programs.
  • Maintain accurate program records (participant files, staff files, YS.net data entry, incident / accident / behavior reports, attendance & sign-in / sign-out sheets, and licensing requirements).
  • Plan, create and ensure implementation of weekly lesson plans.
  • Observe and assess the individual needs of children; handle student related problems.
  • Assist parents in finding referrals to proper agencies for evaluations and remediation of children with special needs.
  • Monitor and update all required staff training attendance and certifications.
  • Ensure that supplies and equipment are available and kept safe.
  • Fiscal contract management.
  • Create and maintain a strength-based, youth-focused atmosphere that is consistent and sensitive to the needs of participants with learning, emotional, or behavioral differences.
  • Serve as a positive role model for participants.
  • Understand, communicate, and model the YMCA’s core values and the goals of the Y Afterschool Program to participants and care givers.
  • Develop and maintain positive relationships with parents and guardians through regular communication about their child’s strengths and areas of growth.
  • Adhere to all Department of Health, YMCA of Greater New York, and funder standards, expectations, and regulations.
  • Actively participate in all training sessions and designated meetings.

Qualifications:

  • Bachelor’s degree in related field.
  • Minimum of two years of experience working with youth.
  • Current CPR / First Aid / RTE certifications.
  • Excellent leadership and hospitality skills.
  • Comfortable working with a diverse population.
  • Must be available to work Monday – Friday, 10:00AM – 6:30PM.
Comments Off on Staff Attorney Educational Rights of Immigrant Students September 2018

Staff Attorney Educational Rights of Immigrant Students September 2018

Posted by | August 23, 2018 |

Overview
Advocates for Children of New York, Inc. (AFC) seeks a Staff Attorney to protect the education-related rights of underserved immigrant families. Immigrant families face unique obstacles in NYC public schools that stem from their linguistic and cultural backgrounds. The attorney will primarily serve immigrant families of children with special needs, including representation at special education administrative hearings as well as participation in school meetings and school visits. The attorney will also represent immigrant families with respect to education-related issues including school enrollment, bilingual programs, and bullying. The attorney will provide know-your rights trainings to families, community organizations, and service providers. The attorney may also support ongoing policy advocacy efforts focusing on English Language Learners, immigrant students, and access to translation and interpretation services in schools.

The attorney will join AFC’s Immigrant Students’ Rights Project (ISRP). ISRP is a collaborative team of three attorneys which includes the Project Director, to whom the attorney will report.

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, 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.

Qualifications
 Law degree required and admission to the NYS bar preferred;
 Spanish, Arabic or Mandarin language fluency required;
 Demonstrated commitment to serving the public interest;
 Excellent oral and written communication skills;
 Experience working with immigrant, low-income and special needs communities, especially an understanding of the cultural issues that often accompany language barriers;
 Interest in educational issues and issues affecting children, low-income families, and immigrant communities;
 Experience working with children or families;
 Strong team player;
 Organizational skills, flexibility, initiative, maturity, and cooperative attitude.

Expected Start Date
The position is available immediately, and resumes will be considered on a rolling basis. Law students graduating in May 2018 are welcome to apply.

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

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

Comments Off on Engagement Editor

Engagement Editor

Posted by | August 17, 2018 |

Chalkbeat, the growing nonprofit news organization telling the story of education in America, seeks an engagement editor to grow our audience and deepen our relationship with readers.

Chalkbeat’s next engagement editor will help our network of local bureaus and national team better understand the news needs of our core audiences, elevate voices that are often ignored by mainstream media, build stronger relationships with communities that need critical information about schools, and expand our reach to inform as many people as possible about key developments in public education. This position will report to the Executive Editor.    

Who are you?

You are committed to local journalism and understand that means putting the audience first.  You want to make a difference, and you see how impact-driven journalism can do that.  You’re not a pageview chaser — you believe in listening to communities and fostering lasting relationships. You’re a self-starter who can both see the big picture and jump in to help execute important work. You’re comfortable wearing many hats and moving in between the education policy world and journalism industry circles. You have experience in building and engaging audiences on social media, and growing newsletter subscribers. You think in headlines, tweets, and subject lines. You can strategize about in-person events, and you care deeply about the user experience online.

What background and skills do you have?

  • 7+ years of work experience, with 5+ years of working on the digital side of media, journalism, or communications
  • Experience reporting and writing news and/or feature stories
  • Proven track record of growing a brand’s audience and boosting loyalty through email lists and social media
  • Strong writing and editing skills
  • Detail-oriented and able to work autonomously
  • Proficiency with third-party email service providers
  • Experience developing strategy informed by analytics
  • Excellent news judgment

We know that many strong candidates will not have all the skills we list. That’s OK. What else do you bring to the table? Please tell us!

What will you be responsible for?

  • Develop social media strategy for the entire Chalkbeat network (seven local bureaus + national desk)
  • Own newsletter strategy and help grow subscriber base
  • Manage national and local news partners
  • Support local bureaus with strategies for in-person events and engagement-driven reporting that brings in voices from the communities we serve
  • Leverage analytics to develop best practices for growth and engagement
  • Collaborate with Product, Analytics, and Revenue teams to identify and execute on optimization and growth opportunities

We’re building this team out, so you’ll also be hiring and overseeing another engagement team member, who will be responsible for supporting social and email strategy and execution.

Ideally, you’d be based in one of six cities where Chalkbeat bureaus already exist: Chicago, Denver, Detroit, Indianapolis, Memphis, or New York City. However, working remotely is a possibility for the right candidate.

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

About Chalkbeat:

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

Comments Off on Communications Manager

Communications Manager

Posted by | August 16, 2018 |

Organization Mission & Background

A nonprofit organization that seeks to advance students’ economic and social mobility by improving public education, the Urban Assembly (UA) launches and supports unique, small public secondary schools in New York City and shares innovative programs and resources with partners across the country. UA schools are open to all students, and they significantly outperform comparable schools in the city. Our goal is to prepare 100% of UA graduates for success in the 21st century economy through cutting-edge academic and school leadership supports, social-emotional skills development, college access and success programming, and career readiness efforts.

Position Summary

The UA is seeking a talented, creative and passionate Communications Manager to drive our branding, public relations and marketing as part of the Advancement team. The Communications Manager reports to the Director of Advancement, and serves as a specialist in all matters of communications and public relations, with a focus on expanding the UA’s footprint in New York City and nationally. The ideal candidate will have a passion for education and youth development, and a talent for sharing stories in a compelling and visually appealing way for a variety of audiences.

This is an opportunity to join an engaged, collaborative, mission-driven staff and to take part in the vital process of improving the lives of NYC students. The Communications Manager collaborates with UA staff, schools, and a wide variety of partners, and is based at the UA’s newly renovated central office in Manhattan’s Financial District. It is a full-time, exempt, salaried position, averaging 35 hours per week, including paid sick and vacation days, paid holidays, and generous health benefits. Salary is commensurate with experience.

You are a great candidate for this position if…

  • You care about high quality execution and getting things done well and done right; you like bringing great work to life through engaging written content and high quality design.
  • You are a good listener and communicator, and you love making complicated and confusing information clear and attractive.
  • You love the written word in all its forms, and are as comfortable on social media as you are with creating more traditional marketing materials and one-pagers.
  • You actually enjoy editing!
  • You are comfortable interacting and collaborating with colleagues at all levels.
  • You are hungry to learn, to grow, and to give and get feedback as part of an ever-evolving team.
  • You enjoy an open office environment, and you possess a sense of humor.
  • You are passionate about leveling the playing field for NYC students who may not otherwise have access to opportunities, relationships, and resources that provide economic and social mobility.

Responsibilities

Marketing Strategy Development
The Communications Manager will develop and implement a strategic communications plan that:

Increases internal awareness and understanding of the UA’s strategic plan and vision for growth & impact, and inspires UA staff and schools to publicly champion the organization’s mission

  • Broadens and strengthens the UA’s brand identity across key stakeholders, including students and families, education thought leaders, donors, elected officials, community partners, and UA alumni
  • Identifies and maximizes opportunities for UA engagement in national and local conversations on equity, education reform, and other critical issues impacting UA schools and students
  • Engages current and prospective donors and funders, and builds a dialogue across all communications channels (email, social media, direct mail, face-to-face, and media)

Digital Marketing & Social Media

The Communications Manager will ensure that the UA develops and maintains an online presence and social media strategy that remains fresh, builds upon social media trends, and advances the organization’s mission and needs:

  • Work with UA program teams to develop creative, timely and consistent electronic communications and email marketing campaigns to deepen partner and school engagement across programs
  • With external partners and UA staff input, revise website content and design to effectively describe our work and appeal to a wide variety of audiences
  • Develop unique social media content that increases engagement with UA schools and programs, and highlights the UA’s innovations and impact
  • Manage and expand the UA’s visual content library, including high-quality photos and video content, for use across a variety of platforms
  • Use Google Analytics and other tools to measure and report on the performance of all digital campaigns, as well as site traffic/usage activity

Press and PR

With the Advancement Director, lead the organization’s media interactions, with a focus on promoting the UA’s impact and highlighting our schools:

  • Strategically prioritize media opportunities, including support for UA and school leadership and staff in preparing talking points, speeches, presentations, and other supporting material as needed
  • Cultivate and manage press relationships to ensure coverage of relevant education issues, UA programming, and UA student/school/alumni achievements

Branding

Oversee the continued development and use of the UA brand, including the development of UA-branded materials (printed & online):

  • Work with UA school leaders and staff to design and optimize school-specific branding opportunities to increase school enrollment and partnerships
  • Work with Advancement Director and CEO to design and publish UA’s annual report
  • Ensure consistency of all marketing, promotions and communications across platforms

General

  • With Director of Advancement, determine and maintain optimal internal communications norms and platforms for UA staff, including a UA style guide
  • Support UA program teams and schools with event publicity and execution
  • Support Advancement Director and CEO with funder relations and donor meetings
  • Serve as gatekeeper/final review for all external-facing UA documents and presentations

Qualifications

  • Bachelor’s degree
  • At least 5 years’ experience with communications/marketing/PR in the nonprofit sector
  • Experience in designing and/or executing communications strategies
  • Strong written and oral communication skills
  • Strong attention to detail
  • Proficiency in MS Office
  • Proficiency in Adobe Photoshop, InDesign, or other image editing and publication software
  • Experience with WordPress and/or HTML preferred
  • Experience using content management systems and Google AdWords and Analytics preferred
  • Social media savvy and enthusiasm for engaging across a variety of platforms
  • Ability to manage multiple tasks with deadlines and adapt to changing priorities as needed
  • Self-starter who can work independently or as part of a team
  • Awareness of local and national education issues and passion for mission-driven youth development
  • Ability to prioritize and follow through effectively

The UA is committed to building a diverse team. We are an equal opportunity employer and do not discriminate on the basis of race, color, religion, sex, sexual orientation, gender identity, national origin, veteran or disability status.

Comments Off on Development Manager

Development Manager

Posted by | August 16, 2018 |

Organization Mission & Background

A nonprofit organization that seeks to advance students’ economic and social mobility by improving public education, the Urban Assembly (UA) launches and supports unique, small public secondary schools in New York City and shares innovative programs and resources with partners across the country. UA schools are open to all students, and they significantly outperform comparable schools in the city. Our goal is to prepare 100% of UA graduates for success in the 21st century economy through cutting-edge academic and school leadership supports, social-emotional skills development, college access and success programming, and career readiness efforts.

Position Summary

The UA is seeking a talented, creative and passionate Development Manager to drive our fundraising efforts as part of the Advancement team. The Development Manager reports to the Director of Advancement, and serves as a specialist in all matters of grant writing, grants management, donor prospecting and cultivation, and event planning, with a focus on diversifying the UA’s funding streams both in New York City and nationally. The ideal candidate will have a passion for education and youth development, and a talent for engaging with a variety of audiences in order to build upon the UA’s strong funding base.

This is an opportunity to join an engaged, collaborative, mission-driven staff and to take part in the vital process of improving the lives of NYC students. The Development Manager collaborates with UA staff, schools, and a wide variety of partners, and is based at the UA’s newly renovated central office in Manhattan’s Financial District. This is a full-time, exempt, salaried position, averaging 35 hours per week, including paid sick and vacation days, paid holidays, and generous health benefits. Salary is commensurate with experience.

Responsibilities

The Development Manager will:

  • With the Advancement Director, execute an annual fundraising strategy which accounts for aggressive growth in donations from new foundations, as well as individuals, to diversify the organization’s fundraising streams and maintain fiscal stability
  • Support donor prospecting efforts to identify potential funders and assess alignment to organizational fundraising and programmatic needs
  • Work with Advancement Director to implement an engagement strategy for existing donors, including targeted events and communications throughout the year
  • In partnership with Communications Manager, craft compelling narratives across multiple platforms that present UA programs and schools to a wide range of audiences and potential funders
  • Maintain systems to cultivate all donors (foundation, corporate and individual) through personal outreach, invitations, school visits, special events, publications and correspondence
  • Update and maintain Salesforce database with donor information and grant payment, submission and reporting schedules
  • Support the development of proposals to multiple potential funding audiences, including foundations, corporate donors, individual donors, and governmental grant programs
  • With the Advancement DIrector and program teams, ensure adherence to goals and timely reporting on all existing grants
  • Develop strategy and recruit for a new UA Young Professionals Board
  • With the CEO, Board and Advancement Director, successfully execute the annual UA benefit

Qualifications

  • Bachelor’s degree
  • At least 5 years’ experience with development/fundraising in the nonprofit sector
  • Demonstrated experience in successfully soliciting new donors
  • Event planning experience preferred
  • Strong written and oral communication skills and ability to effectively engage      with a variety of audiences
  • Strong attention to detail
  • Salesforce expertise strongly preferred
  • Proficiency in MS Office
  • Ability to manage multiple tasks with deadlines and adapt to changing priorities  as needed
  • Self-starter who can work independently or as part of a team
  • Ability to prioritize and follow through effectively
  • Awareness of local and national education issues and passion for mission-driven youth development

The UA is committed to building a diverse team. We are an equal opportunity employer and do not discriminate on the basis of race, color, religion, sex, sexual orientation, gender identity, national origin, veteran or disability status.

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Development and Partnerships Manager

Posted by | August 14, 2018 |

Overview

Founded in 2013, the Urban Assembly School for Global Commerce provides opportunities for economic mobility through access to college and career pathways in the growing field of supply chain management and freight logistics, the backbone of global commerce. The school prepares students for college and career not just “for the occupation,” but “through the occupation,” integrating instruction of industry knowledge and skills throughout rigorous academic curricula. Through our extensive public and private partnerships, we create opportunities for students to participate in a growing and dynamic industry and ensure authentic student choice in post-secondary decisions, while providing significant social and emotional supports to ensure student success.

The school is a member of the Urban Assembly, a nonprofit organization providing leadership and programmatic support to small, career-themed public secondary schools in high-need neighborhoods in NYC. UA schools, which outperform comparable schools across the city, are open to all students and aim to prepare 100% of UA graduates for success in the 21st century economy.

The school is seeking an enterprising and innovative Development and Partnerships Manager to join the school-based team. The Development and Partnerships Manager will be responsible for advancing the school’s mission by bringing the supply chain industry to life for students, parents and partners.  

 

Role of Development and Partnerships Manager

The role of the Development and Partnerships Manager is to support teachers and students by  creating meaningful enrichment activities and fundraising through multiple channels to afford these opportunities. S/he will also offer connections and access to school partners inside and outside of the school and build new relationships, while also nurturing existing relationships with school partners, the young professionals board, and the donor community.

Primary Job Responsibilities

  • Manage strategic communications with external stakeholders
  • Build robust relationships with high caliber companies, universities and school-serving organizations to bring relevant programming to students
  • Organize school theme/career related events and field trips
  • Develop and execute a strategy to provide internship and other work-based learning opportunities to students
  • Cultivate relationships with donors, foundations and corporate partners to secure funds and/or in-kind donations to the school
  • Support the school’s committee charged with marketing to prospective families and students

Qualifications

  • Excellent written and oral communication skills.
  • Excellent project and data management skills.
  • Well-organized, flexible, able to multitask effectively, and capable of working in the fast-paced environment of a public school.
  • Aptitude for development, fundraising , relationship management and public relations
  • Candidates should have at least two years of professional experience in education, public relations or communications.
  • Strong preference for individuals who have worked in a secondary school setting for at least two years.
  • Understanding of high-needs communities and schools and knowledge of community organizing principles.
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Operations Coordinator

Posted by | August 13, 2018 |

About the Organization:

Springpoint is a national nonprofit that partners with districts, charters, and networks to design and launch innovative high schools that meet the needs of all students, preparing them for college and career success. We provide school design and planning workshops, implementation supports, tools and resources, customized coaching, and learning experiences that help educators do school differently. Our support often begins with a student-centered, community-driven school design process, followed by a robust design cycle that asks practitioners to develop and codify school models that respond to the needs of their students.

Partnerships with Springpoint are differentiated by an intentional approach to new school model design and implementation that is both student-centered and grounded in youth development theory. Our supports are flexible and responsive to each partner’s unique context. We collaborate closely with leaders, guiding them through a comprehensive school development process that includes concept design and implementation, school launch, and ongoing iteration. Throughout, we retain a sharp focus on supporting the development of innovative approaches that can ensure success for all students, including innovative practices that can accelerate success for every student no matter where they are in their educational trajectory. We have particular expertise in these areas:

  • Initiative Design & Capacity Building: we partner with networks, districts, and foundations to develop strategies, based on research and attentive to local contexts, that result in the launch of new school models.
  • School Model Design: we lead partners through a structured design process focusing on discovery, synthesis, alignment, and iteration. We do not believe in a one-size-fits-all approach—schools should look and operate differently based on the needs of the students and communities they serve.
  • Leadership Coaching & On-going School Support: we provide coaching, training, and tools to school leaders and their teams in the design of school models that are not only effective but sustainable over the long-term. We help our partners sequence priorities and allocate time, people, and resources in a way that will best serve student needs.
  • Mastery-based System Implementation: we support partners in developing and implementing mastery-based approaches that can create more equitable learning ecosystems and assessment practices.

Springpoint works closely and collaboratively with partners, providing support both virtually and in person, and developing tools and resources that can be accessed and used at any point in the design and implementation process.

About the Position:

The Operations Coordinator will provide central operational and administrative support for Springpoint staff, assist with preparation for events, and provide support for other projects as needed. The successful applicant will bring a range of organizational and productivity skills, a collaborative spirit, a problem-solving and self-initiating work ethic, an attention to detail, and a strong sense of informed social purpose. The ideal candidate will be a quick learner and be able to take on new and multiple tasks as the organization grows. This position is a blend of administrative and programmatic, and applicants should be comfortable handling both.

This position is based in New York City. Occasional travel may be required.

Responsibilities:

Scheduling & Travel:

  • Research and book appropriate travel and hotel accommodations for staff
  • Secure conference rooms and conference lines as needed; monitor calendar for scheduling overlaps or conflicts; make reservations as needed for external meetings

Expenses:

  • Prepare and process reimbursements for staff and external event participants ensuring adherence to reimbursement guidelines, the curation of all necessary receipts, proper expense coding and completion of forms, and timely submission
  • Assist in the curation of missing receipts for the monthly AMEX expense report, as instructed

Event Preparation:

  • Coordinate and book travel for staff
  • Assist with printing, collation, copies, and arrangement of materials
  • Monitor and process reimbursements following event

General Program & Administrative Support:

  • Manage office supplies, organize DropBox, and track technology contracts, payments, and expirations
  • Assist with printing, copies, and mail
  • Research available external resources and leading experts who can contribute to partner learning, potential new schools to visit during study tours, technology or systems to help increase operational efficiency, and any other research as needed
  • Take on other projects and provide general support to advance mission of organization
  • Other tasks as assigned

Qualifications:

  • Bachelor’s Degree and at least three years of experience providing administrative and program support of the kinds described above
  • Candidate must be a multi-tasker who can juggle competing tasks and prioritize between them
  • Experience with event coordination
  • Candidate must be tech savvy and have experience and excellent facility using a range of productivity software and cloud based tools, particularly Microsoft Office and Google Docs, Google analytics, social collaboration platforms and social media tools
  • Strong writing and oral communications skills and exceptional organizational skills
  • Direct familiarity with education reform at the secondary level preferred but not required
  • Self-motivated, creative, and flexible in a fast-paced work environment
  • Proficiency in Adobe Creative Suite is a plus

Benefits:

Salary based on experience. Compensation includes comprehensive benefits and vacation package.

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Part Time College Admissions Consultant

Posted by | August 13, 2018 |

NYC Admissions Solutions (nycadmissionssolutions.com) assists families, schools, and other organizations navigate K-college school admissions. Founded by a former NYC Department of Education official and independent school admissions officer, we have trained hundreds of schools and school counselors, evaluated thousands of school applications, and counseled hundreds of families in identifying and securing a school fit of choice.

Job brief

  • Part-time, up to approx. 20 hours per month based on time of year (potential to transition to full-time).

  • Seeking a college/university admissions counselor who is passionate about working directly with families of high school-aged children and driven to directly impact their educational success.

  • Work includes all aspects of assisting families in navigating public and private college/university choices:

    • Manage client relationship and conduct direct counseling with families and students on the college/university admissions process

    • Help families evaluate school options and understand how to navigate the admissions process

    • Develop their preferred school list; maximize student’s candidacy at schools of choice

    • Develop timeline and action plan

    • Interpret tests and student records

    • Aid in preparation of applications and personal narrative/essay/portfolio

    • Aid in planning campus tours and interviewing

  • Work is primarily handled in families’ homes during late afternoon/after-school, evening or weekend hours (some flexibility with hours).

  • Complete regular reports on progress

  • Log notes into company CRM database

  • Will also involve marketing, recruitment and retention activities, as well as consulting with college/university personnel

  • Periodic meetings with the President

  • Reports to President

Requirements

  • Must have strong working knowledge of public and private college/university admissions

  • At least 5 years of proven related work experience

  • Engaging interpersonal skills and excellent communication skills, including impeccable writing

  • Computer literacy (email, Google, Excel, etc.)

  • Social media experience a plus

  • Sound judgment and emotional intelligence

  • Must be willing to travel throughout the five boroughs of NYC

  • Ideal candidate is interested in business development, marketing and building the college business unit

Compensation

  • Hourly/negotiable, with potential to transition to full-time; must be able and willing to accommodate fluctuations in work schedule from month to month

  • Benefits not available

 

 

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Director of System Level Partnerships

Posted by | August 8, 2018 |

Director of System Level Partnerships

Teaching Matters (http://www.teachingmatters.org), a leading non-profit educational organization, is seeking a Director of System Level Partnerships to scale our ground-breaking competency based micro-credentialing approach to developing instructional leaders.

Teaching Matters partners with educational systems to support them in transitioning from seat time to competency-based models of teacher development. This competency- based approach supports career pathways, improved teacher leader selection and placement, and high-impact professional learning. This approach ensures greater learner agency, a focus on practice-based coaching and demonstration, personalized feedback and documented evidence of candidates’ readiness to step into new roles.

Our partnerships with state and district education systems focus on three key stages of work:

  • Developing competency-based career pathways and specialized roles for educators
  • Creating scalable systems for developing educators to competency via coaching and feedback  
  • Evidenced-based assessment of competencies through micro credentials.

 

Roles and Responsibilities:

  • Know and stay current on trends in leadership and teacher development, career pathways and competency-based professional learning via micro-credentialing to build a pipeline of system-level opportunities from lead generation to negotiating the contract.
  • Engage in focused, goal-directed prospecting and relationship building through networking, phone, email, and onsite meetings with district and state level talent and education leaders.
  • Expand Teaching Matters reach by developing and negotiating  strategic partnerships with at least 5 new states or large districts to meet ambitious growth and revenue goals.
  • Maintain and grow current partnerships with four states including extensive projects in New York City.
  • Manage partnerships effectively by developing clear project outcomes, regularly engage with the client to manage and problems solve to those outcomes, and identify new opportunities to refine and scale the engagement to reach more teachers.
  • Collaborate with operations, program, development and data analytics to inform and drive scalable approaches through reflection on drivers of success and challenge with system level partnerships.
  • Collaborate with development and communications team to develop creative funding opportunities and support effective marketing and communication of the work.
  • As a growing practice area of Teaching Matters, this position reports to the CEO.

Key Qualifications:

  • Experience and passion for K-12 education and innovation.
  • Demonstrated experience in K-12 system level sales and leading system level work in urban schools, system level experience in NYC is preferred.
  • Able to identify and problem problem solve educational challenges from the system level and articulate effective solutions.
  • Able to work effectively with diverse teams of Teaching Matters staff and district clients.
  • Excellent communication and influencing skills.
  • Deep commitment to Teaching Matters’ mission, vision, and core values, including a commitment to equitably improving outcomes for all students.
  • Willingness to travel up to 50% of time.
  • Master’s Degree required

Teaching Matters is an Equal Opportunity/Affirmative Action Employer.

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Teachers for NYC Charters August Hiring Fairs

Posted by | August 7, 2018 |

TNTP’s Teachers for NYC Charter Schools invites you to our August Hiring Fairs! We have one month of summer ahead of us and more than 200 pre-screened teacher candidates in our pool seeking roles in NYC charter schools. Don’t miss out on this opportunity to hire from a diverse pool of committed educators! Candidates have diverse backgrounds, various content areas and levels of experience.

Hiring Fairs are August 18th and August 22nd. Space is limited! Click here for details and to reserve your space!

Who We Are   

Teachers for NYC Charter Schools is a consortium of non-profit charter schools working to bring great teachers to kids and communities across New York City. We help talented teaching candidates find a school that fits their skills and career goals—and we give them a leg up in the hiring process.  

While each consortium member has its own unique focus and culture, we share the belief in the power of great teachers to unlock students’ potential and prepare them to achieve their goals. 

Comments Off on **Immediate** Sept 2018-May 2019 Leave Replacement Positions for Science and Art Teacher in Co-Taught Classrooms at Small Progressive Charter School

**Immediate** Sept 2018-May 2019 Leave Replacement Positions for Science and Art Teacher in Co-Taught Classrooms at Small Progressive Charter School

Posted by | August 7, 2018 |

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

Community Roots is hiring:

A leave replacement teacher for two upcoming positions starting in September 2018 running in succession through May 2019. The initial position is a 7th/8th grade Science co-taught classroom to start the school year and run through the end of October 2018. The second leave replacement teaching position will start in November 2018 within an elementary level Art co-taught classroom. Candidates can apply for both leave positions or each position separately. All content backgrounds will be considered.

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 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:

  • Preference for certification in Teaching Students with Disabilities (Special Education), Science or Art
  • Preference for candidate that is working towards or holds New York State Certification  
  • Demonstrated ability to collaborate
  • Demonstrated ability to prioritize student achievement while creating a nurturing and encouraging school environment

How to apply: Please email cover letter and resume to ppeterson@communityroots.org

Comments Off on Alumni Coordinator (Association Office)

Alumni Coordinator (Association Office)

Posted by | August 6, 2018 |

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

We are seeking an Alumni Coordinator for the City-Wide Rowe Scholars Programs who, under the supervision of the Director of College and Career Access, will provide leadership in the areas of college and career readiness for high school youth. The Alumni Coordinator will be responsible for all coordination aspects of the AT&T Aspire Program, including ensuring quality delivery of the Aspire Program, data collection, and proper reporting to stakeholders. The Alumni Coordinator is also responsible for managing and supporting Alumni Advisors working with 12th grade seniors and graduates, and overseeing the implementation of the Summer Bridge Program.

Responsibilities:

  • Support and manage Alumni Advisors working in Rowe Scholars-AT&T Aspire Program at all program sites across the Association.
  • Oversee the quality planning, developing, implementation, and continuous improvement of the activities and resources for AT&T Aspire.
  • Work with the YMCA Human Resources Department to arrange employment opportunities for all students who need summer jobs.
  • Coordinate the collection and reporting of all AT&T Aspire program data for Westat, AT&T, and other stakeholders.
  • Maintain necessary paperwork and reporting to ensure compliance with AO, Westat and other public and private funders’ requirements.
  • Serve as the liaison between the YMCA and colleges, universities, and work sites, including but not limited to, CBO’s, CUNY, SUNY, workforce sites, community and institutes of higher learning that support the College and Career programs for teens in NYC.
  • Support the needs of individual branches and sites in the NYC Association as they create and offer teen programs to their individual communities.
  • Actively participate in office events, training sessions and designated meetings.

Qualifications:

  • Bachelor’s degree required.
  • Minimum of one to three years of supervisory and program development experience working with teens and high school graduates.
  • Minimum of two years of experience working with teens in a youth development, educational, or career services capacity.
  • Knowledge of Youth program development, program implementation, program innovation, and college and career access.
  • Knowledge of higher education, financial aid, and postsecondary education strategies.
  • Strong organizational skills, and attention to detail.
  • Ability to effectively complete tasks in a timely fashion.
  • Must be available to work Monday to Friday, 10:00AM – 6:00PM, and weekends and evenings occasionally required.
Comments Off on Operations Assistant

Operations Assistant

Posted by | July 31, 2018 |

Chalkbeat, the growing nonprofit news organization covering public education in America, is seeking an Operations Assistant to support our our day-to-day operations and plan for rapid growth.

We’re looking for someone who is excited to grow their skills in nonprofit operations and can work on tasks big and small to further Chalkbeat’s expansion. Our ideal candidate views operations from a customer service perspective, as a positive support to the organization’s staff and overall mission, and never as a bureaucratic obstacle to serving the needs of our team.

You’ll join a tightly-knit operations team responsible for talent, finance, and systems development, and you’ll interact regularly with our editorial, product, and development teams as part of our vibrant remote culture.

The key responsibilities for this role include:

Coordinating talent work as we build a larger team and support our existing staff, including:

  • Posting jobs and screening applications
  • Scheduling interviews and serving as a point of contact for candidates throughout the hiring process
  • Managing our applicant tracking software
  • Supporting new employee onboarding
  • Maintaining employee records in our human resources software and document management system
  • Supporting annual open enrollment and ongoing benefits administration
  • Managing paperwork for Chalkbeat’s freelance contributors

Providing a wide range of operations support as we serve our current team and expand to new geographies, including:

  • Office support for our New York City headquarters, bureaus and remote work spaces
  • Logistics support for team and community events
  • Researching and purchasing of centralized services
  • Coordinating shared subscriptions and accounts
  • Preparing documentation for our annual audit

Providing smart logistics and executive support for our Chief Operating Officer and management team, including:

  • Scheduling and coordinating a variety of team meetings
  • Researching and booking cost-effective and efficient travel
  • Managing expense reporting for our COO and for our central purchasing card

What background and skills do you have? (We know not all strong candidates will have all the skills we list. That’s OK. What else do you bring to the table? Please tell us!):

  • Great task management skills, problem-solving ability, and superior attention to detail
  • Strong customer service mindset
  • Experience using discretion when communicating about sensitive topics
  • Ability to build trusting relationships with Chalkbeat’s full team, even in a virtual setting
  • Flexible and comfortable in a work environment where multitasking is the norm, the pace is fast, and priorities will evolve
  • Proficient with office software, primarily the Google Suite
  • At least 1-2 years of relevant work experience (e.g. nonprofit operations, human resources, executive support)
  • Bachelor’s degree preferred

Bonus points if you’ve got:

  • Curiosity about education or nonprofit journalism, and a connection to our mission
  • Experience with the project management tool Asana
  • Experience with human resources software and policies

The position will be based at our New York office, conveniently located near Penn Station.

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

About Chalkbeat:

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

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Business Development Fellow – New York

Posted by | July 25, 2018 |

All Our Kin, Inc., a nationally-recognized, Connecticut-based nonprofit organization that trains, supports, and sustains community child care educators to ensure that children and families have the foundation they need to succeed in school and in life, seeks a full-time Business Development Fellow to provide training, technical assistance and support to family child care educators. This posting is for 2 full-time positions: one in CT and one in New York City.

 

All Our Kin first opened its doors in a New Haven housing project in 1999 with two staff members, six mothers, six children, and one core belief: all children deserve access to high-quality early learning opportunities. Today, we serve over 400 family child care educators; these parents and educators in turn serve over 2,400 children in our community. To learn more about our work, please visit www.allourkin.org.

 

We are searching for an enthusiastic team player who is looking to make an impact and is excited about being a part of an effective, growing and dynamic non-profit organization. All Our Kin has offices in New Haven, Bridgeport, Stamford and the Bronx. The CT Business Development Fellow will have the option of working primarily from any CT office and the NY Business Development Fellow will work out of the Bronx office. S/he will need to occasionally travel to the other All Our Kin offices. This is a full-time position.

 

Responsibilities of the Business Development Fellow:

  • Teach All Our Kin’s Entrepreneurship series in English and/or Spanish. This 30-hour business training program enhances family child care educators’ business knowledge. Classes are conducted during evenings and/or weekends and may be conducted off-site at the office of a community partner, requiring travel.
  • Revise and update curriculum for the Entrepreneurship series to align with changes in the field of family child care business management.
  • Offer one-on-one support to providers by problem solving, providing advice in best business practices, and linking providers to community resources.
  • Collaborate with All Our Kin’s staff and leadership on organizational projects and initiatives.

 

The ideal candidate:

  • Has a bachelor’s degree and/or experience in one or more of the following fields: business, economic development, adult education, teaching, urban development, economic strategies, public policy or related fields
  • Has experience teaching classes to adult learners
  • Has experience in curriculum development
  • Has basic education and/or experience in business and finance, such as:
    • Best practices for small businesses
    • Accounting basics, such as cash flow statements and budgets
    • Marketing using online and traditional tools
    • Taxes, legal structures, and insurance
  • Is knowledgeable about community resources
  • Has experience working in urban communities and the ability to work with individuals with diverse backgrounds
  • Is committed to actively combat systemic racism and injustice internally and externally
  • Possesses strong interpersonal skills
  • Is extremely organized, independent, and has the ability to multitask
  • Is proficient in Microsoft Office, MS Excel
  • Is a creative problem solver
  • Is preferably fluent in English and Spanish

 

Benefits of Working at All Our Kin

All Our Kin’s small size, focus on innovation, and collaborative model of program development make it possible for staff members to get a close look at the workings of a small, high-impact nonprofit organization at the cusp of two critical issues: job creation and child care. The organization’s commitment to mentorship and professional development guarantee that the Business Development Fellow will receive individual time and attention, and will serve as an integral member of our highly skilled and mission-driven team. All Our Kin is an equal opportunity employer and recognizes that diversity and opportunity are fundamental to children’s lives and to our work.

Comments Off on Elementary Special Education Teacher – Grades 3-5 – Harlem & Brooklyn

Elementary Special Education Teacher – Grades 3-5 – Harlem & Brooklyn

Posted by | July 24, 2018 |

About the Organization:

Hebrew Public Charter Schools for Global Citizens

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

About the Position:

Join an exciting community of educators and social changemakers who are passionate about global education and are committed to improved student learning and outcomes. We select individuals who share our vision and are willing to put in the hard work to achieve it. We are seeking a driven Elementary Special Education Teacher for the 2018-2019 school year that operates with a high sense of urgency and possesses a strong work ethic. Candidates for this position do NOT need to speak Hebrew.

Job Responsibilities:

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

Minimum Requirements:

  • Bachelor’s degree from an accredited institution is required; Masters degree preferred
  • A minimum of 1-year teaching experience is required; experience in an urban school setting in which the students were selected by lottery and not by entrance exam or by discretionary criteria
  • Must hold NYS Teaching Certification Students with Disabilities Birth -5th
  • Excellent oral and written communication skills
  • Passionate about teaching and learning your subject area

COMPENSATION AND BENEFITS:

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

QUALIFIED INDIVIDUALS, PLEASE APPLY:

To be considered, interested applicants must submit a resume and detailed cover letter.

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

Comments Off on Science and Technology Teacher

Science and Technology Teacher

Posted by | July 19, 2018 |

The Gillen Brewer School is an independent school and a thought leader in the area of educating children who have specific learning needs. Uncovering The Specialness In Every Child™ is our expertise and working with our families is at the heart of everything we do at Gillen Brewer. By accepting and celebrating the differences of each child, we are redefining what “special” in the world of “special education” means. Our diverse student body includes 88 children, ages 2.8 to ten years old, with executive functioning deficits, language-based and non-verbal learning disabilities, and social and emotional deficits, as well as children on the autism spectrum. We provide each student with a rich and nurturing 12-month program of rigorous academics, art, music, science, technology and physical fitness. Speech-language and occupational therapies and counseling services are integral to our program and staff works in a highly integrated manner. Gillen Brewer is defined by a commitment to our students and inspired by their determination. Working collaboratively with families and utilizing the exceptional skills of our highly qualified professional staff, we help each child build a foundation that will enable them to become confident, independent and engaged learners.

Job Summary

Gillen Brewer’s Science and Technology Teacher will continue to develop and implement a hands-on, inquiry-based science curriculum that incorporates technology in Gillen Brewer’s elementary-age classrooms. The Science and Technology Teacher will coordinate with the school’s Art and Music Teachers to sustain a creative, engaging and fun complement to classroom academics across the program.

Qualifications

  • Relevant teaching experience with elementary-aged special needs students required
  • Flexible and Adaptable to multiple environments
  • Team player who thrives in an integrated and collaborative environment
  • Master’s Degree in Special Education preferred
  • Excellent communication and digital presentation skills required
  • Knowledge of Elementary Science and Technology Standards required
  • Independent school teaching experience preferred
  • Knowledge of the cognitive, linguistic, and developmental needs of students with special needs
  • Strong communication and organizational skills

Gillen Brewer offers competitive salaries commensurate with experience and a comprehensive professional development program. All applicants are required to submit a resume, cover letter, and two reference letters. The Gillen Brewer School is an equal opportunity employer.

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$1000 Signing Bonus – 7th Grade Math Teacher for 2018-2019

Posted by | July 18, 2018 |

Reporting to the Principal, Classroom Teachers will be responsible for transforming children’s lives by creating opportunities for a brighter future.  LHA teachers are more than instructional staff members and classroom managers.  LHA teachers make the commitment to teach with determination, integrity, and purpose.

This individual will be the strategic and tactical in the following areas:

  1. (15%) Planning and Preparation – Planning and preparation includes how a teacher organizes the content of what scholars are expected to learn—in other words, how the teacher designs instruction.  These areas include demonstrate knowledge of content and pedagogy, demonstrating knowledge of the scholars, selecting instructional goals, demonstrating knowledge of resources, designing coherent instruction, and assessing scholar learning
  2. (15%) The Classroom Environment – Classroom environment focuses on interactions that occur in a classroom that are non-instructional. These consist of creating an environment of respect and rapport among the scholars and with the teacher, establishing a culture for learning, managing classroom procedures, managing scholar behavior, and organizing the physical space.
  3. (60%) Instruction – The components of Instruction are what constitute the core of teaching – the engagement of scholars in learning contest. These include communicating clearly and accurately, using questioning and discussion techniques, engaging scholars in learning, providing feedback to scholars, and demonstrating flexibility and responsiveness.
  4. (10%) Professional Responsibilities – Professional responsibilities represent the wide range of a teacher’s responsibilities outside the classroom. These include reflecting on teaching, maintaining accurate records, communicating with families, contributing to the school and district, growing and developing professionally, and showing professionalism. Teachers who demonstrate these competencies are highly valued by their colleagues and administrators, as well as being seen as true professionals.
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Immediate: High School Placement and Operations Coordinator

Posted by | July 16, 2018 |

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

Currently, Community Roots has 460 students in grades K-8. Our first 8th grade class graduated in June 2015. Please visit our website for more information about our school: www.communityroots.org.

Community Roots is Hiring:
A High School Placement and Operations Coordinator to work at our middle school site. This position is primarily responsible for educating and guiding students and families through New York City high school application processes, including public, independent, and charter, with the goal of each student enrolling in a high school that supports their interests, strengths, and needs. As a member of the Operations team, this role also coordinates and oversees a variety of critical administrative processes within our K-8 school and serves as a point person for middle school students and families.

Applications will be accepted until 4pm on Friday, July 20, 2018.

Qualifications:

  • Completed Bachelor’s Degree
  • Belief in CRCS mission and philosophy
  • Desire to support adolescents and their families in achieving their goals for high school placement, and commitment to continuous learning and growth in order to do so
  • Highly collaborative; demonstrated ability to work with staff at various levels of an organization, receive and give constructive feedback
  • Excellent ability to communicate complex information in an engaging, concise and clear way, both verbally and in writing, to adults and adolescents with a range of backgrounds, experiences, and needs
  • Self-starter with a demonstrated ability to seek ways to creatively solve problems and learn independently
  • Highly organized and detail-oriented while remaining flexible to shifting needs on a given day
  • Comfortable prioritizing and responding to multiple requests and meeting numerous deadlines
  • Experience working with adolescents and their families
  • Experience working in a school setting preferred
  • Familiarity with Google Apps for Education preferred
  • 1-2 years work experience preferred

High School Placement Coordinator responsibilities include:

High School Preparation and Placement

  • Nurture and build an attitude of cooperation and positive support with school community regarding high school preparation and admissions
  • Educate students and families about NYC high school application processes through high-quality workshops, advisory lessons, individual meetings, and timely written and verbal communications
  • Provide individualized guidance to students and families throughout the application and decision-making process, including identifying strong-fit schools
  • Research and make contacts at range of independent, charter and public high schools that are of interest to our families
  • Support teachers/staff in working with students to prepare portfolios and audition pieces and working on interview skills as necessary
  • Take students on day and evening high school tours as needed


Alumni Coordination

  • Coordinate alumni events and communicate with alumni and their families regarding their experiences at high school
  • Create and manage alumni data tracking system
  • Develop alumni internship program
  • Write quarterly newsletter for alumni

Operations Coordinator responsibilities include:

Student enrollment and records management

  • Manage all processes related to students leaving or joining the Middle School, including lottery procedure and enrollment
  • Maintain accuracy of student biographical and academic records, ensuring student information is up to date across multiple platforms
  • Manage student information system (JumpRope) and support staff with using it as needed
  • Maintain confidential student records and information


Communication & student/family engagement

  • Engage in ongoing communication with families
  • Coordinate bi-weekly newsletter to middle school families with contributions from each course


Hiring

  • Support Co-Directors in recruiting and hiring highly qualified staff by managing online hiring system (TalentED), oversee posting of job opportunities with hiring boards and universities, and registration and preparation of materials for career fairs
  • Support process of on-boarding new staff

Additional Responsibilities include

  • Build relationships with facilities staff including custodians, school foods and security
  • Assist in supervising the cafeteria/recess yard during breakfast and lunch
  • Assist in supervising morning arrival and afternoon dismissal of students
  • Assist in new projects and responsibilities as they emerge throughout the school year

Community Roots Middle School staff serve as Co-Crew Leaders.

Responsibilities of a Crew Leader include:

  • Serve as the Advisor to a small group of students, supporting their academic progress and acting as a liaison between the school and their families
  • Co-plan and facilitate a Crew, a group of 14 students who meet daily to build community, discuss current events, develop leadership skills, and review academic and personal goals
  • Attend professional meetings as needed to support this work
Comments Off on Teach in NYC. 1 application, 85 great schools!

Teach in NYC. 1 application, 85 great schools!

Posted by | July 13, 2018 |

Close the gap. Open new doors.

We’re looking for educators in a variety of subject areas who share our commitment to closing the achievement gap and to giving all NYC students a challenging and engaging education.

Who We Are

Teachers for NYC Charter Schools is a consortium of nonprofit charter schools working to bring great teachers to students and communities across New York City. Whether candidates have teaching experience, are embarking on their first job, or looking to make a career change, we are committed to supporting them through the application and review phases. Not only do we uniquely offer one application that goes out to a consortium of 15 partner school networks—ultimately exposing our candidates to over 85 schools—but we also have an expedited review process and multiple hiring supports, including resume review and professional tips throughout the interview process.

Who You Are

We are looking for teachers who:

  • Know that education equality begins with challenging, engaging instruction. Successful charter school teachers believe every student has the potential to achieve his or her goals and deserves to be challenged and inspired by high expectations.
  • Bring a diversity of backgrounds and life experiences to the classroom. Diversity matters: Students taught by educators with similar life experiences do better academically, emotionally, and socially.
  • Prioritize building deep, authentic relationships with students and families. Consortium schools are community and family oriented, and they need teachers who approach their work with humility and respect.
  • Embrace growth. Our schools offer exceptional professional development and are eager to hire teachers who are open to feedback and willing to collaborate to refine their skills in the classroom.

Benefits of Teachers for NYC Charter Schools

Applying through Teachers for NYC Charter Schools is the best way to find the school community that’s right for you, whether you have teaching experience, are embarking on your first job, or are making a career change and want to teach while working toward your certification.

  • Earn a trusted recommendation. Our consortium members prioritize candidates who apply through Teachers for NYC Charter Schools and pass our screening process.
  • Find the school with a vision, focus, and culture that matches your skills, interests, and career goals.
  • Streamline your teacher job search . Teachers for NYC Charter Schools saves you time by connecting you directly with multiple schools seeking great teachers.
  • Get support throughout the hiring process. From resume advice and pre-interview preparation to regular updates on hiring prospects, you’ll have a point of contact throughout the process to help you maximize your chances of finding a meaningful and rewarding career.
  • Make a lasting difference. This is your opportunity to join a vibrant movement to meet NYC children’s social, emotional, and academic needs–and prepare them for success in college and career.

Qualifications & Eligibility

We are looking for candidates who will be authorized and available to work in New York City as early as summer 2018. For us to review your application, you must:

  • Have completed a Bachelor’s degree by July 2018
  • Reside in the New York City area by the start of the 2018-2019 school year

How to Apply

To apply to multiple available teaching positions through Teachers for NYC Charter Schools, you only need to submit one application. After our thorough screening process, successful candidates will receive priority consideration by hiring managers at over 85 schools within our consortium network.

Apply by July 16 to get your application in front of hiring managers this summer! This is our final deadline and your last chance to apply!

Applicants preferencing STEM subject areas will receive an expedited application decision!

If you are committed to giving students a life-changing education, we want to meet you. Apply today.

Find your calling. Find your classroom.

To learn More About Our Application Process visit our website. We invite you to join us for an online info session! Click here to create an account. Then, click on the Events tab to sign up for the next available info session.

Teachers for NYC Charter Schools does not discriminate against any applicant on the basis of race, color, religion, sex, gender, national origin, age, disability, veteran status, marital status, sexual orientation, gender identity, gender expression, or any other personal characteristic protected by applicable law.

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Alumni Coordinator (Association Office)

Posted by | July 12, 2018 |

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

We are seeking an Alumni Coordinator for the City-Wide Rowe Scholars Programs who, under the supervision of the Director of College and Career Access, will provide leadership in the areas of college and career readiness for high school youth. The Alumni Coordinator will be responsible for all coordination aspects of the AT&T Aspire Program, including ensuring quality delivery of the Aspire Program, data collection, and proper reporting to stakeholders. The Alumni Coordinator is also responsible for managing and supporting Alumni Advisors working with 12th grade seniors and graduates, and overseeing the implementation of the Summer Bridge Program.

Responsibilities:

  • Support and manage Alumni Advisors working in Rowe Scholars-AT&T Aspire Program at all program sites across the Association.
  • Oversee the quality planning, developing, implementation, and continuous improvement of the activities and resources for AT&T Aspire.
  • Work with the YMCA Human Resources Department to arrange employment opportunities for all students who need summer jobs.
  • Coordinate the collection and reporting of all AT&T Aspire program data for Westat, AT&T, and other stakeholders.
  • Maintain necessary paperwork and reporting to ensure compliance with AO, Westat and other public and private funders’ requirements.
  • Serve as the liaison between the YMCA and colleges, universities, and work sites, including but not limited to, CBO’s, CUNY, SUNY, workforce sites, community and institutes of higher learning that support the College and Career programs for teens in NYC.
  • Support the needs of individual branches and sites in the NYC Association as they create and offer teen programs to their individual communities.
  • Actively participate in office events, training sessions and designated meetings.

Qualifications:

  • Bachelor’s degree required.
  • Minimum of one to three years of supervisory and program development experience working with teens and high school graduates.
  • Minimum of two years of experience working with teens in a youth development, educational, or career services capacity.
  • Knowledge of Youth program development, program implementation, program innovation, and college and career access.
  • Knowledge of higher education, financial aid, and postsecondary education strategies.
  • Strong organizational skills, and attention to detail.
  • Ability to effectively complete tasks in a timely fashion.
  • Must be available to work Monday to Friday, 10:00AM – 6:00PM, and weekends and evenings occasionally required.
Comments Off on STEM Coach

STEM Coach

Posted by | July 9, 2018 |

The Urban Assembly is seeking a STEM rockstar to join our Academics and Leadership Team.

Organization Mission & Background

The Urban Assembly (UA) is a non-profit organization providing leadership and programmatic support to unique, small public secondary schools in high-needs neighborhoods in NYC. Our schools are open to all students, and our goal is to prepare 100% of our graduates for success in the 21st century economy through rigorous college preparation and cutting-edge career and technical education.

The UA team develops and provides high-quality ongoing coaching and resources to UA school staff in the areas of leadership, academics, college access, career readiness, and social-emotional learning, so that they can support UA students to succeed in school and beyond.   

In 2018, the UA serves over 10,000 students. Our 21 NYC schools serve over 8,000 students across three boroughs, and UA staff directly supports 2,000 recent alumni spread across the country as they pursue their postsecondary goals. UA students, a predominantly low-income population that is 94% African American or Latino, recently achieved an overall high school graduation rate over 80% – outpacing NYC’s overall rate of 74.3% and far exceeding the rates for Black (70%) and Hispanic (68.3%) students.  

The Urban Assembly is proud to be a data-informed organization, continually evaluating and monitoring progress and success as we iterate and innovate alongside our schools and our partners.

Position Summary

As a member of the Academics & Leadership team, the STEM Coach will provide coaching in high school and middle school math and physics to participating schools, collaborate closely with UA’s Math Program Manager to inform program development, and plan and facilitate professional learning across multiple schools. This is an opportunity to join a mission-driven staff and to take part in the vital process of improving the lives of NYC students. This position will involve travel across Brooklyn, Manhattan and the Bronx to a selected cohort of our 21 schools, opportunities for remote work when not school-based, and a home base in Urban Assembly’s newly renovated central office in Manhattan’s Financial District.

Key Responsibilities

  • Coach school staff: Provide thoughtful, responsive, goal-driven support to school staff.
  • Lead professional development: Design and provide excellent, high quality learning experiences for school staff. Approach professional development with a facilitative stance, providing opportunities for community members to learn from each other.
  • Collaborate: Partner with UA’s Math Program Manager, Academics and Leadership team members, UA central staff and school staff. Believe strongly that collaboration with these teams makes the work richer.

Key Competencies

  • Flexible and dynamic: You are eager to work in an organization that values learning, growth and change. You are comfortable with rapid iteration and the knowledge that the job you were hired for will change and grow alongside our evolving organization.
  • Growth mindset-oriented: You have a relentless belief in the ability of adolescent and adult learners to grow and achieve success, no matter where they start.
  • Self-motivated: You like to self-manage time, deadlines and outcomes. You are excited about a job that involves managing multiple priorities at once. You probably have a system that you swear by to help you manage your priorities and keep you focused on your goals.
  • Data-driven: You use data to make analysis and interpretations. You are comfortable using multiple data sources to inform decisions. You are familiar with basic data visualizations and help-seek if you do not understand.
  • Excellent STEM Content Knowledge: You possess conceptual and procedural understanding of middle and high school mathematics AND a high comfort level with physics instruction, including a belief in the efficacy of physics first as a viable change strategy in schools.
  • Believer in adult change: You are familiar with and comfortable employing coaching principles; you have research-based ideas about how to manage adult change and impact adult development as well as a toolkit of resources including protocols, coaching prompts and strategies at your disposal.
  • Collaborative and communicative: You thrive on the sharing of ideas, practices, challenges and successes, and are committed to actively engaging as a member of several teams across the UA and its network of schools.

Qualifications

  • A demonstrated track record of instructional success
  • Strong content knowledge in middle and high school math and physics
  • Bachelors of Arts or Sciences
  • Master’s Degree in Education
  • 5+ years teaching
  • Prior experience coaching adults
  • Familiarity and comfort with urban and/or traditionally underserved student populations
  • Knowledge of and experience with NYC public schools preferred

 

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Director of Development

Posted by | July 6, 2018 |

Position Description:

 

New Visions for Public Schools is looking for a dynamic, experienced leader for our organization-wide development efforts. We are the largest non-profit organization dedicated to improving public education in New York City, with over 150 employees and an annual budget of over $26 million, and we are growing rapidly. We currently manage 10 charter high schools, are lead partner for a network of 69 district high schools, and support more than 250 additional district schools and thousands of teachers, in total serving more than 180,000 students across all grades and all five boroughs of New York City.

 

The Director of Development will oversee strategy and execution of fundraising of all types, ensuring that New Visions has the resources to maintain and expand our support to City schools.

Core Duties and Responsibilities:

  • Lead the creation of a multi-year fundraising strategy for the organization, in collaboration with New Visions senior management and Board of Directors
  • Ensure diverse and balanced funding sources for the organization, including maintaining significant institutional and governmental support, and expanding corporate and individual giving
  • Craft compelling narratives across multiple media that present New Visions programs to a wide range of audiences and potential funders
  • Represent the organization, its Board and senior management and engage directly with donors, prospects, governmental and non-governmental partners, school communities, and other constituencies
  • Oversee day-to-day aspects of New Visions’ fundraising efforts, including
    • Leading development and cross-departmental strategy meetings to identify and address key fundraising priorities.
    • Prospecting to identify potential funders and assess alignment to organizational fundraising and programmatic needs
    • Crafting proposals to multiple different potential funding audiences, including philanthropic institutions and foundations, corporate donors, individual donors, and  governmental grant programs.
    • Monitoring progress against grant goals and timelines and leading efforts to complete funder reporting requirements on a timely basis
    • Developing strategy for additional fundraising activities, such as Annual Funds, fundraising Galas or other events
    • Designing and maintaining systems to track progress related to existing grants and pipeline proposals; share findings with program staff with the appropriate level of urgency.
  • Manage a team of 2-4 development professionals, establishing priorities and goals for the team and tracking progress; assigning, overseeing, editing and ensuring the quality of development materials; and building team capacity to take on increasingly significant roles and responsibilities within the development team

 

Required Skills and Knowledge Base:

  • Proven success in fundraising, ideally including experience with institutional, individual, corporate, and governmental funders
  • Exceptional and enthusiastic writer and editor, with the ability to communicate compellingly using both quantitative and qualitative data to support an argument
  • Compelling and comfortable public speaker, able to craft a public narrative and articulate multiple strands of New Visions’ work
  • Knowledgeable about the education funding landscape, both locally and nationally
  • Able to build strong relationships quickly
  • Excellent strategic thinking skills, ability to “market” ideas, and an orientation towards systems improvement
  • Ability to set priorities, move multiple projects in a fast-paced, deadline-driven environment, identify and communicate potential needs or problems, and be flexible when new opportunities or demands arise.
  • Past experience supervising and developing staff and building effective teams.
  • Experience using Google productivity suite, including Docs, Sheets, and Slides preferred.
  • Experience with Raiser’s Edge preferred.

Education and Experience:

  • Bachelor’s degree required.
  • Five to seven years of related experience in a nonprofit or in an educational environment.
  • Experience leading major development and/or fundraising efforts required, with experience in the education or social services space strongly preferred.
Comments Off on 5th grade teacher, general or special education

5th grade teacher, general or special education

Posted by | July 4, 2018 |

Our progressive K-8 charter school is seeking a 5th grade teacher to co-teach an ICT classroom, co-planning and co-teaching all subject areas in a highly supportive and collaborative environment.

Our progressive curriculum includes:

  • An all-school study of the Bronx River
  • Humanities class and Math/Science class taught in long blocks
  • Interdisciplinary curriculum with many opportunities for deep and materials-rich studies
  • Balanced literacy supported by extensive classroom libraries
  • Math/Science curriculum that uses CMP3 and FOSS curricula to balance depth of scientific and mathematical knowledge and practices
  • Daily intensive small-group arts and tech electives that include dance, drumming, visual art, and technology
  • A strong emphasis on social and emotional learning, including a strong advisory program

We are seeking teachers who:

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

BxC offers:

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

Qualifications for Teachers:

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

Preferred:

Special education or ESL certification or experience

Proficiency in another language

Comments Off on Middle school intervention math and ELA teachers

Middle school intervention math and ELA teachers

Posted by | July 4, 2018 |

Our progressive K-8 charter school is seeking one middle school math intervention teacher and one middle school ELA intervention teacher, to support small groups of students.  We are a fully inclusive, co-taught, collaborative, and dynamic unionized charter school in the Bronx.

Our progressive curriculum includes:

  • An all-school study of the Bronx River
  • Humanities class and Math/Science class taught in long blocks
  • Interdisciplinary curriculum with many opportunities for deep and materials-rich studies
  • Balanced literacy supported by extensive classroom libraries
  • Math/Science curriculum that uses CMP3 and FOSS curricula to balance depth of scientific and mathematical knowledge and practices
  • Daily intensive small-group arts and tech electives that include dance, drumming, visual art, and technology
  • A strong emphasis on social and emotional learning, including a strong advisory program

We are seeking teachers who:

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

BxC offers:

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

Qualifications for Teachers:

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

Preferred:

    • Special education or ESL certification or experience
  • Proficiency in another language
Comments Off on Principal

Principal

Posted by | July 3, 2018 |

CHRISTEL HOUSE JAMAICA

PRINCIPAL

Are you a talented SCHOOL PRINICIPAL with strong links to the country of Jamaica and looking for the opportunity of a lifetime?

Christel House Jamaica (CHJ) is a new, private, nonreligious school affiliated to Christel House International (CHI). It is scheduled to open in September 2019. CHI’s mission is to help children around the world break the cycle of poverty and become self-sufficient, productive members of their societies. Christel House transforms children’s lives by providing education, health care, nutrition, leadership training, character development and community outreach programs in a nurturing environment. CHJ will be part of an international network of nine schools operating in Mexico, India, South Africa, the United States and soon, Jamaica.

In Jamaica, Christel House will work with impoverished children and families living in and near Spanish Town, providing an excellent education through a holistic human development model in a new, world-class facility.  In the initial year of operation, the school will serve 60 children per grade, in grades KG through 2. The school will then grow one grade per year until full at grade 13 serving approximately 840 students. For more information, see www.christelhouse.org

The Principal will promote and sustain high levels of learning and academic achievement for all students. As the school’s instructional leader, the Principal will ensure there is an effective teacher in every classroom, maintain a high-functioning professional learning community and collaborate with colleagues to share best practices for teaching and learning.

If you have a passion for helping children learn and maximize their potential, we invite you to apply for the position of Principal, Christel House India Jamaica.

Qualifications

Education:

Master’s Degree or higher with appropriate degree/ specialization in education is mandatory. Specialization and certifications with the IB – PYP / CIE/ other national and international boards will be an added advantage

Work Experience:

Minimum of 10 years’ experience in school administration and supervision and a minimum of five years successful classroom teaching experience with a diverse population of at risk students achieving outstanding academic results are requirements. Experience working in a K-12/13 environment also required.

 

CHJ offers a competitive salary and benefits package commensurate with the profile of the candidate.

 

Comments Off on K-12 Teachers, 2018-2019 Academic Year (CT & NYC)

K-12 Teachers, 2018-2019 Academic Year (CT & NYC)

Posted by | July 3, 2018 |

Elementary Teacher, 2018-2019 Academic Year

All Subjects, Grades K-12

Start Date: August 1, 2018

Location: Bridgeport, CT & NYC

About Capital Preparatory Schools

Capital Preparatory Schools is a charter school management organization operating a network of educational communities. Our mission is to build a path where there was none. From its inception, the Capital Prep community—our students, parents, faculty, and staff—have come together to create a compelling and meaningful educational experience. The Capital Preparatory Schools, located in Bridgeport, Connecticut and New York, NY provides with a year-round education in a private school setting that encourages students to become scholars and agents of change.

Capital Preparatory Schools believes that all children, when given the right conditions and environment, will succeed and excel in their academic and social-emotional growth. This is achieved by blending elements of academic models that successfully support students from historically disadvantaged populations, with innovative approaches that get 100% of our graduates accepted to four-year colleges.

Focusing on the key attributes of leaders, our learner expectations are designed to develop students who are:

  • collaborators;
  • information processors;
  • problem solvers;
  • knowledgeable people;
  • responsible and empathetic citizens.

With the support of the Capital Prep team of skilled and compassionate educators, students realize their academic abilities, advocate for social justice and fulfill their civic responsibilities. As leaders of social justice, we expect our students to use their education to improve the lives of others.

Teaching at Capital Preparatory Schools

Capital Preparatory Schools is committed to teaching and learning that promotes the success of every student by:

  • Creating a safe and enjoyable educational environment that encompasses our social justice model and that ensures every graduate moves on to attend college;
  • Providing individualized instruction and enrichment opportunities for students to ensure that gifted students are challenged and struggling students are supported;
  • Hiring and growing quality teachers and leaders and empowering them to use their craft to inspire students to achieve at the highest levels.

Capital Preparatory Schools seeks passionate educators to join our community for the 2018-2019 Academic Year.

Teacher responsibilities include, but are not limited to:

Student achievement

  • Create a safe, effective, student-centered learning environment that fosters student curiosity;
  • Motivate students to put forth their best efforts in academics, athletics, activities, and personal conduct;
  • Support students to recognize their full potential in all areas of human development;
  • Build a bridge of communication and involvement with parents, families, and community leaders;
  • Analyze data and use it to inform and drive instruction.

Professional development and learning

  • Attend all professional development trainings, data team meetings, and curriculum meetings;
  • Collaborate with peers and school leaders to improve instructional strategies, school climate, and leadership skills;
  • Participate in professional trainings to enhance knowledge as well as educational and leadership capabilities.

Skills:

  • Effective classroom management strategies;
  • Engaging instructional methods;
  • Strong organizational, planning, and communication skills;
  • Willingness to be collaborative and flexible, committed to self-improvement and holding self to the highest of expectations;
  • Passion and enthusiasm for subject matter, along with content mastery.

Experience:

  • 3-5 years of teaching experience is preferred, first-year teachers are encouraged to apply;
  • Bachelor’s degree, Master’s degree preferred;
  • Willingness to seek valid state certification if necessary.

Compensation:

Salary for this position is competitive and commensurate with experience. Capital Preparatory Schools offers a comprehensive benefits package.

To apply, please complete our online application:

APPLY NOW!

As an equal opportunity employer, we hire and promote without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status or disability.

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Music Teacher K-8

Posted by | June 27, 2018 |

NOW HIRING FOR 2018-2019 SCHOOL YEAR!

 

Education Through Music (ETM) seeks highly qualified music teachers (Pre-K through 8th Grade) who are passionate in their support of music as a core subject, and want to build music programs in New York City schools and forward their professional careers.

ETM is currently seeking music teachers in these areas:  SIGN ON BONUS FOR SOME POSITIONS

  • General Music (Choral)
  • General Music (String Orchestra)
  • General Music (Band)
  • General Music (Music Technology)

Job responsibilities include:

  • Serving as school music faculty
  • Coordinating and developing the in-school music program with program staff
  • Producing two all-school concerts each year

Each music teacher’s program is designed in consultation with ETM Program Staff and based on ETM’s curriculum and benchmarks. Lesson planning is required and will be reviewed on a regular basis. We provide all ETM Music Teachers with ongoing professional development, training and mentoring.

  • An elective employee-contributed health coverage plan is available
  • Opportunities for tuition reimbursement
  • Part-time and full-time teaching opportunities available

Pedagogical approach is Orff influenced and we provide a variety of tools and resources including:

  • hand-percussion
  • Orff instruments
  • handbells
  • keyboards
  • recorders
  • guitars
  • technology

Applicants must possess a BA or Master’s Degree in Music, Education, or Fine Arts (Music Education a plus). Previous classroom teaching experience is strongly preferred.

ETM welcomes applicants who hold or are pursuing certification, and seeks placements that will support the career advancement of certified teachers. NOTE: Individuals who do not currently hold ‘eligible’ status for classroom teaching from the NYC Department of Education (DOE) will be asked to undergo a fingerprinting and background check by the NYC DOE PETS system. Only those cleared by the DOE who receive ‘eligible’ status are eligible for hire by ETM.

All those invited to interview will be asked to present a mock lesson to the discipline of the desired position.

Singing, conducting, keyboard, guitar and presentation skills are all pluses.

Comments Off on Digital Learning Associate

Digital Learning Associate

Posted by | June 25, 2018 |

Achievement First is seeking an enthusiastic and collaborative Digital Learning Associate with a problem-solving orientation to lead the support, implementation, training and ongoing refinement of our digital learning and technology integration work across our network of schools. 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 Digital Learning Associate will include but are not limited to:

  • Partnering with other school-facing network teams to provide in-network consultations to our schools as needed for support and solutions to emerging needs
  • Project managing any programmatic changes downstream implications on technology infrastructure, hardware, and software in schools
  • Developing software documentation and training materials for Digital Learning Liaisons who support software at the school level
  • Support  teachers as they transition to digital learning, ensuring that they have the training, technology, and resources they need to run successful technology-enriched classrooms
  • Building relationships with education technology vendors to ensure that program content and data needs systems requirements are implemented as expected and escalating technical issues for timely resolution
  • Engaging with teachers and students to solicit feedback on digital learning software and technology hardware
  • Establishing and implementing digital learning systems and codifying best practices at schools

 

Skills and Characteristics

The ideal candidate meets most of the criteria below and is eager to learn and develop in all of them.

  • Understanding of educational technology and digital learning approaches
  • Knowledge of Google Chrome applications, hardware, and Educational programs
  • Strong problem solver who can effectively diagnose problems so that the right resources can be brought to bear
  • Strong project management skills
  • Able to create clear school-facing communications and training materials
  • Able to manage toward long-term strategy, while executing on short-term needs
  • Ability to thrive in a fast-paced, entrepreneurial environment; flexible, able to work autonomously as well as take direction as needed
  • Calmly handles ambiguity and is resourceful in pursuit of outcomes
  • 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

  • Bachelor’s degree from a competitive college or university, Master’s degree a plus
  • Demonstrated effectiveness in leading efforts to integrate technology into classroom teaching
  • Experience with educational technology and digital learning models/applications, demonstrating a strong track record of program development and integration
  • At least three years of experience as a classroom teacher

Compensation

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

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High School Teacher

Posted by | June 25, 2018 |

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.

Advantages of Teaching at a New Visions School Include:

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

We are seeking teachers certified in Grades 7 through 12 for the following subject areas:

  • Biology
  • Chemistry
  • Earth Science
  • English Language Arts
  • English as a Second/New Language
  • Foreign Language (All Concentrations)
  • Mathematics
  • Physical Education/Health
  • Physics
  • Social Studies
  • Special Education

Qualifications

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.

Successful candidates will:

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

*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.

Comments Off on Organizing Associate

Organizing Associate

Posted by | June 25, 2018 |

Job Details:

  • Deadline: Application closes on July 2nd, 2018
  • Location: Open to all chapter locations (Chicago, New York, Minneapolis, New Haven, Boston and LA)
  • Team:  Programs and Organizing
  • Posted: 6/15/18
  • Hiring Manager: Mattie Weiss, Senior Training Manager

About Us

Our nation’s education system is leaving millions of students—including an overwhelming number of students of color and low-income students—unprepared for college, career, and life. While research shows that classroom teachers are the single most important in-school factor in improving student achievement, their diverse voices are consistently left out of education policy decisions. For far too long, teachers have been treated as subjects of change rather than as agents of change.

Founded by public school teachers, Educators for Excellence is a growing movement of 27,000 educators, united around a common set of values and principles for improving student learning and elevating the teaching profession. We work together to identify issues that impact our schools, create solutions to these challenges, and advocate for policies and programs that give all students access to a quality education.

What We Do

Through our chapters in communities across the country, we provide opportunities for teachers to stay informed, expand their leadership, connect with colleagues and decision-makers, and advocate for change.

The Opportunity

Reporting to the Senior Training Manager on the National Programs Team, the Organizing Associate will bring ferocity, joy, real talk, moral courage and deep humanity to the work of supporting our Organizers in the field. Specifically, the Organizing Associate will: 1) Support and coach Organizers to be responsive, bold, relational, and goal-hungry in their organizing work, 2) develop and roll out organizing resources to support this work, and 3) help to plan, prepare, and deliver organizing focused workshops and trainings. The role will include substantial travel to E4E chapters, shadowing Organizers and providing feedback and guidance, creating content (presentations, worksheets, planning templates, agendas) to support chapters, devising surveys of staff needs, hosting workshops and trainings in person and online and, for major training events, helping plan and execute training content and logistics (space, food, travel, supplies).

You will:

Coach staff and provide feedback:

  • Periodically travel to E4E chapter sites to support and observe our Organizers in action, and provide in-person coaching and feedback
  • Identify additional national and chapter-level supports for Organizers

Create content:

  • Create high quality, clear and inspiring materials (presentations, worksheets, how-to guides, templates) to aid chapter campaigns and initiatives
  • Work collaboratively across the organization to enlist the right staff members and others to participate in the creation and delivery of materials when appropriate
  • Develop surveys to solicit feedback and expectations around trainings and other programs

Execute events:

  • Along with other E4E national staff, help plan and execute the content and logistical aspects of national E4E training and professional development events
  • Create materials and systems to support E4E in the logistical needs for such events

Support and conduct workshops and trainings:

  • Conduct occasional online and in-person workshops and trainings for staff and members to build skills and foster leadership development
  • Develop staff members and volunteers across departments to be excellent facilitators by involving them in the training creation and implementation process, providing feedback, and by establishing training practice as a norm

You have:

Required:

  • Experience organizing on or with political, electoral and/or advocacy campaigns/organizations
  • One of the following experiences: at least one year as a Pre-K-12 classroom teacher; some form of teaching, school-based professional experience, student-based professional experience or previous work with educational non-profits
  • The ability to travel often to other chapter locations

Preferred

  • Significant experience training and facilitating others, ideally in a political organizing or public education context
  • Proven ability to produce high quality, inspirational and engaging materials and training/workshop agendas
  • Demonstrated ability to coach and develop others
  • Adept with Word, PowerPoint, Excel, including stylistic and formatting abilities
  • Highly organized, and a strong communicator
  • Joy, compassion, tenacity, grit and the ability to take initiative and thrive in a fast-paced and unstructured environment

Moreover, all E4E staff must demonstrate our Core Values:

  • Respect and Professionalism: We act with personal responsibility, respect, and commitment to high quality work, to our organization and to each other
  • Solutions Orientation: We consistently approach even the most complex challenges with positivity, proactive solutions, and the assumption of best intentions
  • Growth Mindset: We intentionally create opportunities to develop ourselves and others in order to learn and continuously improve
  • Dynamic Leadership: We courageously take ownership, empower others, set bold visions, think strategically, and adapt to change
  • Diversity and Inclusiveness: Educational inequity is linked to race, power, and privilege, and so we take action to shift this paradigm by reflecting on our own identities, creating an inclusive and diverse community, and leveraging our differences as strengths
Comments Off on Teaching Artist

Teaching Artist

Posted by | June 21, 2018 |

Girl Be Heard seeks Teaching Artists (TAs) for its after-school, girl empowerment theater programs in New York City’s public middle and high schools. TAs will give participants a foundation in writing and performance-based storytelling, and cultivate an understanding of intersectional feminism and social justice issues affecting women and girls around the world. They will also lead participants through the creative process of writing and performing an original show, which will be performed by the students in a professional theater at the end of the year.

Ideal candidates will have a strong background in planning and leading theatre-based education, and must be passionate about developing girls’ voices. We particularly seek strong writers and editors. An understanding of dismantling racism is key to be successful in this position.

Teaching Artists will be hired for the length of the school year (September-June) to work at one or more of our partnering middle or high school campuses. Programs meet weekly 2-3 hours each. In addition to weekly workshops with students, TAs will be expected to attend a kick-off 2-day training in September, a mid-year training, and regularly scheduled TA meetings.

 

Responsibilities:

  • Serve as a positive, engaging role model for a diverse group of young women as they explore personal identity and social justice issues through writing and theater.
  • Learn the Girl Be Heard curricula and plan lessons that meet the program milestones.
  • Utilize your background (performing arts, writing) to create adaptable lesson plans and special projects/activities for students.
  • Complete all required paperwork in a timely manner to support programming, administration, and monitoring and evaluation, including weekly session reports.
  • Maintain communication with school officials and foster a meaningful relationship with the school community as a whole.
  • Support the organization at fundraisers, cultivation events, and other outreach opportunities.
  • Ability to engage in curriculum writing, creating lesson plans and facilitating a variety of hands-on, interactive workshops with diverse populations.
  • Attend all required trainings.
  • Participate in all TA meetings.

 

Girl Be Heard selects Teaching Artists who embody the following qualities:

  • Artistic excellence, including quality and scope of professional artistic work, and depth of knowledge within an artistic discipline.
  • Experience with playwriting, editing, and/or dramaturgical work preferred.
  • Engaging teaching, especially incorporating the creative process, reaching students across diverse developmental levels, yielding quality student work, strong understanding of  learning standards in the arts, and substantial experience in NYC public school classrooms, including strong classroom management skills.
  • Professionalism, including abilities to plan with others, to articulate goals and objectives, and to adapt to varying student populations and school environments.
  • Demonstrated commitment to and understanding of social justice issues and intersectional feminism.
  • Desire to work with a dynamic organization to help shape the future activist-artists of tomorrow!
  • Strong organization and administrative skills.
  • Willingness to support participants beyond workshop time by connecting with parents and engaging students, when needed.
  • Availability for all scheduled sessions, trainings, and meetings.
  • Bachelor’s degree, or 4 years of equivalent relevant work experience required, in the areas of education and/or the arts. Master’s degree a plus.

 

Deadline: Applications will be accepted on a rolling basis, but priority will be given to those received by July 1st.

 

Compensation: Part-time, commensurate with experience.

 

About Us:

Girl Be Heard develops, amplifies and celebrates the voices of young women through socially conscious theatre-making.  Our curriculum encourages young people to think critically about social justice, challenge stereotypes, foster friendships, and build tools for bringing about positive change in their communities.

 

Work Environment:

Girl Be Heard is an equal opportunity employer and does not discriminate on the basis of race, gender identity or expression, color, national origin, ability, ethnicity, sex, ancestry, sexual orientation, age, religion or belief.  Girl Be Heard seeks a broad spectrum of employees and is strongly committed to a diverse and equitable work environment. People of all backgrounds, ability, gender expressions, ethnicities, races, sexual orientations, religions, and nationalities are strongly encouraged to apply.

Girl Be Heard’s main office is located in the DUMBO area of Brooklyn. Our office is air-conditioned and located in a wheelchair accessible building.

Learn more about Girl Be Heard by visiting girlbeheard.org.

Comments Off on Dean of Curriculum and Instruction

Dean of Curriculum and Instruction

Posted by | June 21, 2018 |

General Summary

The Dean of Curriculum & Instruction (DCI) holds primary responsibility for the ongoing development, implementation, and assessment of an Uncommon school’s curriculum. As part of the administrative team, the DCI plays a central role in the success of the school. The DCI also works closely with the Principal and Director of Operations of his or her school and other schools supported by Uncommon.

Essential Duties and Responsibilities

  • Demonstrate a relentless drive to improve the minds and lives of students in and out of school;
  • Research, design, and/or supplement the academic curriculum for all subjects and grades based on successful models and approaches;
  • Align the academic curriculum with state standards, Uncommon standards, and other scientifically-based benchmarks;
  • Document and communicate scope and sequence for each grade level;
  • Monitor grade-level progress against scope and sequence benchmarks;
  • Participate in the design and implementation of systems to assess student achievement;
  • Generate and manage standardized test and internal assessment schedules, logistics, and reporting;
  • Evaluate, approve, and purchase curricular materials such as textbooks;
  • Observe and coach Teachers daily;
  • Contribute to the Principal’s evaluation of school staff;
  • Train and orient staff members in Uncommon’s curricular systems and key pedagogical issues;
  • Coordinate the Uncommon summer staff orientation and curriculum development period;
  • Ensure access to and participation in high-quality internal and external professional development for staff;
  • Help teachers to develop instructional strategies and intervention programs that elevate achievement among struggling students;
  • Participate in staff recruitment;
  • Collaborate with the Assistant Superintendent, Principal, Dean of Students, the Special Education Coordinator, the School Social Worker, and other school staff to maximize the ability of Uncommon Charter Schools to support students’ academic and socio-emotional development;
  • Collaborate with the Assistant Superintendent and the Principals to ensure that best practices are shared across Uncommon Schools; and
  • Performs other related duties as required and assigned.

Qualifications

  • 3+ years of teaching experience at Uncommon or another high-performing school;
  • Experience and interest in writing curriculum;
  • Experience driving students toward exceptional academic results;
  • Experience providing feedback and coaching teachers toward strong, data-supported results;
  • Strong content knowledge;
  • Strong teaching skills in the classroom;
  • Strong organizational skills; extremely careful attention to detail and follow-through;
  • Strong analytical and problem-solving skills;
  • Strong communication and negotiating skills;
  • Ability to work well in a team;
  • Exceptional ability to bridge and enhance cooperative working relationships;
  • Ability to create, monitor and maintain systems that enhance organizational efficiency;
  • Ability to thrive in a fast-paced, entrepreneurial environment; flexible, able to work autonomously as well as take direction as needed;
  • Passionate commitment to the mission of Uncommon Schools.

Minimum Education Level

  • Must have a Bachelor’s degree.

Experience Required

  • 3+ years working in classrooms and coaching teachers, preferably in urban schools and/or communities.
Comments Off on Dean of Students

Dean of Students

Posted by | June 21, 2018 |

POSITION

The Dean of Students at Uncommon will work with the school’s Principal and Director of Operations to ensure that all students demonstrate dramatic student achievement gains and internalize the school’s values. This individual will also help lead the school’s efforts to create a positive, structured, consistent, caring, and disciplined school culture. At Uncommon Schools, the Dean of Students is the behavioral specialist.

ESSENTIAL DUTIES & RESPONSIBILITIES

  • The Dean of Students works closely with the Principal to establish a positive, structured, achievement-oriented, and creative school culture
  • The Dean of Students supports teachers to hold all students to high and consistent behavioral expectations
  • The Dean of Students serves as the point person for dealing with behavioral crisis-intervention and acute behavioral issues
  • The Dean of Students acts as a resource for teachers in their instructional practice, especially as it relates to issues of discipline, relationships with students, classroom management, and school culture
  • The Dean of Students assists teachers, students, and parents in the effective creation and implementation of individual behavior plans
  • The Dean of Students leads staff efforts to ensure all students have excellent attendance and arrive at school on time, and works aggressively with students and parents to ensure excellent attendance
  • The Dean of Students may participate in summer home visits highlighting the responsibilities of parents, teachers, and students
  • The Dean of Students arranges for efficient homework collection in the morning, and ensuring homework is delivered to staff from students appropriately and accurately
  • The Dean of Students helps to reinforce the effective use of a school-wide behavior plan, including managing the school’s demerit and rubric systems
  • The Dean of Students serves as the point person for discipline/culture issues
  • The Dean of Students ensures that the physical environment of the school reinforces school culture and facilitates student achievement
  • The Dean of Students is highly present and visible during school hours, relentlessly ensuring the school has an exceptional school culture
  • The Dean of Students proactively circulates throughout classrooms and hallways during the day, to gain valuable context on student behavior and help support positive school culture Monitoring behavioral pull-out and in-school suspensions
  • The Dean of Students models the school’s values and the standard for professional behavior
  • The Dean of Students coordinates student apologies and school culture messages at Community Meeting
  • The Dean of Students supervises breakfast, lunch, in-between class transitions, enrichment, and dismissal, making sure students are always where they are supposed to be and ensuring a professional school culture at these times
  • The Dean of Students manages afterschool detention
  • The Dean of Students keeps accurate student discipline records, documenting all conferences, suspensions, and phone calls for behavior
  • The Dean of Students teaches at least one whole or small-group class
  • The Dean of Students tracks behavior on the school bus, ensuring students are exemplary bus riders to and from school
  • The Dean of Students ensures that behavioral expectations and school culture standards are met outside of the classroom as well as inside, including establishing and monitoring bus behavior/culture as well as cafeteria/meal time behavior and culture

QUALIFICATIONS

  • Drive to improve the minds and lives of students in and out of the classroom
  • Excellent communication skills, both verbal and written, and strong interpersonal skills with students, parents, colleagues, and community members
  • Understanding of the nuances of urban school environments and school culture
  • Bachelor’s degree is required; a Master’s degree is preferred
  • Minimum of two years teaching experience in an urban district or charter school setting
  • Belief in and alignment with Uncommon’s core beliefs and educational philosophy is non-negotiable.

COMPENSATION

We offer a generous compensation package. All staff members are equipped with the tools needed to succeed, including a dedicated work space, laptop computer, email, high-speed internet access, and all necessary supplies.

The foregoing information is requested for mandatory government reporting purposes only. As an equal opportunity employer, we hire without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status, disability, or any other category protected by applicable law.

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Special Education Coordinator

Posted by | June 21, 2018 |

POSITION

The Special Education Coordinator is passionate about supporting the students who are at-risk for academic underperformance due to emotional and/or physical challenges so that they can succeed in the school’s rigorous academic program. The Special Education Coordinator holds primary responsibility for providing academic, emotional, and physical services for students who require additional support to thrive within the school’s core academic program.

Special Education Coordinators will support teachers in the following subject areas:

  • Math – Pre-Algebra, Algebra
  • History
  • Science
  • English Language Arts (ELA) – Reading & Writing

RESPONSIBILITIES

  • Demonstrate a relentless drive to improve the minds, characters & lives of students both in and out of school.
  • Show unwavering commitment to urban youth achieving greatness.
  • Create a positive, structured learning environment to ensure that students observe the school’s core values, high expectations, and strict code of conduct.
  • Implement curricula and activities to meet academic standards.
  • Design and implement assessments that measure progress towards academic standards
  • Use assessment data to refine curriculum and inform instructional practices.
  • Participate in the collaborative curriculum development process.
  • Provide consistent rewards and/or consequences for student behavior to ensure that students observe the school’s core values, high expectations, and strict code of conduct.
  • Be accountable for students’ mastery of academic standards.
  • Share responsibility for grade-level and school-wide activities.
  • Exhibit resilience to persevere and turn challenges into opportunities.
  • Focus constantly on student learning, thinking critically and strategically to respond to student learning needs.
  • Communicate effectively with students, families, and colleagues.
  • Engage families in their children’s education.
  • Commit to continual professional growth, participating actively in department meetings, faculty meetings, and other meetings.
  • Participate in an annual three-week teacher/ staff orientation and Special Education training.
  • Mentor and engage another teacher in instructional practice and professional development.
  • Include a teacher in daily classroom activities to help students meet academic standards.

QUALIFICATIONS

  • Drive to improve the minds and lives of students in and out of the classroom.
  • Proven track-record of high achievement in the classroom.
  • Mastery of and enthusiasm for academic subjects. Evidence of self-motivation and willingness to be a team player.
  • Bachelor’s degree is required; Master’s degree is preferred.
  • Minimum of two years teaching experience in an urban public school or charter school setting.
  • Valid State Certification is helpful but not required.
  • Belief in and alignment with Uncommon’s core beliefs and educational philosophy is non-negotiable.
  • By the time that employment begins, candidates must have received a Bachelor’s degree from a College or University. For teaching roles in New York and Massachusetts, candidates must have also earned a cumulative Grade Point Average (GPA) of 2.5 or higher by the time employment begins. For teaching roles in New Jersey, the candidates must have earned a cumulative 2.75 GPA (for candidates graduating before September 1, 2016) or 3.0 (for candidates graduating on or after September 1, 2016).

COMPENSATION

We offer a competitive compensation package, including a salary significantly above the district scale and comprehensive health benefits. Aside from extensive professional development, all our teachers are equipped with a laptop computer, email, high-speed internet access, library budget, and all necessary instructional supplies.

The foregoing information is requested for mandatory government reporting purposes only. As an equal opportunity employer, we hire without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status, disability, or any other category protected by applicable law.

Comments Off on Operations Fellow

Operations Fellow

Posted by | June 21, 2018 |

Position

To make more elementary, middle, and high schools, we need future leaders to commit themselves to the most urgent and exciting work of our time. It takes individuals who can inspire students, who put excellence ahead of easy, and who project urgency about closing the achievement gap. It takes individuals who are fearless about making decisions and conducting difficult conversations and who can build a highly collaborative team and shape a vibrant culture. These individuals cultivate learning communities that are simultaneously academically rigorous and joyful. They know that their job is the most important one in the world. Self-reflective and humble, they are open to feedback and committed to continuously improving.

Uncommon Schools is offering a one-year fellowship to prepare to do one of three things:

  1. open a new Uncommon school;
  2. take over an existing Uncommon school; or
  3. join an existing K-8 school as an Academy Director of Operations.

The Fellowship provides a robust development process to prepare leaders to oversee the ongoing operations at a school in conjunction with the Principal and Uncommon Home Office. The Fellow (i.e., the eventual Operations Leader) will work very closely with Uncommon’s Director of Organizational Learning. The Operations Fellow is a full-time employee, hired, supported, and evaluated by the Network Chief Operating Officer. The Operations Fellow must have a B.A. and ideally has an M.P.P., M.B.A., or J.D.

Prepare for Success

The Fellowship year is based on a foundation of six core elements that are aligned to the competencies of Uncommon leaders. Each element is designed to build Fellows’ capacity towards becoming effective operational school leaders. These include the following:

  • Evaluation and Feedback;
  • Fellowship Deliverables and Immersion;
  • Operations Leadership Meetings;
  • Professional Development;
  • School Startup Preparation;
  • and School Visits.

Evaluation and Feedback

Throughout the fellowship year, Fellows will receive coaching and feedback from their Network Chief Operating Officers in addition to the school leaders they are working closely with during their fellowships. Each Fellow will have an Individual Development Plan that identifies the specific areas of development around which their fellowship will be customized.

Fellowship Deliverables and School Guidelines

Fellows will join the current Operations leaders for periodic meetings to share and tackle current Operational challenges across Uncommon schools and to build their support network of current leaders.

Professional Development

Starting in the summer, Fellows will engage in professional development focusing on three main domains: Cultural Leadership, Leadership and Management, and Operational Leadership. Each professional development session will be lead by our experienced group of Managing Directors, current leaders and a select group of external partners.

Leadership and Management

  • Connecting with and Leading Teachers
  • Difficult Conversations
  • Managing Teams and Groups
  • Personal Effectiveness
  • Student Recruitment
  • Teacher Recruitment
  • Understanding Yourself As A Leader

Operational Leadership

  • Data Analysis and Data-Driven Instruction
  • Financial Management
  • Organizational Systems
  • Personnel & Certification
  • School Transportation, Food Services, Health & Safety
  • Systems Thinking and Operations
  • Technology Management
Comments Off on Instructional Fellow

Instructional Fellow

Posted by | June 21, 2018 |

General Summary

To make more elementary, middle, and high schools, we need future leaders to commit themselves to the most urgent and exciting work of our time. It takes individuals who can inspire students, who put excellence ahead of easy, and who project urgency about closing the achievement gap. It takes individuals who are fearless about making decisions and conducting difficult conversations and who can build a highly collaborative team and shape a vibrant culture. These individuals cultivate learning communities that are simultaneously academically rigorous and joyful. They know that their job is the most important one in the world. Self-reflective and humble, they are open to feedback and committed to continuously improving.

Uncommon Schools is offering a one-year fellowship to prepare fellows to open a new Uncommon school or sustain an existing school as Principal.

Essential Duties and Responsibilities

The fellowship provides a robust development process to prepare leaders to lead a school in conjunction with the Director of Operations. This Fellow and eventual Principal is a full-time employee, hired, supported, and, evaluated by the Assistant Superintendent. The Instructional Fellow must have a Bachelor’s degree and a minimum of four years of teaching experience and at least 1 year of experience leading or coaching teachers.

Prepare for Success

Leaders are born, sure. But those who become great leaders do so through hard work and deep learning. At Uncommon Schools, we make that learning possible through a year-long fellowship. The Fellowship year is based on a foundation of six core elements that are aligned to the competencies of Uncommon leaders. Each element is designed to build Fellows’ capacity towards becoming effective instructional school leaders. These include the following:

  • Evaluation and Feedback;
  • Fellowship Deliverables and Immersion;
  • Professional Development;
  • Reading and Discussion Groups;
  • School Startup Preparation; and
  • School Visits.

Evaluation and Feedback

Throughout the fellowship year, Fellows will receive coaching and feedback from their Assistant Superintendent in addition to the school leaders they are working closely with during their fellowship year. Each Fellow will have an Individual Development Plan that identifies the specific areas of development for the Fellow around which the fellowship will be customized to ensure focused development opportunities.

Fellowship Deliverables and School Guidelines

During the fall of their fellowship year, Fellows will be placed at an existing Uncommon school to observe and learn in the environment of a successful school. While in this residency, the Fellow will be involved in teaching across subject and grade levels, observing and providing feedback to teachers, and completing special projects for the school. In addition, Fellows will be responsible for completing a variety of pre-determined deliverables.

Professional Development

Ideally, fellows start in June to prepare to open their schools in the following summer. Throughout their fellowship, they will engage in professional development focusing on two domains: Cultural Leadership and Management, and Instructional Leadership. Each professional development session will be led by our experienced group of Assistant Superintendents, current leaders, and a select group of external partners.

Cultural Leadership and Management:

  • Connecting with and Leading Teachers
  • Difficult Conversations
  • Managing Teams and Groups
  • Personal Effectiveness
  • Student Recruitment
  • Teacher Recruitment
  • Understanding Yourself as a Leader
  • Family Engagement
  • Community Engagement
  • Whole-school Moments
  • Celebrating Student and Staff Successes

Instructional Leadership:

  • Curriculum Alignment and Yearlong Planning
  • Data-Driven Instruction
  • Driving Student Achievement in Special Education
  • Observation and Feedback
  • Taxonomy of Effective Teaching Practices
  • Teaching Math
  • Teaching History
  • Teaching Reading
  • Teaching Science

Qualifications

  • Demonstrates a relentless drive to improve the minds, characters, and lives of students both in and out of school;
  • Strong record of driving exceptional student results;
  • Strong data analysis skills;
  • Ability to provide high leverage feedback to teachers via classroom observations;
  • Demonstrates grit and personal responsibility;
  • High quality communications skills with multiple stakeholders including teachers, students, families, and colleagues;
  • Able to have difficult conversations in a respectful manner;
  • Committed to continual professional growth;
  • Strong organizational skills, extremely careful attention to detail and follow-through

Minimum Education Level

  • The Instructional Fellow must have a Bachelor’s degree.

Experience Required

  • 4 or more years of teaching experience highly preferred;
  • 1 or more years of experience coaching or leading teachers (e.g., grade level chair, content/department chair, Assistant Principal, Dean of Curriculum, etc.) highly preferred.

Compensation

We offer a generous compensation package. All staff members are equipped with the tools needed to succeed, including a dedicated work space, laptop computer, email, high-speed internet access, and all necessary supplies.

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Director of Operations

Posted by | June 21, 2018 |

GENERAL SUMMARY:

Oversees the ongoing operations at the school in conjunction with an Uncommon network’s Chief Operating Officer. Ensures implementation and maintenance of clear systems that allow principals and teachers to focus on students. Works closely with Uncommon’s Home Office Directors and with outside consultants and vendors.

ESSENTIAL DUTIES & RESPONSIBILITIES:

  1. Oversees the ongoing operations at the school with the Network Chief Operating Officer and Associate Chief Operating Officer of Uncommon Schools (Uncommon).
  2. School start-up and growth: Creates a detailed start-up checklist and ordering list to ensure that the school starts each year prepared and fully stocked.
  3. Facility Manages and oversees the school’s physical condition.
  4. Technology Works with Uncommon Chief Technology Officer to ensure that the school has a fully functioning technology infrastructure.
  5. Student Information Manages student information database system and generates reports as needed.
  6. Food and Transportation Manages food and transportation services.
  7. Regulations and Reporting Ensures school-wide compliance with health and safety laws, charter contracts, state education mandates (including staff fingerprinting), teacher certification, and all federal and state workplace regulations.
  8. Finance and Purchasing Ensures that school-based employees receive payroll and benefits in timely and accurate manner from Uncommon. Works with Uncommon – particularly the Uncommon Director of Finance – to create and oversee the school’s budget, finances, and relationships with outside vendors.
  9. Scheduling Works with appropriate staff to construct advisory and class rosters. Creates and manages teacher, student, and classroom schedules.
  10. External Relations and Development Manages relationships with all outside organizations and leads the school’s efforts to partner with community leaders and organizations. Manages visitor program.
  11. Student Recruitment Maintains thorough list of pre-kindergarten programs, head start programs, youth service programs, churches, and other community organizations with which to correspond regarding student recruitment. Tracks student admission applications and maintains waitlist.
  12. Manages the Office Manager and staffs the Main Office when Office Manager is unavailable or not present, and ensures the smooth operation of the main office, including mailings, attendance reporting, office machine maintenance, etc.
  13. Coordinates with Uncommon to ensure smooth operations, identify needs, and facilitate flow of information.
  14. Performs other related duties as required and assigned.
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Principal

Posted by | June 21, 2018 |

GENERAL SUMMARY:

The School Principal, in conjunction with the Director of Operations, is responsible for all aspects of running a school. The principal is responsible for overseeing instruction, curriculum, assessment, and professional development.

ESSENTIAL DUTIES & RESPONSIBILITIES:

INSTRUCTIONAL & SCHOOL LEADERSHIP

  • Provide exemplary leadership to all members of the school community to achieve outstanding performance in the school’s mission of preparing each student for college
  • Work to dramatically improve student achievement by leading the educational program Manage effectively faculty and staff
  • Develop and communicate the school’s systems, culture, and vision, and create a plan to achieve that vision
  • Oversee curriculum development and assessment
  • Implement effective internal and external assessment systems and use data to inform decisions
  • Ensure strong consistency within the school program and curricular alignment with state and other rigorous standards
  • Select and share effective curricular and instructional practices from and with other schools Serve as point person for all students and families

EVALUATION & FEEDBACK

  • Oversee faculty and staff of the school, including recruitment, selection, evaluation, supervision, retention, and dismissal
  • Manage teaching staff, including professional development, staff observations, curriculum development, staff communication, and scheduling and program decisions
  • Lead faculty to ensure that all staff are providing well-managed and rigorous daily lessons, reasonable and effective daily homework, and regular and productive afterschool tutoring
  • Foster commitment among faculty and staff to the development and fulfillment of the school’s mission and objectives
  • Hold teachers accountable for meeting high standards for student academic and behavioral performance
  • Work with staff on all curricular, instructional, assessment, and professional development issues and activities to ensure data drives classroom instruction
  • Work with staff to foster consistency among staff in enforcing the Student and Family Handbook and other school-wide discipline policies Facilitate positive faculty dynamics
  • Work with Special Education Coordinator to ensure 504 accommodations, IEP modifications, and counseling needs are met

FAMILY SUPPORT

  • Maintain communication and relations with the families of the school, ensuring they are kept involved with and held accountable for their children’s academic and behavioral performance
  • Communicate regularly with families regarding student performance and academic achievement
  • Work with staff to correspond regularly with families regarding school policies, trips, events, and milestones
  • Work with staff to plan, coordinate, and support family meetings and special events Respond to family concerns promptly and effectively

STUDENT SUPPORT/SCHOOL CULTURE

  • Collaborate with school staff to maximize the ability of the school to support students’ academic and socio-emotional development
  • Provide leadership to all staff and students in establishing a positive, structured, achievement-oriented, and fun school culture
  • Oversee students’ academic and behavioral program, including disciplinary decisions, enforcement of the Student and Family Handbook, scheduling and class decisions, educational program, and assessment and accountability
  • Ensure that traditions and rituals that support the school’s college mission are being created and maintained, grade by grade, year to year
  • Foster consistency in academic and behavioral expectations in and out of class Ensure effective exam preparation to ensure student success
  • Work with appropriate staff to ensure the smooth administration and effectiveness of the after school enrichment programs

ORGANIZATIONAL LEADERSHIP

  • Demonstrate a relentless drive to improve the minds and lives of students in and out of school
  • Help oversee school-wide strategic planning and problem solving
  • Work with Director of Operations to lead the school’s administrative program

QUALIFICATIONS:

Required knowledge, skills & abilities:

  • Strong organizational skills; extremely careful attention to detail and follow-through.
  • Strong analytical and problem-solving skills.
  • Strong communication and negotiating skills.
  • Ability to work well in a team.
  • Exceptional ability to bridge and enhance cooperative working relationships.
  • Ability to create, monitor, and maintain systems that enhance organizational efficiency.
  • Ability to thrive in a fast-paced, entrepreneurial environment; flexible, able to work autonomously as well as take direction as needed.
  • Passion for the vision of an all-boys school.

Minimum educational level:

  • Bachelor’s Degree

Experience required:

  • 5 years teaching and working in classrooms and coaching teachers, preferably in urban schools and/or communities
  • Experience as a Dean or equivalent leadership role highly preferred
  • Experience at a high-performing charter school highly preferred but not required
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Summer Teaching Fellowship

Posted by | June 21, 2018 |

POSITION

Summer Teaching Fellows come from college campuses across the United States to observe, learn from, and co-teach with Mentor Teachers who are currently full-time, high-performing teachers within our Uncommon schools. STF is currently offered in Boston (MA), Newark (NJ), Camden (NJ), Brooklyn (NY), and Troy (NY) and Fellows serve students in grades K-12. The format and experience of the fellowship varies by region and the grade level in which a Fellow has been placed.

Candidates can indicate their choice of region and grade level (elementary, middle, or high) on the application and, if selected, will be notified of specific STF placement info in mid-May. Please note that positions in preferred geographic locations and grade levels may not always be available due to varied capacity and size of each region. Candidates should list their top choices of location and grade level on the application but understand that placements in in top choices may not always be available.

During the end of the regular school year, most Fellows will observe classrooms, support their Mentor Teacher, and potentially lead individual or small group student instruction. When the regular school year ends and Summer Academy commences, Fellows progress to leading instruction for a full class of students, allowing for direct teaching experience still with the support and guidance of a Mentor. Fellows receive regular feedback and coaching from their Summer Academy Director (leader of Summer Academy) and Mentor Teacher. Depending on the region and grade level, Fellows may lesson plan and build curriculum for their summer class with the support of their Mentor Teacher and Summer Academy Director.

Fellows will also participate in professional development sessions around teaching taxonomies, as well as regular check-in and feedback meetings with their Mentor Teacher and/or Summer Academy Director. Fellows will have many opportunities to gain the experience and support necessary to develop, grow, and enhance their instructional skills.

By the end of the summer, Summer Teaching Fellows will be strong candidates for full-time teaching positions to begin after completion of their undergraduate requirements.

SPECIFIC RESPONSIBILITIES (may vary depending on region and grade level that a Fellow is placed in)

The first few weeks of STF may look different than the ones to follow. During that time, Fellows will have a week of Orientation where they will receive professional development on various topics and the opportunity to build cohort culture and connect with colleagues. PD Topics include time and task management, STF and Uncommon 101, Teach Like a Champion techniques, panel discussions on education reform, and much more.

Following Orientation Week, Fellows will be at their assigned host school and in classrooms during the last few weeks of the school year where they develop skills and knowledge to aid in their success during Summer Academy. Examples of tasks and activities that a Fellow may engage in are:

  • Reporting to your host school—Fellows typically get to school at around 7:00am and leave by around 4:30pm.
  • Mentor teacher check-ins— meeting your Mentor Teacher and getting to know him/her.
  • Observations— observing your Mentor Teacher or other master teachers in their classrooms.
  • Prepping for Summer Academy— gathering materials, information, and building content knowledge necessary before you begin teaching or co-teaching in your Summer Academy classroom.
  • Daily routines and structures of our schools— learning about how our Uncommon Schools operate on a daily basis and the standard that is set for our scholars.
  • Lesson plan internalization— beginning to internalize lesson plans and practice executing.
  • Professional development sessions— attending sessions led by your Summer Academy Director or other staff members on instructional skills.
  • Culture building activities— participating in activities hosted by the STF team or Summer Academy Directors.

After the first few weeks, Summer Academy will commence at which point Fellows will report to their Summer Academy site on a daily basis. Please see below for examples of tasks and actives Fellows may engage in during this time:

  • Reporting to your Summer Academy site—Fellows typically report to their Summer Academy site at 7:00am and leave by around 4:30pm. Length of days vary, as Fellows may have mandatory cohort meetings or professional development sessions after the end of the summer school day.
  • Observations— observing your Mentor teacher or other teachers in their classrooms.
  • Teaching or co-teaching— executing your lesson plans with scholars either independently or with the help of your Mentor Teacher or another Fellow.
  • Task time at home— lesson practice for the week or preparing for the next day of teaching.
  • Professional development sessions— hosted within their region by Summer Academy Directors.
  • Culture building activities— participating in activities hosted by Summer Academy Directors.

QUALIFICATIONS

  • Current standing as an undergraduate college junior expected to graduate in December 2018 or Spring 2019 (Candidates graduating in December 2019 or in year three of a five-year undergraduate/Master’s program are NOT eligible to apply for STF 2018 and are encouraged to apply for our 2019 cohort. Candidates who are studying abroad in the spring may be ineligible to apply. For more info, please see our FAQs.)
  • U.S. citizen or legally eligible to work in the U.S.
  • Minimum undergraduate GPA of 3.0 in concentration/major
  • Full availability from May 27th to August 3rd, 2018
  • Drive to improve the minds and lives of students in and out of the classroom
  • Evidence of self-motivation, willingness to be a team player, and strong sense of personal responsibility
  • Hard-working, punctual, urgent, energetic, and willing to learn and adapt
  • Extremely self-reflective and constant desire to improve
  • Strong organizational skills, communication skills (with children and with peers), and problem solving skills
  • Belief in and alignment with Uncommon’s core beliefs and educational philosophy
  • Prior experience working in schools and/or urban communities is preferred but not required
  • Background or major in education is not required, though candidates should show a demonstrated passion for working with K-12 students

COMPENSATION

  • The Summer Teaching Fellowship is between 7 to 10 weeks long.
  • For Fellows who are placed at the Elementary or Middle School levels, the program is 7 weeks long and runs from May 28th to July 13th for summer 2018.
  • For Fellows who are placed at the High School level, the program is 10 weeks long and runs from May 28th to August 3rd for summer 2018.
  • During the program, Fellows receive: $3,500 stipend (subject to all applicable taxes and fees; $6,000 for High School Fellows)
  • Travel stipend ($150 – $400, varies by region)
  • Provided dormitory-style housing (or an additional $800 stipend for Fellows who opt out of housing and find their own accommodation for summer; note that housing stipends are subject to all applicable taxes and fees)
  • Meals (breakfast and/or lunch) at select mandatory professional development sessions during the first week of the program.
  • Fellows are responsible for the cost of their own meals through the majority of the program.

 

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High School Teacher

Posted by | June 21, 2018 |

POSTION

High School STEM Teachers hold primary responsibility for the implementation and development of Uncommon’s curriculum and the success of its students. Therefore, Uncommon Schools seeks teachers who are committed to continuously improving curriculum and instruction through collaboration as part of a grade level team. We are seeking:

  • Algebra I / Algebra II
  • Geometry
  • Calculus
  • Biology teachers
  • AP Biology teachers
  • Chemistry teachers
  • Physics teachers
  • Engineering teachers

SPECIFIC RESPONSIBILITIES OF HIGH SCHOOL STEM TEACHER

  • Teacher will implement curricula and activities to meet academic standards;
  • Teacher will design and implement assessments that measure progress towards academic standards;
  • Teacher will use assessment data to refine curriculum and inform instructional practices;
  • Teacher will participate in collaborative curriculum development, grade-level activities, and school-wide functions;
  • Teacher will provide consistent rewards and/or consequences for student behavior;
  • Teacher will be accountable for students’ mastery of academic standards;
  • Teacher will communicate effectively with students, families, and colleagues; and
  • Teacher will participate in an annual three-week staff orientation and training.

QUALIFICATIONS

  • Drive to improve the minds and lives of students in and out of the classroom;
  • Proven track-record of high achievement in the classroom;
  • Mastery of and enthusiasm for academic subjects;
  • Evidence of self-motivation and willingness to be a team player;
  • Bachelor’s degree is required; Master’s degree is preferred; and Minimum of two years teaching/education experience in an urban public school or charter school setting preferred.
  • By the time that employment begins, candidates must have received a Bachelor’s degree from a College or University. For teaching roles in New York and Massachusetts, candidates must have also earned a cumulative Grade Point Average (GPA) of 2.5 or higher by the time employment begins. For teaching roles in New Jersey, the candidates must have earned a cumulative 2.75 GPA (for candidates graduating before September 1, 2016) or 3.0 (for candidates graduating on or after September 1, 2016)
  • Valid State Certification is helpful but not required.
  • Belief in and alignment with Uncommon’s core beliefs and educational philosophy is non-negotiable.

COMPENSATION

We offer a generous compensation package. All staff members are equipped with the tools needed to succeed, including a dedicated work space, laptop computer, email, high-speed internet access, and all necessary supplies.

The foregoing information is requested for mandatory government reporting purposes only. As an equal opportunity employer, we hire without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status, disability, or any other category protected by applicable law.

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Special Education Teacher

Posted by | June 21, 2018 |

POSITION

The Special Education Teacher is passionate about supporting the students who are at-risk for academic underperformance due to emotional and/or physical challenges so that they can succeed in the school’s rigorous academic program. The Special Education Teacher holds primary responsibility for providing academic, emotional, and physical services for students who require additional support to thrive within the school’s core academic program.

RESPONSIBILITIES

  • The Special Education Teacher will demonstrate a relentless drive to improve the minds, characters & lives of students both in and out of school
  • The Special Education Teacher will show unwavering commitment to urban youth achieving greatness
  • The Special Education Teacher will create a positive, structured learning environment to ensure that students observe the school’s core values, high expectations, and strict code of conduct
  • The Special Education Teacher will implement curricula and activities to meet academic standards
  • The Special Education Teacher will design and implement assessments that measure progress towards academic standards
  • The Special Education Teacher will use assessment data to refine curriculum and inform instructional practices
  • The Special Education Teacher will participate in the collaborative curriculum development process
  • The Special Education Teacher will provide consistent rewards and/or consequences for student behavior to ensure that students observe the school’s core values, high expectations, and strict code of conduct
  • The Special Education Teacher will be accountable for students’ mastery of academic standards
  • The Special Education Teacher will share responsibility for grade-level and school-wide activities
  • The Special Education Teacher will exhibit resilience to persevere and turn challenges into opportunities
  • The Special Education Teacher will focus constantly on student learning, thinking critically and strategically to respond to student learning needs
  • The Special Education Teacher will communicate effectively with students, families, and colleagues
  • The Special Education Teacher will engage families in their children’s education
  • The Special Education Teacher will commit to continual professional growth, participating actively in department meetings, faculty meetings, and other meetings
  • The Special Education Teacher will participate in an annual three-week staff orientation and training
  • The Special Education Teacher will mentor and engage an Apprentice Teacher in instructional practice and professional development
  • The Special Education Teacher will include an Apprentice Teacher in daily classroom activities to help students meet academic standards

QUALIFICATIONS

  • Drive to improve the minds and lives of students in and out of the classroom
  • Proven track-record of high achievement in the classroom
  • Mastery of and enthusiasm for academic subject
  • Evidence of self-motivation and willingness to be a team player
  • Bachelor’s degree is required; Master’s degree is preferred
  • Minimum of two years teaching experience in an urban public school or charter school setting
  • Valid State Certification is helpful but not required
  • Belief in and alignment with Uncommon’s core beliefs and educational philosophy is non-negotiable
  • By the time that employment begins, candidates must have received a Bachelor’s degree from a College or University. For teaching roles in New York and Massachusetts, candidates must have also earned a cumulative Grade Point Average (GPA) of 2.75 or higher by the time employment begins. For teaching roles in New Jersey, the candidates must have earned a cumulative 2.75 GPA (for candidates graduating before September 1, 2016) or 3.0 (for candidates graduating on or after September 1, 2016).

COMPENSATION

We offer a competitive compensation package, including a salary significantly above the district scale and comprehensive health benefits. Aside from extensive professional development, all our teachers are equipped with a laptop computer, email, high-speed internet access, library budget, and all necessary instructional supplies.

The foregoing information is requested for mandatory government reporting purposes only. As an equal opportunity employer, we hire without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status, disability, or any other category protected by applicable law.

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Middle School Teacher

Posted by | June 21, 2018 |

POSITION

Middle School Teachers hold primary responsibility for the implementation and development of Uncommon’s curriculum and the success of its students. Therefore, Uncommon Schools seeks middle school teachers who are committed to continuously improving curriculum and instruction through collaboration as part of a grade level team.

SPECIFIC RESPONSIBILITIES OF MIDDLE SCHOOL MATH TEACHERS

  • Teachers implement curricula and activities to meet academic standards;
  • Teachers design and implement assessments that measure progress towards academic standards;
  • Teachers use assessment data to refine curriculum and inform instructional practices;
  • Teachers participate in collaborative curriculum development, grade-level activities, and school-wide functions;
  • Teachers provide consistent rewards and/or consequences for student behavior;
  • Teachers are accountable for students’ mastery of academic standards;
  • Teachers communicate effectively with students, families, and colleagues;
  • Teachers participate in an annual three-week staff orientation and training;

QUALIFICATIONS

Our middle school teachers strive to improve the minds and lives of students in and out of the classroom;

  • Proven track-record of high achievement in the classroom
  • Mastery of and enthusiasm for academic subjects; (especially core subjects of English Language Arts (ELA), Math, Science and History)
  • Evidence of self-motivation and willingness to be a team player;
  • Bachelor’s degree is required; Master’s degree is preferred; and Minimum of two years teaching experience in an urban public school or charter school setting.
  • By the time that employment begins, candidates must have received a Bachelor’s degree from a College or University. For teaching roles in New York and Massachusetts, candidates must have also earned a cumulative Grade Point Average (GPA) of 2.5 or higher by the time employment begins. For teaching roles in New Jersey, the candidates must have earned a cumulative 2.75 GPA (for candidates graduating before September 1, 2016) or 3.0 (for candidates graduating on or after September 1, 2016).
  • Valid State Certification is helpful but not required.
  • Belief in and alignment with Uncommon’s core beliefs and educational philosophy is non-negotiable.

COMPENSATION

We offer a generous compensation package. All staff members are equipped with the tools needed to succeed, including a dedicated work space, laptop computer, email, high-speed internet access, and all necessary supplies.

The foregoing information is requested for mandatory government reporting purposes only. As an equal opportunity employer, we hire without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status, disability, or any other category protected by applicable law.

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Elementary School Teacher

Posted by | June 21, 2018 |

POSITION

The Elementary School Teacher’s primary responsibility is the implementation and development of Uncommon’s curriculum and the success of its students. Therefore, Uncommon Schools seeks elementary School teachers who are committed to continuously improving curriculum and teaching through collaboration as part of a grade level team.

  • Kindergarten teacher – 2nd Grade teacher
  • 3rd Grade teacher – 4th Grade teacher
  • Primary teacher and Co-teacher

SPECIFIC RESPONSIBILITIES FOR ELEMENTARY SCHOOL TEACHER:

  • Implement curricula and activities to meet academic standards
  • Design and implement assessments that measure progress towards academic standards
  • Use assessment data to refine curriculum and inform teaching practices
  • Participate in collaborative curriculum development, grade-level activities, and school-wide functions
  • Provide consistent rewards and/or consequences for student behavior Be accountable for students’ mastery of academic standards
  • Communicate effectively with students, families, and colleagues
  • Participate in an annual three-week staff orientation and elementary teacher training

QUALIFICATIONS

  • Drive to improve the minds and lives of students in and out of the classroom
  • Proven track-record of high achievement as a classroom teacher
  • Mastery of and enthusiasm for teaching academic subjects
  • Evidence of self-motivation and willingness to be a team player
  • Bachelor’s degree is required; Master’s degree is preferred
  • Minimum of two years teaching experience in an urban public school or charter school setting
  • Valid State Certification is helpful but not required.
  • Belief in and alignment with Uncommon’s core beliefs and educational philosophy is non-negotiable.
  • By the time that employment begins, candidates must have received a Bachelor’s degree from a College or University. For teaching roles in New York and Massachusetts, candidates must have also earned a cumulative Grade Point Average (GPA) of 2.75 or higher by the time employment begins. For teaching roles in New Jersey, the candidates must have earned a cumulative 2.75 GPA (for candidates graduating before September 1, 2016) or 3.0 (for candidates graduating on or after September 1, 2016).

COMPENSATION

We offer a generous compensation package. All staff members are equipped with the tools needed to succeed, including a dedicated work space, laptop computer, email, high-speed internet access, and all necessary supplies.

The foregoing information is requested for mandatory government reporting purposes only. As an equal opportunity employer, we hire without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status, disability, or any other category protected by applicable law.

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Apprentice Teacher

Posted by | June 21, 2018 |

POSITION

The Apprentice Teacher position provides a unique opportunity for talented individuals with limited or no teaching experience to explore the field of education and to gain hands-on practice and the training necessary to become a successful full-time classroom teacher. Apprentice Teachers will have an opportunity to observe best practices in classroom instruction and education reform from experienced teachers and school leaders at one of the leading charter management organizations in the country. Apprentice Teachers observe and learn from Master Teachers, co-teach with teacher-leaders, provide in-house substitute teaching coverage for teachers, and support teachers with tutoring, grading, and individual or small group student instruction. Depending on school needs and candidate background, Apprentice Teachers may also teach their own class of students, allowing for direct teaching experience within a more limited teaching load. Apprentice Teachers will also offer teacher support with a variety of work inside and outside of the classroom, including teaching Enrichment classes, organizing student events, and developing mentoring relationships with students. Through full participation in summer and school-year professional development, as well as regular meetings with an instructional coach, Apprentice Teachers will have many opportunities to gain the experience and support necessary to develop their teaching skills. By the end of the year, Apprentice Teachers will be very strong candidates for a lead teaching position.

We are seeking apprentice teachers for the following subject areas:

Elementary School:

  • Grades K-2, or 3-4

Middle School:

  • Math (Pre-Algebra, Algebra I)
  • Science
  • History
  • English
  • Language Arts (ELA) – Reading & Writing
  • Special Education

SPECIFIC RESPONSIBILITIES FOR APPRENTICE TEACHERS

  • Apprentice teachers teach classes on behalf of Deans and teacher-leaders who are observing other teachers
  • Apprentice teachers provide substitute teaching coverage for teachers within the school;
  • Apprentice teachers teach one class or small groups of students;
  • Apprentice teachers periodically plan and deliver instruction, gradually taking on more esponsibility throughout the year;
  • Apprentice teachers develop teaching skills to potentially become a full-time teacher at the school;
  • Apprentice teachers support students by providing one-on-one and small group tutoring daily, and small group intervention and student support;
  • Apprentice teachers observe Master Teachers in order to improve instructional techniques and classroom management;
  • Apprentice teachers meet regularly with a coach to implement feedback on lessons and instruction;
  • Apprentice teachers teach or help coordinate an Enrichment class; Similar to teaching assistants, Apprentice teachers help with instruction, assessments, grading, and other classroom responsibilities; (especially in core subjects: English Language Arts (ELA), Math, Science, History) They’re just doing this work full time.

As appropriate, perform all duties expected of classroom teachers, including but not limited to:

  • Implementing curricula and activities to meet academic standards;
  • Designing and implementing assessments that measure progress towards academic standards;
  • Using assessment data to refine curriculum and inform instructional practices;
  • Participating in collaborative curriculum development, grade-level activities, and school-wide functions, events, and trips;
  • Providing consistent rewards and/or consequences for student behavior;
  • Serving as an advisor to a small group of students; Helping to co-lead advisory/homeroom in the morning and afternoon;
  • Supervising students during transitions, breakfast, lunch and afterschool;
  • Being accountable for students’ mastery of academic standards;
  • Communicating effectively with students, families, and colleagues;
  • Participating in an annual three-week staff orientation and training.

QUALIFICATIONS

Drive to improve the minds and lives of students in and out of the classroom

  • Evidence of self-motivation, willingness to be a team player, and has a strong sense of personal responsibility;
  • Ideal candidates are hard-working, urgent, energetic, and are willing to learn and adapt; Is extremely reflective and constantly wants to improve;
  • Is flexible and enjoys dealing with unpredictability; Strong time management skills; ability to manage multiple tasks simultaneously and meet tight deadlines;
  • A strong candidate will possess strong organizational skills, communication skills (particularly with children), and problem solving skills;
  • Interest in performing a critical support role and the ability to excel in a fast-paced, entrepreneurial, results-oriented environment;
  • Prior experience working in schools and/or urban communities is preferred but not required;
  • Relentless commitment to mission of educating urban students. Belief in and alignment with Uncommon’s core beliefs and educational philosophy is non-negotiable.

EDUCATIONAL BACKGROUND AND WORK EXPERIENCE

Bachelor’s degree is required. A background in education is not required, though candidates should show a demonstrated passion for working with K-12 students.

By the time that employment begins, candidates must have received a Bachelor’s degree from a College or University. For teaching roles in New York and Massachusetts, candidates must have also earned a cumulative Grade Point Average (GPA) of 2.5 or higher by the time employment begins. For teaching roles in New Jersey, the candidates must have earned a cumulative 2.75 GPA (for candidates graduating before September 1, 2016) or 3.0 (for candidates graduating on or after September 1, 2016)

COMPENSATION

This is a full-time paid teaching apprenticeship, including comprehensive health benefits. Aside from extensive professional development, all our teachers are equipped with a laptop computer, email, high-speed internet access, and all necessary instructional supplies.

The foregoing information is requested for mandatory government reporting purposes only. As an equal opportunity employer, we hire without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status, disability, or any other category protected by applicable law.

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Associate, Development

Posted by | June 20, 2018 |

Start Date:                          Immediate

Team:                                   Development

Location:                             New Haven, Connecticut

 

About Achievement First:

Achievement First, a non-profit 501(c)3 charter school management organization, operates over 30 public charter schools in Brooklyn, Connecticut and Rhode Island. The mission of Achievement First is to deliver on the promise of equal educational opportunity for all children, regardless of race or economic status. Achievement First currently educates more than 12,600 students in historically underserved neighborhoods, with over 90% of our students identifying as Black and Latino. With its college-preparatory focus, the Achievement First approach is attaining breakthrough academic gains throughout the network. Beyond our students and schools, Achievement First is an engaged and prominent partner in the larger conversation about how to improve public education and student achievement in our country.

 

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

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

 

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

 

Summary

Team Development secures the philanthropic resources necessary for students, teachers, and leaders to thrive and for the network to serve as an exemplar in public education.  The associate will report to the director of development and play an important role in securing grant support for Connecticut and Rhode Island operations. The associate will also support the development of strong relationships with individuals, foundations and corporations who share our vision for equity in education. In addition, the associate will support the cultivation, stewardship and solicitation of compassionate, generous contributors. This is a unique opportunity to contribute to a team that raises in excess of $20 million annually and to hone effective development skills while advancing the sustainability of one of the leading education reform organizations in the country.

 

Responsibilities of the development associate will include but are not limited to:

 

  • Grant Writing and Management
    • Lead grant writing for CT and RI foundations as a key component of Team Development’s annual and/or multi-year strategy
    • Collaborate across departments at the Network and school-levels to execute compelling and timely proposals and reports that faithfully and knowledgeably communicate Achievement First’s successes and challenges
    • Support co-CEO, VP and/or Director in hosting funder meetings and site visits as a part of the grant making due diligence process

 

  • Donor Cultivation and Stewardship
    • Develop clear, compelling and high-quality materials to introduce prospective donors to Achievement First and/or support fundraising and donor stewardship, including managing annual appeals and campaigns

 

  • Administrative
    • Track progress toward goal for a team that raises in excess of $20 million in private revenue
    • Maintain contact and gift records in Raiser’s Edge and Salesforce database for a portfolio of contributors
    • Assist team members in planning and execution of board meetings, school visits, and other fundraising/special events as necessary

 

Skills and Characteristics

  • Excellent and persuasive communicator as demonstrated by exceptional written, oral, interpersonal, and presentation skills, with the ability to differentiate internal stakeholder communications from those intended for external stakeholders
  • Highly organized, with superior attention to detail and the ability to manage, prioritize, and ensure the completion of multiple projects
  • Resourceful in pursuit of outcomes, seeking clarity in ambiguity and calmly handling the unanticipated
  • Interest in performing a critical grant-writing role while learning in a fast-paced, entrepreneurial environment
  • Willing to learn and improve, self-reflective, receptive to constructive feedback
  • Able to connect with others and build effective professional relationships
  • Healthy curiosity about all aspects of Achievement First, eager to learn more about and support the larger mission and vision by engaging in network opportunities outside of Team Development
  • Belief in and passion for the Achievement First mission and educational model
  • Solid technical skills, including proficiency with Microsoft (Word, Excel, PowerPoint), experience with Google Drive, Raiser’s Edge, and Salesforce a plus
  • Maturity, humility, strong work ethic, sense of humor, and “roll-up-my-sleeves” attitude

 

Educational Background and Work Experience

  • Bachelor’s degree
  • 3-5 years work experience, consistently meeting or exceeding performance goals
  • Prior grant writing, development or consulting experience a plus

 

This position will require occasional evening work and travel within Connecticut and between Connecticut, New York and Rhode Island.

 

Compensation

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

 

 

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Director, Development

Posted by | June 20, 2018 |

Start Date:                          Immediate

Team:                                   Development

Location:                             Brooklyn, New York

 

About Achievement First:

Achievement First, a non-profit 501(c)3 charter school management organization, operates over 30 public charter schools in Brooklyn, Connecticut and Rhode Island. The mission of Achievement First is to deliver on the promise of equal educational opportunity for all children, regardless of race or economic status. Achievement First currently educates more than 12,600 students in historically underserved neighborhoods, with over 90% of our students identifying as Black and Latino. With its college-preparatory focus, the Achievement First approach is attaining breakthrough academic gains throughout the network. Beyond our students and schools, Achievement First is an engaged and prominent partner in the larger conversation about how to improve public education and student achievement in our country.

 

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

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

 

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

 

Summary

Team Development secures the philanthropic resources necessary for Achievement First and our schools to grow, improve and innovate. The director of development will report to the vice president of development with a particular focus on generating private revenue in New York City. In August 2018, Achievement First will have 23 schools in Brooklyn that serve more than 8,100 students. The director of development will be responsible for developing strong relationships with individuals, foundations, corporations and board members who share our vision for equity in education, as well as cultivating, stewarding and soliciting compassionate, generous contributors. This is a unique opportunity to be a lead member of a team that raises in excess of $20 million annually in support of a high-performing, scaling organization that is committed to excellence.

 

Responsibilities of the director of development will include but are not limited to:

 

  • Donor Stewardship
    • Manage grant application and reporting calendar to ensure Team Development meets deadlines and annual fundraising goals
    • Prepare grant applications and reports for a subset of private funders as a key component of Team Development’s annual and/or multi-year strategy for these funders
    • Coordinate across other Achievement First teams and/or school teams to obtain the information necessary to prepare and complete timely funding proposals and reports
    • Analyze and synthesize information to compose compelling funding proposals and reports that accurately communicate Achievement First’s successes and challenges
    • Maintain and deepen relationships with key funders by sharing updates, articles and events and by ensuring priorities align with Achievement First’s work
    • Host highly-engaging and informative school visits to complement the grant approval process and deepen funder connection with Achievement First’s mission and the need for support
    • Develop high-quality materials to support frontline fundraising, grant proposals/reports and donor stewardship

 

  • Prospecting
    • Implement cultivation strategies to increase funding from existing, lapsed and new donors
    • Attract new sources of funding to support Achievement First’s growing need for capital funding in New York City and the network’s special initiatives, such as “AF Through College”
    • Develop clear, compelling materials to introduce Achievement First to prospects and make a case for funding

 

  • Governance/Board Relations
    • Develop and implement annual board calendar to drive the effectiveness of the Achievement First Brooklyn and Network Support boards, including recruitment and onboarding efforts
    • Collaborate with senior staff to provide key organizational updates that will increase Achievement First Brooklyn and Network Support boards’ knowledge and ability to serve as partners
    • Oversee principal approval process for Achievement First’s Brooklyn schools
    • Satisfy governance reporting requirements in collaboration with Team Legal & Compliance

 

Skills and Characteristics

  • Excellent and persuasive communicator as demonstrated by exceptional written, oral, interpersonal and presentation skills and the ability to effectively interface with senior leaders, board members and staff
  • Resourceful in pursuit of outcomes, seeking clarity in ambiguity and calmly handling the unanticipated
  • Highly organized, with superior attention to detail and the ability to manage, prioritize and ensure the completion of multiple projects
  • Interest in applying leadership skills in a fast-paced, entrepreneurial environment
  • Willing to learn and improve, self-reflective, receptive to constructive feedback
  • Able to connect with others and build effective professional relationships
  • Strong management skills; ability to influence and engage direct and indirect reports and peers
  • Healthy curiosity about all aspects of Achievement First, eager to learn more about and support the larger mission and vision by engaging in network opportunities outside of Team Development
  • Belief in and passion for the Achievement First mission and educational model
  • Solid technical skills, including proficiency with Microsoft (Word, Excel, PowerPoint), experience with Google Drive, Raiser’s Edge and Salesforce a plus
  • Maturity, humility, strong work ethic, sense of humor and “roll-up-my-sleeves” attitude

 

 

Educational Background and Work Experience

  • Bachelor’s degree
  • 7-10 years work experience, consistently meeting or exceeding performance goals
  • Prior development, consulting and/or strategic planning work experience a plus

 

This position will require occasional evening work and travel within New York City and between New York City, Connecticut and Rhode Island.

 

Compensation

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

 

 

Comments Off on Administrative Assistant – NYS-TEACHS

Administrative Assistant – NYS-TEACHS

Posted by | June 19, 2018 |

Overview

Advocates for Children of New York, Inc. (AFC) is a dynamic not-for-profit organization focused on high-quality education for New York students who face barriers to academic success.  AFC works on behalf of children and youth who are at greatest risk of academic failure due to poverty, race, ethnicity, disability, homelessness, immigration status/limited English proficiency, or involvement in the child welfare or juvenile justice systems. We use uniquely integrated strategies to advance systemic reform, empower families and communities, and advocate for the educational rights of individual students.

The New York State Technical and Education Assistance Center for Homeless Students (AFC’s NYS-TEACHS project) focuses on the educational rights of students experiencing homelessness, and is a project funded by the New York State Education Department. NYS-TEACHS provides information, resources, trainings, and support to school districts, parents, social service providers, and other professionals to ensure that children and youth experiencing homelessness can succeed in school.

AFC seeks a full-time Administrative Assistant for the NYS-TEACHS project to complete our team of seven (including the Administrative Assistant). The Administrative Assistant will support all facets of NYS-TEACHS’ operations, especially those related to outreach and data management. The Administrative Assistant has a pivotal role in ensuring that our work reaches key contacts who work with students experiencing homelessness. As a team we value growth and learning with regard to how we can better serve marginalized communities. As a result of staff efforts, we regularly engage in conversations regarding race and equity as they impact our external work as well as our internal experiences in the workplace.

 

Please see below for a more detailed description of the job responsibilities.

Responsibilities

The Administrative Assistant will be responsible for the following activities, which are followed by approximate time spent in each activity. Note that some aspects of the work are seasonal, so percentages reflect time spent over the course of a year.

  • updating training and contact information in our SalesForce database (35%);
  • assisting with organizing our trainings and workshops (scheduling, copying and assembling handouts, serving as point-person for questions, etc.) (20%);
  • tracking and preparing mailings of outreach and training materials (10%);
  • communicating with school districts, service providers, and families about the educational rights of students experiencing homelessness through the NYS-TEACHS hotline and making follow-up calls (10%);
  • conducting outreach via email and phone for our trainings (5%);
  • creating and running reports, and exporting and interpreting data from our SalesForce database (5%);
  • simple data analysis using Microsoft Excel (5%);
  • updating our website (5%); and
  • editing and updating our outreach materials using Publisher and InDesign (5%).

Qualifications

  • Knowledge of Microsoft Word and Excel a must. Experience working with Adobe Suite, especially InDesign, databases (e.g., SalesForce), and bulk email platforms preferred.
  • College graduate preferred.
  • Spanish language skills preferred.
  • Ideal candidate should be:
    • adaptable,
    • able to work effectively in a busy environment,
    • detail-oriented,
    • organized,
    • able to keep meticulous records,
    • tech-savvy,
    • able to manage projects start to finish,
    • able to learn new programs quickly,
    • good at time management, and
    • comfortable interacting with other professionals on the phone and in writing.

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

Expected Start Date
Position is available immediately.

Important
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 Education Director

Education Director

Posted by | June 14, 2018 |

About Us

Youth Communication provides powerful, teen-written stories and professional development to help educators and youth workers connect with the teens they serve and build their social and emotional competencies and literacy skills. To our knowledge, we are the only organization that puts the voices of struggling youth at the center of curricula and professional development.

The education department is fairly new at our 38-year-old organization. Beginning four years ago, we built a curriculum and professional development framework that would enable educators to be more effective in engaging struggling teens. Based on that framework, we developed five curricula, each with about two dozen lessons (topics include SEL for middle and high school students, gender, and work readiness). We also created day-long interactive professional development sessions for each curriculum. Last year, we trained more than 400 educators at several dozen schools, after school programs, and city agencies.

We want to expand the programs we offer and dramatically increase the number of schools and agencies that use them. Our employees must be self-directed, hands-on, and passionate about serving educators and marginalized youth, including youth in alternative schools, after school programs, and the foster care and juvenile justice systems. We want someone who is just as comfortable presenting our work to principals and education directors as s/he is writing monthly lessons to accompany our teen-written magazines.

Moving forward, the Education Director will play a key role in developing new training programs for educators on specialized topics, like restorative practices and trauma, which are based on our stories but are not tied directly to our five curricula. We also expect to develop several new mini-curricula of about 10 lessons each.

Qualifications

We are looking for a master trainer who can also write curricula and provide the educational vision to sustain and grow this work. The ideal candidate will have the following skills and background:

  • A background in education, including teaching experience, and an advanced degree in education.
  • Knowledge of the NYC educational landscape.
  • Strong understanding of social and emotional learning and literacy for struggling readers.
  • Experience providing professional development to diverse staff (school-based, after school, etc.)
  • Experience developing lessons and curricula.
  • Familiarity with the challenges of educators who work with marginalized teens.
  • Ability to work independently, manage multiple projects at once, and set and meet deadlines.
  • Familiarity with and/or interest in social science research and how it applies to educational practice.
  • Passion for reading and writing.

Scope of Responsibilities

Supervisor: Deputy Director

Direct Reports: Per Diem trainers and other staff as we grow (e.g., per diem curriculum writers)

Works closely with: YC management team, editorial, and administrative staff

Manage Professional Development and Coaching (40%)

  • Manage all aspects of professional development, including: Provide full- and half-day trainings on our curricula and on specialized topics; Hire, supervise, and train several per diem trainers and coaches, as needed, who work with schools and contract agencies to implement our programs; Refine PD offerings, as needed, based on feedback from trainers and sites. Work with YC administrative staff to coordinate training schedules, coaching, etc.
  • Provide coaching to YC partner sites (teachers, afterschool workers, etc…) to improve their group facilitation and youth development skills. This will also include developing and refining our coaching model.

Create Lessons and Curricula (40%)

  • Update existing curricula in response to changing needs.
  • Create new curricula and trainings based on customer needs (e.g., create a 10-lesson mini-curriculum on middle school to high school transition; design story-based workshops to build staff awareness and youth development skills).
  • Complete an in-progress “casebook” that will use our stories to help pre-service teachers better understand struggling students, develop greater empathy for them, and identify strategies for engaging them (in collaboration with the Hunter College School of Education).
  • Stay abreast of new ideas in education (including core youth development, social and emotional learning and literacy issues, and topic-specific issues, such as gender, restorative practice, middle school to high school transition, etc.), and integrate them into our training and curricula as needed.
  • Write lessons for our two teen magazines (9 issues per year).

Manage Continuous Improvement and Growth (20%)

  • Work to improve lessons and professional development—and develop new programs—based on feedback obtained through surveys, observation, and new trends and research on social-emotional learning, literacy, and youth development.
  • Work with YC management team to assess customer demand, available funding, workload, and other factors to determine need to hire per diem and/or permanent staff to support Education Department activities.
Comments Off on New York Reporter

New York Reporter

Posted by | June 13, 2018 |

Chalkbeat, the growing nonprofit news organization covering the story of public education in America, is seeking a hard-charging reporter to join our New York bureau.

It’s an incredible time be covering education in New York. The past few months have seen an onslaught of news carrying profound implications for students and families in the nation’s largest school district — from the dramatic arrival of a new schools chancellor to a controversial proposal to change admission practices at the city’s most selective high schools. Chalkbeat has been at the forefront of these and other stories, breaking news and providing smart analysis of the implications on policy and politics — from visiting classrooms to cornering lawmakers in Albany as part of our state coverage. We’re looking for a reporter who can jump in immediately, contribute smart ideas, and execute both quick-turn and long-term enterprise stories.  

You won’t just be responsible for conceiving and executing daily news stories; you’ll be tasked with providing crucial context for what is happening, who is affected, and why. You’ll analyze public policy decisions at the district and state level and assess the impact on educators, families, and communities. You will scrutinize the people calling the shots.

Who are you?

You are committed to local journalism and respect the transformative power a good story can wield. You’re a self-starter who is hungry to break news, eager to understand and inform vital public policy debates, and enthusiastic about creating new models for sustainable journalism. You’re a strong beat reporter who can develop reliable sources and beat the competition. You’ve got the ability to write a range of stories, from breaking news to enterprise and long-term investigative projects. Most important, you can serve as a guide for our readers — school personnel, education insiders, parents, students, and curious citizens — in explaining how education in New York works. And you’re not afraid to call its leaders to task when warranted.

What background and skills do you have? (We know not all strong candidates willl have all the skills we list. That’s OK. What else do you bring to the table? Please tell us!)

  • Reporting experience, preferably in digital, with a focus on public policy issues and/or education. (We’re open to hiring veteran reporters and up-and-coming journalists alike.)
  • A passion for education and the future of New York and its children.
  • Specific knowledge about education issues and the city of New York are strong pluses, but not required.
  • Experience in data journalism and visual production is a plus.
  • Ability to report in a language other than English — one that will help us connect with the diverse communities of New York — is a plus.

The position will be based at our New York office, conveniently located near Penn Station and many subway lines.

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

About Chalkbeat:

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

Comments Off on Instrumental Music Teacher of Afro Caribbean Latin Jazz

Instrumental Music Teacher of Afro Caribbean Latin Jazz

Posted by | June 12, 2018 |

Join us and be the first teacher in a school in the United States to teach through an Afro-Caribbean Latin Jazz curriculum created by Jazz at Lincoln Center (JALC). Help us form our first ever Jazz Orchestra including listening, history, theory, basic to advanced songs, chord structures & progressions, improvisation, solo & ensemble performing, styles, and aesthetics. Work with our students to help develop their repertoire in order to secure scholarships for college. Part of your instructional day will include teaching JALC’s “From Ragtime to Rap.”

School Vision Statement for the Arts

 At TAPCo we take care of ourselves and each other. We support artistic self-expression and sustainability-oriented collaboration in a demanding, high-tech arts and academic environment. Students major in one of two areas; either in an arts studio or a technical/digital concentration. All TAPCo students learn the collaborative and self management skills required for success in the 21st century world of the arts enabling them to continually evolve and excel in college, career, and life.

The groundbreaking of TAPCo’s outdoor rooftop garden/outdoor sound stage makes us the first school in New York City that will have a space dedicated to student sustainability oriented gardening  and performances. A CDOS track (both SPED and Gen Ed) will enable students taking those courses, and our Arts studio majors, to intensively work together in learning real word digital skills- a hallmark of 21st century artistic endeavor.

More About Us

TAPCo is a DOE Learning Partners host school.  We have been recognized in US News & World Report’s Best High Schools in America for the past two years, appeared in The Huffington Post, and featured in many local television news stories for the artistic and academic accomplishments of our students. We offer 4 AP courses, and are members of College Readiness for Middle & High School, Algebra for All, the LINCT program, Urban Advantage, the Writing Revolution, RULER, and Beyond Differences. Partnerships: Roundabout Theatre Company, Jazz at Lincoln Center, 92Y, Elisa Monte Dance, Hip Hop Dance Conservatory, Fred Dolan Art Academy, Reidi Dance, the Sessions, and Hispanic Information Telecommunications Network (HITN).

Salary

According to DOE/UFT contract.

Comments Off on Middle School Math & Science Teachers

Middle School Math & Science Teachers

Posted by | June 12, 2018 |

TNTP has partnered with Success Academy to bring a group of talented and passionate middle school math and science teachers to Success Academy’s schools next fall. TNTP is a national nonprofit founded by teachers that believes our nation’s public schools can offer all children an excellent education. We work at every level of the public education system to attract and train talented teachers and school leaders, ensure rigorous and engaging classrooms, and create environments that prioritize great teaching and accelerate student learning. TNTP will provide personalized support to candidates throughout the application process, and successful candidates will be employees of Success Academy.
As the fastest growing, highest-performing public charter school network in New York State, Success Academy has reimagined public education. Primarily serving low-income families and communities, we have created a revolutionary K-12 school model that is nationally recognized for achieving outstanding academic results for students. We are seeking hard-working, fast-learning, exceptional candidates to join our revolution.
We are looking for candidates just starting their career (or considering a career change) and candidates with lead teaching experience.
Our Associate Teachers receive intensive training over the summer so that they are ready to hit ground running to support students in the classroom. Associate Teachers that demonstrate their ability to effectively lead a classroom will be considered for a Lead Teacher position.
Our Lead Teachers are results driven, foster a love of learning in their classrooms and motivate students to think critically and take ownership over their own learning. Lead Teachers drive towards academic outcomes by analyzing student work, studying data, and implementing high-leverage instructional moves to ensure dramatic gains for all students.
Success Academy is disrupting the status quo so we need candidates with a deep-seated belief that all children are capable of reaching the highest bars we set for them and are excited to join the ed reform movement.
If you are ready to join this elite team, your key responsibilities would include:
Associate Teachers
-Teaching small groups and leading whole-class instruction using an inquiry-based, rigorous curriculum that inspires intellectual curiosity, reinforces the joy of learning, and enables all students to thrive;
-Working collaboratively with other teachers, assuming increased teaching responsibilities while progressing towards the Lead Teacher role;
Lead Teachers
– Leading instruction that is rich, rigorous, and engaging
– Building a classroom culture in which students love math or science
– Guiding students towards a deep understanding of math or science
– Analyzing data to drive to ambitious outcomes
All Teachers
– Engaging in training with school leaders to benefit from targeted, in-the-moment feedback on instruction, accelerating learning and growth with unparalleled support;
-Developing meaningful relationships with students and parents that drive students to love learning and make exceptional academic gains; and
-Joining a highly motivated team committed to education reform, parent choice, and the building of exemplary schools.
Successful candidates have the following:
-Bachelor’s degree, with an outstanding record of academic achievement and leadership;
-Flexibility and openness to feedback;
-Grit and perseverance; and
-Interest in working in a collaborative environment.
Success Academy Charter Schools is an equal opportunity employer and actively encourages applications from people of all backgrounds. Compensation is competitive and commensurate with experience. Success Academy offers a full benefits program and extraordinary opportunities for professional growth

Questions? Email TNTP@successacademies.org 

 

Comments Off on Now Hiring: All Content Areas

Now Hiring: All Content Areas

Posted by | June 10, 2018 |

New Visions for Public Schools’ goal is to radically disrupting the cycle of poverty by improving student achievement, resilience and creating and sustaining a network of high performing schools for New York City’s highest-need  students.

New Visions for Public Schools believes that the best way to strengthen schools is to develop the professional capacity of teachers, principals and administrators. Our mission is to ensure all of New York City’s public school students, regardless of race or economic class, have access to a high-quality education that prepares them for the rigors of college and the challenges when entering the workforce.  New Visions for Public Schools works with the NYC Department of Education to provide instructional and operational support to 69 high needs public schools throughout the five boroughs and also directly operates 10 Charter High Schools in the Bronx, Brooklyn, and Queens. New Visions looks for teachers who will contribute to a healthy school climate by adhering to the goals, values, teaching practices, and organizational structures of the school they are hired in.

Advantages of Teaching at a New Visions School Include:

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

 

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

 

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

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

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

Reading Specialist

Posted by | June 10, 2018 |

SUMMARY: The purpose of this position is threefold (1) to support schools in providing a coordinated data-driven literacy intervention program, (2) to provide students with small group literacy intervention instruction and (3) to provide teachers with ongoing literacy strategy support aligned with student learning goals.

ESSENTIAL JOB FUNCTIONS:

  1. Coordinate and facilitate the school’s literacy intervention program.

  2. Collaborate with teachers individually to identify the literacy needs of students, to set learning goals and targets, and to problem solve with teachers to develop best practices for continuous academic growth of students in literacy.

  3. Assist teachers with the collection of data, analysis of data results and supports the sharing of findings with all staff.

  4. Review student achievement and assist with placing students in appropriate reading and writing intervention and support services.

  5. Teach targeted literacy intervention to small groups of students daily using research-based intervention curriculum and resources.

  6. Assist students using software and materials related to literacy programs.

  7. Meet regularly with the classroom teacher to plan literacy instruction that correlates with the individual student’s needs or as requested by the classroom teacher.

  8. Attend professional development to enhance knowledge of pedagogy and content, especially literacy.

  9. Maintain and submit accurate and up-to-date management records of all students’ progress.

  10. Perform other duties and responsibilities related to literacy as assigned by supervisor.

Secondary Job Functions:

Supervisory Reports: None

Interacts with: Principal, APs, English Language Teachers

Required Education, Certifications and Experience:

  • Literacy 5-12, English Language Arts or Students with Disabilities 9-12 Teaching Certification (or in process of reciprocity)

  • Bachelor’s Degree, Master’s Preferred

To Apply:

Please complete online application and attach cover letter, resume and recent salary history at:

https://www.newvisions.org/pages/Teaching-Careers?gh_jid=1205227

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

 

Comments Off on High School Math Teacher

High School Math Teacher

Posted by | June 5, 2018 |

    ABOUT KIPP NYC

KIPP NYC is a non-profit network of free, public charter schools that prepares students for success in college and life. In 1995 we started our first middle school, KIPP Academy, in the Bronx. Our goal was to graduate students with the strength of character and academic abilities needed to succeed in high school, college and beyond – and in so doing, to prove what is possible in for all students. Today, our New York City network is comprised of five elementary schools, five middle schools, one high school, and KIPP Through College, a comprehensive support program for our alumni. We are also excited to be opening two new schools in August 2018 – KIPP Freedom Elementary School and KIPP Freedom Middle School!

    About KIPP NYC College Prep High School

KIPP NYC College Prep is a free college-preparatory public school serving students from KIPP NYC’s five middle schools. In July 2009, KIPP NYC College Prep opened its doors to its founding 9th grade class. Now fully grown, the high school serves over 1000 students. We have set ambitious goals for our students: 95% will graduate from high school, 85% will matriculate to college, and 75% will graduate from college. Year over year, we have exceeded both our graduation and matriculation goals, and are on track for over 50% of our alumni to graduate from college (5x the national average for low-income students), while continuing to work towards our ultimate 75% college graduation goal for our students.

    Duties and Responsibilities:

KIPP NYC College Prep High School seeks experienced educators for the 2018-2019 school year. Teachers who join our team will be part of content-specific departments as KIPP NYC College Prep enters its 9th year.
General responsibilities include (but are not limited to):
Planning a college preparatory curriculum that combines the school’s standards, New York State Standards, and, most importantly, fosters critical thinking.
Executing thoughtful, rigorous daily college preparatory lessons.
Assessing student progress, and communicating results to students, families, and colleagues.
Providing individual and small group instruction until all students achieve mastery.
Modeling the school’s values in all communications with students, families, and staff.
Advising a small group of students to success through their four years of high school.

    Qualifications:

KIPP NYC is looking for exceptional teachers who have achieved dramatic results with their students and have a strong interest in building a school of excellence from the ground up. We are seeking individuals from all backgrounds who believe in KIPP NYC’s mission and who have the potential to excel as educators and leaders within our building.

Zest, grit, hope, love, social intelligence, gratitude, and a sense of humor.
A passion for being, mission-driven school culture.
A strong desire to become a better teacher by joining the KIPP NYC team and family.
Demonstrated success in raising the achievement levels of traditionally under-served students.
A commitment to relentless professional and personal growth inside and outside of school.
Ability and desire to work closely with a team of committed colleague who challenge assumptions in service of letting the best idea win out for our students.
At least three years of teaching experience strongly preferred.
New York State teacher certification in the appropriate content area.

KIPP NYC LLC is an Equal Opportunity Employer. KIPP NYC LLC is committed to the principles of equal employment opportunity for all employees and applicants for employment.

Comments Off on Director of Operations

Director of Operations

Posted by | June 5, 2018 |

Chalkbeat, the growing nonprofit news organization covering public education in America, is seeking a Director of Operations. Reporting directly to Chalkbeat’s COO, the Director of Operations will add senior capacity to Chalkbeat’s operations team and help position the organization for rapid growth. The right candidate will be a strategic thinker with expert project management, systems design, and communications skills. S/he will ensure that our operations team is viewed as a positive support to achieving Chalkbeat’s mission and goals.

The key responsibilities for this role include:

Talent

  • Lead systems improvements that streamline the various parts of our recruitment, hiring, and onboarding process
  • Continuously improve our performance management system, with a focus on tools for managers
  • Lead searches for business roles and identify (and liaise with) specialized search firms that can expand our talent capacity
  • Manage our policy development process, including the documentation and communication of key policies
  • Supervise operations team members and build an increasingly specialized team that can support Chalkbeat’s growth

Organizational development

  • Lead a strategic planning process to build a more robust operations team that can better serve Chalkbeat’s growing network, including finance, administration, HR, technology and other supports
  • Lead content planning for our all-team retreat, offsites, and all-team meetings
  • Design knowledge management systems, such as training tools and document management, in collaboration with our Operations Associate  
  • Improve Chalkbeat’s playbook for expansion to new markets
  • Own “progress to goals” reporting on organization-wide KPIs
  • Identify opportunities for centralization, and design systems where they don’t yet exist

What background and skills do you have? (Not all are required, but we hope you’ll have several of these):

  • Experience with nonprofits, media operations, or tech firms
  • 10+ years of professional work experience with a focus on talent, organizational development, systems design, or operations
  • Master’s degree (MPA, MBA) a plus
  • Proven project management ability in a deadline-driven and goal-oriented environment
  • Good supervisory instincts
  • Flexibility and comfort working in an environment where multitasking is the norm, the pace is fast, and priorities will evolve
  • Ability to communicate clearly across teams
  • Proficient with office software, primarily the Google Suite, document management solutions (e.g. Dropbox, Google Drive), and project management tools (e.g. Asana)
  • Interest in education and/or journalism and passion for Chalkbeat’s equity mission

This position is based in New York City. Our office is conveniently located near Penn Station and many subway lines.

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

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

Comments Off on English Teacher – High School, Promise Academy

English Teacher – High School, Promise Academy

Posted by | June 4, 2018 |

When students enter HCZ Promise Academy Charter Schools, we make a promise to help each and every one get to and through college. Everything we give our students—from world-class instruction and exceptional extracurricular activities to social emotional support and healthy meals—is aimed at fulfilling that promise. Our schools have a longer school day and year, helping us keep our kids safe and engaged, ensure their success in core subject areas, and give them an immersive, well-balanced education that includes exposure to the arts, daily physical activity, and field trips to museums, performances, sporting events and, of course, college campuses.

In addition, our Promise curriculum includes grade-appropriate character education, helping students at every level build crucial non-cognitive skills such as resilience, grit, and curiosity. We also provide on-site medical, dental, and psychological services, as well as a healthy, freshly made breakfast, lunch and snack each day. Plus, the vast majority of our students participate in our after-school programs, where they receive extensive academic support and engage in a wide range of recreation and enrichment activities.

Not only do our students receive a high-quality, standards-based education, but they and their families also have access to HCZ’s comprehensive network of supports, including counseling, benefits assistance, and other social services.

To support our teachers, we provide them with weekly professional development, access to top-of-the-line technology, including a personal laptop, and Smartboards and tablets in the classroom. Additionally, our teachers are surrounded by colleagues and professionals—ranging from academic and instructional coaches and deans of students, to guidance counselors and social workers—all committed to ensuring the success for every child. As a teacher at Promise Academy, you will take your place in a team that seamlessly surrounds children in a safe, enriching environment, making sure the reach their full potential.

We are seeking a High School English Teacher . The ideal High School English School Teacher will bring a passion for the mission of HCZ Promise Academy, an understanding and respect for the culture of all residents of Harlem, and a desire for working in a school setting that fosters a love for children.

High School English Teacher Essential Duties and Responsibilities

  • Plan, prepare and deliver lesson plans and instructional materials that facilitate active learning
  • Ensure lessons are rigorous, clear, measurable, and aligned with Common Core State Standards
  • Develop and use a variety of assessments (e.g., exams, written work, and public performances) that frequently measure student progress toward the school’s content and skill standards
  • Maintain an organized classroom environment that facilitates learning
  • Ensure that students master grade-level standards
  • Maintain and communicate high academic and personal expectations for all students
  • Incorporate direct instruction, discussion, projects and cooperative work to engage students, keep classes focused and infuse a lasting desire to learn
  • Work with teaching assistants and/or teaching fellows to provide an effective classroom environment and address the needs of individual students
  • Follow the school’s policies and procedures for student conduct and discipline, and refuse to tolerate classroom disruptions
  • Develop clear evaluation criteria and distribute to students prior to assignments
  • Communicate effectively with students, parents, and colleagues
  • Share responsibility for grade level and school-wide activities
  • Opportunity to work Saturdays during test prep season – additional compensation provided

High School English Teacher Qualification, Skill and Knowledge Requirements

  • A dedication and commitment to the mission of HCZ Promise Academy
  • Bachelor’s degree with at least 2 years teaching experience is required
  • 2 – 5 years teaching experience in an urban school setting is desired
  • New York State certification for English Language Arts grades 7-12 is required
  • Excellent oral and written communication skills
Comments Off on ELA Teacher – Middle School, (2018-2019 School Year), Promise Academy

ELA Teacher – Middle School, (2018-2019 School Year), Promise Academy

Posted by | June 4, 2018 |

When students enter HCZ Promise Academy Charter Schools, we make a promise to help each and every one get to and through college. Everything we give our students—from world-class instruction and exceptional extracurricular activities to social emotional support and healthy meals—is aimed at fulfilling that promise. Our schools have a longer school day and year, helping us keep our kids safe and engaged, ensure their success in core subject areas, and give them an immersive, well-balanced education that includes exposure to the arts, daily physical activity, and field trips to museums, performances, sporting events and, of course, college campuses.

In addition, our Promise curriculum includes grade-appropriate character education, helping students at every level build crucial non-cognitive skills such as resilience, grit, and curiosity. We also provide on-site medical, dental, and psychological services, as well as a healthy, freshly made breakfast, lunch and snack each day. Plus, the vast majority of our students participate in our after-school programs, where they receive extensive academic support and engage in a wide range of recreation and enrichment activities.

Not only do our students receive a high-quality, standards-based education, but they and their families also have access to HCZ’s comprehensive network of supports, including counseling, benefits assistance, and other social services.

To support our teachers, we provide them with weekly professional development, access to top-of-the-line technology, including a personal laptop, and Smartboards and tablets in the classroom. Additionally, our teachers are surrounded by colleagues and professionals—ranging from academic and instructional coaches and deans of students, to guidance counselors and social workers—all committed to ensuring the success for every child. As a teacher at Promise Academy, you will take your place in a team that seamlessly surrounds children in a safe, enriching environment, making sure the reach their full potential.

We are seeking a ELA Teacher – Middle School. The ideal candidate will bring a passion for the mission of HCZ Promise Academy, an understanding and respect for the culture of all residents of Harlem, and a desire for working in a school setting that fosters a love for children.

ELA Teacher – Middle School Essential Duties and Responsibilities

  • Plan, prepare and deliver lesson plans and instructional materials that facilitate active learning
  • Ensure lessons are rigorous, clear, measurable, and aligned with Common Core State Standards
  • Develop and use a variety of assessments (e.g., exams, written work, and public performances) that frequently measure student progress toward the school’s content and skill standards
  • Maintain an organized classroom environment that facilitates learning
  • Ensure that students master grade-level standards
  • Maintain and communicate high academic and personal expectations for all students
  • Incorporate direct instruction, discussion, projects and cooperative work to engage students, keep classes focused and infuse a lasting desire to learn
  • Work with teaching assistants and/or teaching fellows to provide an effective classroom environment and address the needs of individual students
  • Follow the school’s policies and procedures for student conduct and discipline, and refuse to tolerate classroom disruptions
  • Develop clear evaluation criteria and distribute to students prior to assignments
  • Communicate effectively with students, parents, and colleagues
  • Share responsibility for grade level and school-wide activities
  • Opportunity to work Saturdays during test prep season – additional compensation provided

ELA Teacher – Middle School Qualification, Skill and Knowledge Requirements

  • A dedication and commitment to the mission of HCZ Promise Academy
  • Bachelor’s degree with at least 2 years teaching experience is required
  • 2 – 5 years teaching experience in an urban school setting is desired
  • New York State certification for English Language Arts grades 7 – 12 in subject area required
  • Excellent oral and written communication skills
Comments Off on Middle School Teacher (2018/2019 School Year), Promise Academy

Middle School Teacher (2018/2019 School Year), Promise Academy

Posted by | June 4, 2018 |

DESCRIPTION

When students enter HCZ Promise Academy Charter Schools, we make a promise to help each and every one get to and through college. Everything we give our students—from world-class instruction and exceptional extracurricular activities to social emotional support and healthy meals—is aimed at fulfilling that promise. Our schools have a longer school day and year, helping us keep our kids safe and engaged, ensure their success in core subject areas, and give them an immersive, well-balanced education that includes exposure to the arts, daily physical activity, and field trips to museums, performances, sporting events and, of course, college campuses.

In addition, our Promise curriculum includes grade-appropriate character education, helping students at every level build crucial non-cognitive skills such as resilience, grit, and curiosity. We also provide on-site medical, dental, and psychological services, as well as a healthy, freshly made breakfast, lunch and snack each day. Plus, the vast majority of our students participate in our after-school programs, where they receive extensive academic support and engage in a wide range of recreation and enrichment activities.

Not only do our students receive a high-quality, standards-based education, but they and their families also have access to HCZ’s comprehensive network of supports, including counseling, benefits assistance, and other social services.

To support our teachers, we provide them with weekly professional development, access to top-of-the-line technology, including a personal laptop, and Smartboards and tablets in the classroom. Additionally, our teachers are surrounded by colleagues and professionals—ranging from academic and instructional coaches and deans of students, to guidance counselors and social workers—all committed to ensuring the success for every child. As a teacher at Promise Academy, you will take your place in a team that seamlessly surrounds children in a safe, enriching environment, making sure the reach their full potential.

We are seeking a Middle School Teacher for the 2018-2019 school year. The ideal candidate will bring a passion for the mission of HCZ Promise Academy, an understanding and respect for the culture of all residents of Harlem, and a desire for working in a school setting that fosters a love for children.

Middle School Positions at Promise Academy:

  • Art Teacher
  • ELA Teacher
  • Math Teacher
  • Science Teacher
  • Special Education Teacher
  • Social Studies Teacher
  • Spanish Teacher

Middle School Teacher Essential Duties and Responsibilities

  • Plan, prepare and deliver lesson plans and instructional materials that facilitate active learning
  • Ensure lessons are rigorous, clear, measurable, and aligned with Common Core State Standards
  • Develop and use a variety of assessments (e.g., exams, written work, and public performances) that frequently measure student progress toward the school’s content and skill standards
  • Maintain an organized classroom environment that facilitates learning
  • Ensure that students master grade-level standards
  • Maintain and communicate high academic and personal expectations for all students
  • Incorporate direct instruction, discussion, projects and cooperative work to engage students, keep classes focused and infuse a lasting desire to learn
  • Work with teaching assistants and/or teaching fellows to provide an effective classroom environment and address the needs of individual students
  • Follow the school’s policies and procedures for student conduct and discipline, and refuse to tolerate classroom disruptions
  • Develop clear evaluation criteria and distribute to students prior to assignments
  • Communicate effectively with students, parents, and colleagues
  • Share responsibility for grade level and school-wide activities
  • Opportunity to work Saturdays during test prep season – additional compensation provided

Middle School Teacher Qualification, Skill and Knowledge Requirements

  • A dedication and commitment to the mission of HCZ Promise Academy
  • Bachelor’s degree with at least 2 years teaching experience is required
  • 2 – 5 years teaching experience in an urban school setting is desired
  • New York State certification in subject area required
  • Excellent oral and written communication skills
Comments Off on Spanish Teacher

Spanish Teacher

Posted by | June 4, 2018 |

When students enter HCZ Promise Academy Charter Schools, we make a promise to help each and every one get to and through college. Everything we give our students—from world-class instruction and exceptional extracurricular activities to social emotional support and healthy meals—is aimed at fulfilling that promise. Our schools have a longer school day and year, helping us keep our kids safe and engaged, ensure their success in core subject areas, and give them an immersive, well-balanced education that includes exposure to the arts, daily physical activity, and field trips to museums, performances, sporting events and, of course, college campuses.

In addition, our Promise curriculum includes grade-appropriate character education, helping students at every level build crucial non-cognitive skills such as resilience, grit, and curiosity. We also provide on-site medical, dental, and psychological services, as well as a healthy, freshly made breakfast, lunch and snack each day. Plus, the vast majority of our students participate in our after-school programs, where they receive extensive academic support and engage in a wide range of recreation and enrichment activities.

Not only do our students receive a high-quality, standards-based education, but they and their families also have access to HCZ’s comprehensive network of supports, including counseling, benefits assistance, and other social services.

To support our teachers, we provide them with weekly professional development, access to top-of-the-line technology, including a personal laptop, and Smartboards and tablets in the classroom. Additionally, our teachers are surrounded by colleagues and professionals—ranging from academic and instructional coaches and deans of students, to guidance counselors and social workers—all committed to ensuring the success for every child. As a teacher at Promise Academy, you will take your place in a team that seamlessly surrounds children in a safe, enriching environment, making sure the reach their full potential.

We are seeking an Spanish Teacher. The ideal candidate will bring a passion for the mission of HCZ Promise Academy, an understanding and respect for the culture of all residents of Harlem, and a desire for working in a school setting that fosters a love for children.

Spanish Teacher Essential Duties and Responsibilities

  • Plan, prepare and deliver lesson plans and instructional materials that facilitate active learning
  • Ensure lessons are rigorous, clear, measurable, and aligned with Common Core State Standards
  • Develop and use a variety of assessments (e.g., exams, written work, and public performances) that frequently measure student progress toward the school’s content and skill standards
  • Maintain an organized classroom environment that facilitates learning
  • Ensure that students master grade-level standards
  • Maintain and communicate high academic and personal expectations for all students
  • Incorporate direct instruction, discussion, projects and cooperative work to engage students, keep classes focused and infuse a lasting desire to learn
  • Work with teaching assistants and/or teaching fellows to provide an effective classroom environment and address the needs of individual students
  • Follow the school’s policies and procedures for student conduct and discipline, and refuse to tolerate classroom disruptions
  • Develop clear evaluation criteria and distribute to students prior to assignments
  • Communicate effectively with students, parents, and colleagues
  • Share responsibility for grade level and school-wide activities
  • Opportunity to work Saturdays during test prep season – additional compensation provided

Spanish Teacher Qualification, Skill and Knowledge Requirements

  • A dedication and commitment to the mission of HCZ Promise Academy
  • Bachelor’s degree with at least 2 years teaching experience is required
  • 2 – 5 years teaching experience in an urban school setting is desired
  • New York State certification for Grades 7 – 12 in subject area required
  • Excellent oral and written communication skills
Comments Off on Math Teacher – Middle School (2018/2019 School Year), Promise Academy

Math Teacher – Middle School (2018/2019 School Year), Promise Academy

Posted by | June 4, 2018 |

When students enter HCZ Promise Academy Charter Schools, we make a promise to help each and every one get to and through college. Everything we give our students—from world-class instruction and exceptional extracurricular activities to social emotional support and healthy meals—is aimed at fulfilling that promise. Our schools have a longer school day and year, helping us keep our kids safe and engaged, ensure their success in core subject areas, and give them an immersive, well-balanced education that includes exposure to the arts, daily physical activity, and field trips to museums, performances, sporting events and, of course, college campuses.

In addition, our Promise curriculum includes grade-appropriate character education, helping students at every level build crucial non-cognitive skills such as resilience, grit, and curiosity. We also provide on-site medical, dental, and psychological services, as well as a healthy, freshly made breakfast, lunch and snack each day. Plus, the vast majority of our students participate in our after-school programs, where they receive extensive academic support and engage in a wide range of recreation and enrichment activities.

Not only do our students receive a high-quality, standards-based education, but they and their families also have access to HCZ’s comprehensive network of supports, including counseling, benefits assistance, and other social services.

To support our teachers, we provide them with weekly professional development, access to top-of-the-line technology, including a personal laptop, and Smartboards and tablets in the classroom. Additionally, our teachers are surrounded by colleagues and professionals—ranging from academic and instructional coaches and deans of students, to guidance counselors and social workers—all committed to ensuring the success for every child. As a teacher at Promise Academy, you will take your place in a team that seamlessly surrounds children in a safe, enriching environment, making sure the reach their full potential.

We are seeking Middle School Teachers for the 2018-2019 school year . The ideal Middle School Teacher will bring a passion for the mission of HCZ Promise Academy, an understanding and respect for the culture of all residents of Harlem, and a desire for working in a school setting that fosters a love for children.

Middle School Positions at Promise Academy

  • Art Teacher
  • ELA Teacher
  • Math Teacher
  • Science Teacher
  • Special Education Teacher
  • Social Studies Teacher
  • Spanish Teacher

Middle School Teacher Essential Duties and Responsibilities

  • Plan, prepare and deliver lesson plans and instructional materials that facilitate active learning
  • Ensure lessons are rigorous, clear, measurable, and aligned with Common Core State Standards
  • Develop and use a variety of assessments (e.g., exams, written work, and public performances) that frequently measure student progress toward the school’s content and skill standards
  • Maintain an organized classroom environment that facilitates learning
  • Ensure that students master grade-level standards
  • Maintain and communicate high academic and personal expectations for all students
  • Incorporate direct instruction, discussion, projects and cooperative work to engage students, keep classes focused and infuse a lasting desire to learn
  • Work with teaching assistants and/or teaching fellows to provide an effective classroom environment and address the needs of individual students
  • Follow the school’s policies and procedures for student conduct and discipline, and refuse to tolerate classroom disruptions
  • Develop clear evaluation criteria and distribute to students prior to assignments
  • Communicate effectively with students, parents, and colleagues
  • Share responsibility for grade level and school-wide activities
  • Opportunity to work Saturdays during test prep season – additional compensation provided

Middle School Teacher Qualification, Skill and Knowledge Requirements

  • A dedication and commitment to the mission of HCZ Promise Academy
  • Bachelor’s degree with at least 2 years teaching experience is required
  • 2 – 5 years teaching experience in an urban school setting is desired
  • New York State certification in subject area required
  • Excellent oral and written communication skills

We offer competitive salaries with performance-based bonuses, a comprehensive benefits package, and a low student-teacher ratio.

Comments Off on High School Teacher – 2018/2019, Promise Academy

High School Teacher – 2018/2019, Promise Academy

Posted by | June 4, 2018 |

When students enter HCZ Promise Academy Charter Schools, we make a promise to help each and every one get to and through college. Everything we give our students—from world-class instruction and exceptional extracurricular activities to social emotional support and healthy meals—is aimed at fulfilling that promise. Our schools have a longer school day and year, helping us keep our kids safe and engaged, ensure their success in core subject areas, and give them an immersive, well-balanced education that includes exposure to the arts, daily physical activity, and field trips to museums, performances, sporting events and, of course, college campuses.

In addition, our Promise curriculum includes grade-appropriate character education, helping students at every level build crucial non-cognitive skills such as resilience, grit, and curiosity. We also provide on-site medical, dental, and psychological services, as well as a healthy, freshly made breakfast, lunch and snack each day. Plus, the vast majority of our students participate in our after-school programs, where they receive extensive academic support and engage in a wide range of recreation and enrichment activities.

Not only do our students receive a high-quality, standards-based education, but they and their families also have access to HCZ’s comprehensive network of supports, including counseling, benefits assistance, and other social services.

To support our teachers, we provide them with weekly professional development, access to top-of-the-line technology, including a personal laptop, and Smartboards and tablets in the classroom. Additionally, our teachers are surrounded by colleagues and professionals—ranging from academic and instructional coaches and deans of students, to guidance counselors and social workers—all committed to ensuring the success for every child. As a teacher at Promise Academy, you will take your place in a team that seamlessly surrounds children in a safe, enriching environment, making sure the reach their full potential.

We are seeking High School Teachers for the 2018-2019 school year . The ideal High School Teacher will bring a passion for the mission of HCZ Promise Academy, an understanding and respect for the culture of all residents of Harlem, and a desire for working in a school setting that fosters a love for children.

High School Positions at Promise Academy:

  • English Teacher
  • Math Teacher (Algebra, Trigonometry, Geometry)
  • Science Teacher (Chemistry, Biology, Living Environment, Physics)
  • Special Education Teacher
  • History Teacher
  • Spanish Teacher

High School Teacher Essential Duties and Responsibilities

  • Plan, prepare and deliver lesson plans and instructional materials that facilitate active learning
  • Ensure lessons are rigorous, clear, measurable, and aligned with Common Core State Standards
  • Develop and use a variety of assessments (e.g., exams, written work, and public performances) that frequently measure student progress toward the school’s content and skill standards
  • Maintain an organized classroom environment that facilitates learning
  • Ensure that students master grade-level standards
  • Maintain and communicate high academic and personal expectations for all students
  • Incorporate direct instruction, discussion, projects and cooperative work to engage students, keep classes focused and infuse a lasting desire to learn
  • Work with teaching assistants and/or teaching fellows to provide an effective classroom environment and address the needs of individual students
  • Follow the school’s policies and procedures for student conduct and discipline, and refuse to tolerate classroom disruptions
  • Develop clear evaluation criteria and distribute to students prior to assignments
  • Communicate effectively with students, parents, and colleagues
  • Share responsibility for grade level and school-wide activities
  • Opportunity to work Saturdays during test prep season – additional compensation provided

High School Teacher Qualification, Skill and Knowledge Requirements

  • A dedication and commitment to the mission of HCZ Promise Academy
  • Bachelor’s degree with at least 2 years teaching experience is required
  • 2 – 5 years teaching experience in an urban school setting is desired
  • New York State certification in subject area required
  • Excellent oral and written communication skills

We offer competitive salaries with performance-based bonuses, a comprehensive benefits package, and a low student-teacher ratio.

 

 

 

Comments Off on Spanish Teacher

Spanish Teacher

Posted by | June 3, 2018 |

Start Date: July 1, 2018
Location: Brooklyn

To apply, please email your resume directly to Jamie Goldstein at jamiegoldstein@achievementfirst.org.

Teaching at Achievement First:
Achievement First invites passionate educators to apply for the position of Spanish Teacher the 2018-19 school year. Teaching Spanish at Achievement First is an ideal position for an educator with deep passion for instruction who is eager to gain rigorous development to help perfect his/her craft. In addition to participating in weekly professional development and team planning meetings, teachers receive consistent high-impact coaching and feedback from a school administrator or teacher-leader. Furthermore, Achievement First has launched Teacher Career Pathway, a systematic, coordinated approach to recognizing and developing great teachers as they progress through five career stages. These stages were developed to celebrate excellent teachers and are accompanied by increased compensation, recognition and professional development opportunities. Achievement First is committed to recruiting, developing and retaining excellent Spanish teachers.

Responsibilities of Achievement First Spanish Teachers will include but are not limited to: 

Outstanding academic achievement and student character development  

  • Create a positive, achievement-oriented and structured learning environment that excites and invests students.
  • Motivate students to realize high academic and behavioral standards.
  • Build classroom community by investing families in children’s academic success and development of REACH values (REACH stands for Respect, Enthusiasm, Achievement, Citizenship and Hard work).
  • Utilize data from Achievement First’s interim assessments to drive instruction and intervention.
  • Design and implement unit and lesson plans in collaboration with grade or subject team.
  • Hold all students accountable during transitions, meals, trips and school events.
  • Exemplify AF’s core values in all interactions with students, families and colleagues.

Professional learning, development and growth

  • Collaborate with coach, grade-level chair and school team to improve instructional, culture-building and leadership skills.
  • Attend all professional development, team planning and data analysis meetings.
  • Participate enthusiastically in structured and informal learning and development opportunities.

Skills and Characteristics

  • Strong instructional and classroom management skills.
  • High level of personal organization and planning.
  • Team player: maturity, humility, strong work ethic, follow-through, sense of humor, willingness to respond positively to feedback and a “roll-up-my-sleeves” attitude.
  • Strong belief in the Achievement First mission and educational model.
  • Mastery of and enthusiasm for subject matter.

Educational Background and Work Experience

  • Two years of teaching experience preferred with a proven record of high student achievement.
  • Bachelor’s degree with a GPA of at least 3.0 from a competitive college or university; Master’s degree preferred.
  • New York certified or in process of obtaining a certification.
    • If you are not yet certified, you may learn more about the process at http://eservices.nysed.gov/teach/certhelp/CertRequirementHelp.do

Compensation

Salary for this position is very competitive and commensurate with experience. Additionally, Achievement First offers a comprehensive benefits package. Teachers receive funds for supplies and materials as well as a laptop computer.

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://achievementfirst.org/about-us/diversity/

Comments Off on Special Education Teacher

Special Education Teacher

Posted by | June 3, 2018 |

Start Date: July 1, 2018
Location: Brooklyn

To apply, please email your resume directly to Jamie Goldstein at jamiegoldstein@achievementfirst.org.

Teaching at Achievement First:
Achievement First invites passionate educators to apply for the position of Special Education Teacher the 2018-19 school year. Teaching Special Education at Achievement First is an ideal position for an educator with deep passion for instruction who is eager to gain rigorous development to help perfect his/her craft. In addition to participating in weekly professional development and team planning meetings, teachers receive consistent high-impact coaching and feedback from a school administrator or teacher-leader. Furthermore, Achievement First has launched Teacher Career Pathway, a systematic, coordinated approach to recognizing and developing great teachers as they progress through five career stages. These stages were developed to celebrate excellent teachers and are accompanied by increased compensation, recognition and professional development opportunities. Achievement First is committed to recruiting, developing and retaining excellent Special Education teachers.

Responsibilities of Achievement First Special Education Teachers will include but are not limited to: 

Outstanding academic achievement and student character development  

  • Create a positive, achievement-oriented and structured learning environment that excites and invests students.
  • Motivate students to realize high academic and behavioral standards.
  • Build classroom community by investing families in children’s academic success and development of REACH values (REACH stands for Respect, Enthusiasm, Achievement, Citizenship and Hard work).
  • Utilize data from Achievement First’s interim assessments to drive instruction and intervention.
  • Design and implement unit and lesson plans in collaboration with grade or subject team.
  • Hold all students accountable during transitions, meals, trips and school events.
  • Exemplify AF’s core values in all interactions with students, families and colleagues.

Professional learning, development and growth

  • Collaborate with coach, grade-level chair and school team to improve instructional, culture-building and leadership skills.
  • Attend all professional development, team planning and data analysis meetings.
  • Participate enthusiastically in structured and informal learning and development opportunities.

Skills and Characteristics

  • Strong instructional and classroom management skills.
  • High level of personal organization and planning.
  • Team player: maturity, humility, strong work ethic, follow-through, sense of humor, willingness to respond positively to feedback and a “roll-up-my-sleeves” attitude.
  • Strong belief in the Achievement First mission and educational model.
  • Mastery of and enthusiasm for subject matter.

Educational Background and Work Experience

  • Two years of teaching experience preferred with a proven record of high student achievement.
  • Bachelor’s degree with a GPA of at least 3.0 from a competitive college or university; Master’s degree preferred.
  • New York certified or in process of obtaining a certification.
    • If you are not yet certified, you may learn more about the process at http://eservices.nysed.gov/teach/certhelp/CertRequirementHelp.do

Compensation

Salary for this position is very competitive and commensurate with experience. Additionally, Achievement First offers a comprehensive benefits package. Teachers receive funds for supplies and materials as well as a laptop computer.

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://achievementfirst.org/about-us/diversity/

Comments Off on English Language Arts Teacher

English Language Arts Teacher

Posted by | June 3, 2018 |

Start Date: July 1, 2018
Location: Brooklyn

To apply, please email your resume directly to Jamie Goldstein at jamiegoldstein@achievementfirst.org.

Teaching at Achievement First:
Achievement First invites passionate educators to apply for the position of English Language Arts Teacher the 2018-19 school year. Teaching ELA at Achievement First is an ideal position for an educator with deep passion for instruction who is eager to gain rigorous development to help perfect his/her craft. In addition to participating in weekly professional development and team planning meetings, teachers receive consistent high-impact coaching and feedback from a school administrator or teacher-leader. Furthermore, Achievement First has launched Teacher Career Pathway, a systematic, coordinated approach to recognizing and developing great teachers as they progress through five career stages. These stages were developed to celebrate excellent teachers and are accompanied by increased compensation, recognition and professional development opportunities. Achievement First is committed to recruiting, developing and retaining excellent ELA teachers.

Responsibilities of Achievement First ELA Teachers will include but are not limited to: 

Outstanding academic achievement and student character development  

  • Create a positive, achievement-oriented and structured learning environment that excites and invests students.
  • Motivate students to realize high academic and behavioral standards.
  • Build classroom community by investing families in children’s academic success and development of REACH values (REACH stands for Respect, Enthusiasm, Achievement, Citizenship and Hard work).
  • Utilize data from Achievement First’s interim assessments to drive instruction and intervention.
  • Design and implement unit and lesson plans in collaboration with grade or subject team.
  • Hold all students accountable during transitions, meals, trips and school events.
  • Exemplify AF’s core values in all interactions with students, families and colleagues.

Professional learning, development and growth

  • Collaborate with coach, grade-level chair and school team to improve instructional, culture-building and leadership skills.
  • Attend all professional development, team planning and data analysis meetings.
  • Participate enthusiastically in structured and informal learning and development opportunities.

Skills and Characteristics

  • Strong instructional and classroom management skills.
  • High level of personal organization and planning.
  • Team player: maturity, humility, strong work ethic, follow-through, sense of humor, willingness to respond positively to feedback and a “roll-up-my-sleeves” attitude.
  • Strong belief in the Achievement First mission and educational model.
  • Mastery of and enthusiasm for subject matter.

Educational Background and Work Experience

  • Two years of teaching experience preferred with a proven record of high student achievement.
  • Bachelor’s degree with a GPA of at least 3.0 from a competitive college or university; Master’s degree preferred.
  • New York certified or in process of obtaining a certification.
    • If you are not yet certified, you may learn more about the process at http://eservices.nysed.gov/teach/certhelp/CertRequirementHelp.do

Compensation

Salary for this position is very competitive and commensurate with experience. Additionally, Achievement First offers a comprehensive benefits package. Teachers receive funds for supplies and materials as well as a laptop computer.

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://achievementfirst.org/about-us/diversity/

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Science Teacher

Posted by | June 1, 2018 |

Start Date: July 1, 2018
Location: Brooklyn

To apply, please email your resume directly to Jamie Goldstein at jamiegoldstein@achievementfirst.org.

Teaching at Achievement First:
Achievement First invites passionate educators to apply for the position of Science Teacher the 2018-19 school year. Teaching science at Achievement First is an ideal position for an educator with deep passion for instruction who is eager to gain rigorous development to help perfect his/her craft. In addition to participating in weekly professional development and team planning meetings, teachers receive consistent high-impact coaching and feedback from a school administrator or teacher-leader. Furthermore, Achievement First has launched Teacher Career Pathway, a systematic, coordinated approach to recognizing and developing great teachers as they progress through five career stages. These stages were developed to celebrate excellent teachers and are accompanied by increased compensation, recognition and professional development opportunities. Achievement First is committed to recruiting, developing and retaining excellent science teachers.

Responsibilities of Achievement First Science Teachers will include but are not limited to: 

Outstanding academic achievement and student character development  

  • Create a positive, achievement-oriented and structured learning environment that excites and invests students.
  • Motivate students to realize high academic and behavioral standards.
  • Build classroom community by investing families in children’s academic success and development of REACH values (REACH stands for Respect, Enthusiasm, Achievement, Citizenship and Hard work).
  • Utilize data from Achievement First’s interim assessments to drive instruction and intervention.
  • Design and implement unit and lesson plans in collaboration with grade or subject team.
  • Hold all students accountable during transitions, meals, trips and school events.
  • Exemplify AF’s core values in all interactions with students, families and colleagues.

Professional learning, development and growth

  • Collaborate with coach, grade-level chair and school team to improve instructional, culture-building and leadership skills.
  • Attend all professional development, team planning and data analysis meetings.
  • Participate enthusiastically in structured and informal learning and development opportunities.

Skills and Characteristics

  • Strong instructional and classroom management skills.
  • High level of personal organization and planning.
  • Team player: maturity, humility, strong work ethic, follow-through, sense of humor, willingness to respond positively to feedback and a “roll-up-my-sleeves” attitude.
  • Strong belief in the Achievement First mission and educational model.
  • Mastery of and enthusiasm for subject matter.

Educational Background and Work Experience

  • Two years of teaching experience preferred with a proven record of high student achievement.
  • Bachelor’s degree with a GPA of at least 3.0 from a competitive college or university; Master’s degree preferred.
  • New York certified or in process of obtaining a certification.
    • If you are not yet certified, you may learn more about the process at http://eservices.nysed.gov/teach/certhelp/CertRequirementHelp.do

Compensation

Salary for this position is very competitive and commensurate with experience. Additionally, Achievement First offers a comprehensive benefits package. Teachers receive funds for supplies and materials as well as a laptop computer.

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://achievementfirst.org/about-us/diversity/

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Math Teacher

Posted by | June 1, 2018 |

Start Date: July 1, 2018
Location: Brooklyn

Please send your resume directly to Jamie Goldstein at jamiegoldstein@achievementfirst.org.

Teaching at Achievement First:
Achievement First invites passionate educators to apply for the position of Math Teacher the 2018-19 school year. Teaching math at Achievement First is an ideal position for an educator with deep passion for instruction who is eager to gain rigorous development to help perfect his/her craft. In addition to participating in weekly professional development and team planning meetings, teachers receive consistent high-impact coaching and feedback from a school administrator or teacher-leader. Furthermore, Achievement First has launched Teacher Career Pathway, a systematic, coordinated approach to recognizing and developing great teachers as they progress through five career stages. These stages were developed to celebrate excellent teachers and are accompanied by increased compensation, recognition and professional development opportunities. Achievement First is committed to recruiting, developing and retaining excellent math teachers.

Responsibilities of Achievement First Math Teachers will include but are not limited to: 

Outstanding academic achievement and student character development  

  • Create a positive, achievement-oriented and structured learning environment that excites and invests students.
  • Motivate students to realize high academic and behavioral standards.
  • Build classroom community by investing families in children’s academic success and development of REACH values (REACH stands for Respect, Enthusiasm, Achievement, Citizenship and Hard work).
  • Utilize data from Achievement First’s interim assessments to drive instruction and intervention.
  • Design and implement unit and lesson plans in collaboration with grade or subject team.
  • Hold all students accountable during transitions, meals, trips and school events.
  • Exemplify AF’s core values in all interactions with students, families and colleagues.

Professional learning, development and growth

  • Collaborate with coach, grade-level chair and school team to improve instructional, culture-building and leadership skills.
  • Attend all professional development, team planning and data analysis meetings.
  • Participate enthusiastically in structured and informal learning and development opportunities.

Skills and Characteristics

  • Strong instructional and classroom management skills.
  • High level of personal organization and planning.
  • Team player: maturity, humility, strong work ethic, follow-through, sense of humor, willingness to respond positively to feedback and a “roll-up-my-sleeves” attitude.
  • Strong belief in the Achievement First mission and educational model.
  • Mastery of and enthusiasm for subject matter.

Educational Background and Work Experience

  • Two years of teaching experience preferred with a proven record of high student achievement.
  • Bachelor’s degree with a GPA of at least 3.0 from a competitive college or university; Master’s degree preferred.
  • New York, Connecticut or Rhode Island certified or in process of obtaining a certification.
    • If you are not yet certified, you may learn more about the process at http://eservices.nysed.gov/teach/certhelp/CertRequirementHelp.do

Compensation

Salary for this position is very competitive and commensurate with experience. Additionally, Achievement First offers a comprehensive benefits package. Teachers receive funds for supplies and materials as well as a laptop computer.

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://achievementfirst.org/about-us/diversity/

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Middle School Math & Science Teachers

Posted by | May 30, 2018 |

TNTP has partnered with Success Academy to bring a group of talented and passionate middle school math and science teachers to Success Academy’s schools next fall. TNTP is a national nonprofit founded by teachers that believes our nation’s public schools can offer all children an excellent education. We work at every level of the public education system to attract and train talented teachers and school leaders, ensure rigorous and engaging classrooms, and create environments that prioritize great teaching and accelerate student learning. TNTP will provide personalized support to candidates throughout the application process, and successful candidates will be employees of Success Academy.
As the fastest growing, highest-performing public charter school network in New York State, Success Academy has reimagined public education. Primarily serving low-income families and communities, we have created a revolutionary K-12 school model that is nationally recognized for achieving outstanding academic results for students. We are seeking hard-working, fast-learning, exceptional candidates to join our revolution.
We are looking for candidates just starting their career (or considering a career change) and candidates with lead teaching experience.
Our Associate Teachers receive intensive training over the summer so that they are ready to hit ground running to support students in the classroom. Associate Teachers that demonstrate their ability to effectively lead a classroom will be considered for a Lead Teacher position.
Our Lead Teachers are results driven, foster a love of learning in their classrooms and motivate students to think critically and take ownership over their own learning. Lead Teachers drive towards academic outcomes by analyzing student work, studying data, and implementing high-leverage instructional moves to ensure dramatic gains for all students.
Success Academy is disrupting the status quo so we need candidates with a deep-seated belief that all children are capable of reaching the highest bars we set for them and are excited to join the ed reform movement.
If you are ready to join this elite team, your key responsibilities would include:
Associate Teachers
-Teaching small groups and leading whole-class instruction using an inquiry-based, rigorous curriculum that inspires intellectual curiosity, reinforces the joy of learning, and enables all students to thrive;
-Working collaboratively with other teachers, assuming increased teaching responsibilities while progressing towards the Lead Teacher role;
Lead Teachers
– Leading instruction that is rich, rigorous, and engaging
– Building a classroom culture in which students love math or science
– Guiding students towards a deep understanding of math or science
– Analyzing data to drive to ambitious outcomes
All Teachers
– Engaging in training with school leaders to benefit from targeted, in-the-moment feedback on instruction, accelerating learning and growth with unparalleled support;
-Developing meaningful relationships with students and parents that drive students to love learning and make exceptional academic gains; and
-Joining a highly motivated team committed to education reform, parent choice, and the building of exemplary schools.
Successful candidates have the following:
-Bachelor’s degree, with an outstanding record of academic achievement and leadership;
-Flexibility and openness to feedback;
-Grit and perseverance; and
-Interest in working in a collaborative environment.
Success Academy Charter Schools is an equal opportunity employer and actively encourages applications from people of all backgrounds. Compensation is competitive and commensurate with experience. Success Academy offers a full benefits program and extraordinary opportunities for professional growth

For immediate consideration, please apply directly to our website.

Questions? Email tntp@successacademies.org 

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Teach in NYC. 1 application, over 40 great schools!

Posted by | May 30, 2018 |

Who We Are

Teachers for NYC Charter Schools is a consortium of non-profit charter schools working to bring great teachers to kids and communities across New York City. We help talented teaching candidates find a school that fits their skills and career goals–and we give them a leg up in the hiring process.

While each consortium member has its own unique focus and culture, we share a belief in the power of great teachers to unlock students’ potential and prepare them to achieve their goals. For us, this makes the most important factor in the success of our students the teacher in their classroom. Teachers for NYC Charter Schools was created by TNTP, a national non-profit with 20 years of experience recruiting great teachers for urban schools.

Who You Are

We are looking for teachers who:

  • Know that education equality begins with challenging, engaging instruction. Successful charter school teachers believe every student has the potential to achieve their goals and deserves to be challenged and inspired by high expectations.
  • Bring a diversity of backgrounds and life experiences to the classroom. Our experience confirms the research: diversity matters. Students taught by educators with similar life experiences do better academically, emotionally, and socially. We want diverse educators who have a commitment to giving every NYC student a great education.
  • Prioritize building deep, authentic relationships with students and families. Consortium schools are community and family-oriented, and they need teachers who approach their work with humility and respect.
  • Embrace growth. Our schools offer exceptional professional development and are eager to hire teachers who are open to feedback and willing to collaborate to refine their skills in the classroom.

We’re looking for educators in a variety of subject areas who share our commitment to give all NYC students a challenging and engaging education, regardless of teaching experience or certification.

Benefits of Teachers for NYC Charter Schools

Applying through Teachers for NYC Charter Schools is the best way to find the school community that’s right for you, whether you have teaching experience, are embarking on your first job, or are making a career change and want to teach while working towards your certification.

  • Earn a trusted recommendation. Our consortium members prioritize candidates who apply through Teachers for NYC Charter Schools and pass our screening process. Make sure your resume is given the attention it deserves.
  • Find the school community that’s right for you. Consortium members have embraced the spirit of innovation, diversity, and choice that has defined the charter school movement. Find the school with a vision, focus, and culture that matches your skills, interests, and career goals.
  • Streamline your teacher job search . Apply to our consortium member’s 15 networks and 85 schools with a single application. Teachers for NYC Charter Schools saves you time by connecting you directly with multiple schools seeking great teachers. Then, bypass first-round interviews by participating in a video interview shared with all consortium members.
  • Get support throughout the hiring process. From resume advice and pre-interview preparation to regular updates on hiring prospects, you’ll have a point of contact throughout the process to help you maximize your chances of finding a meaningful and rewarding career.
  • Make a lasting difference. This is your opportunity to join a vibrant movement to meet NYC children’s social, emotional, and academic needs–and prepare them for success in college and career.

Qualifications and Eligibility

In addition to the above, we are looking for candidates who will be able and available to work in New York City as early as summer 2018. For us to review your application, you must:

  • Have earned a Bachelor’s degree by July 2018
  • Reside in the New York City area by the start of the 2018-2019 school year

 

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Education Specialist, Helpline

Posted by | May 29, 2018 |

Advocates for Children of New York, Inc. (AFC) seeks a full-time Education Specialist for its Jill Chaifetz Education Helpline. The Education Specialist must be able to gather information from the diverse group of people who reach out to our Helpline, quickly analyze facts to identify issues and provide information regarding the broad spectrum of issues facing students and families in the New York City school system, and work with other projects at AFC to help address the underlying problems.  The position also involves identifying trends and emerging policy issues in NYC public schools. Please see below for a more detailed description of the job responsibilities.

 

The Helpline has five full-time staff, including a Supervisor, three Education Specialists, and one Educational Specialist/Administrative Coordinator.  The Education Specialist reports to the Helpline Supervisor. The Helpline team works collaboratively with each other and with other projects throughout the office.  The Helpline team has biweekly team meetings to review questions and identify trends.

 

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 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.

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School Designer

Posted by | May 25, 2018 |

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 100,000 students.

We operate a citywide network of public schools in partnership with the New York City Department of Education that fully embody our educational approach. Our network schools are unscreened and serve a predominantly high-needs student population. We support our schools by providing:

  • Coaching and professional development for teachers and school leaders in the implementation of EL Education, a nationally-recognized school-wide model with its roots in Outward Bound.
  • Character and leadership development programming for students.
  • “To & Through College” programming aimed at supporting our students—most of whom will be the first in their families to attend college—in applying to, enrolling in, and completing college.

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

Summary

The School Designer role is a critical component of success in NYC Outward Bound Schools’ work with schools. This role supports both our Network and Select Strategy Schools. In our Network Schools, the School Designer functions as the cornerstone of our supports, typically spending 20-40 days per school per year supporting strategic planning, curriculum development, high quality instruction and assessment practices, and continuous leadership growth that create the conditions for student achievement. In our Select Strategy Schools, the School Designer works to support the school community in implementing a specific strategy and related practices such as Crew (advisory), Student Engaged Assessment, or project based learning in order to strengthen teaching and learning.

This position is a full-time role reporting to the Chief Schools Officer. School Designers work predominantly in their assigned schools as well as remotely and/or out of our headquarters office in Long Island City.

Essential Functions

School Coaching:

  • Partner with principals and school leadership teams in implementing EL Core Practices through a model of shared leadership in order to support high levels of student growth in knowledge and skills, character, and high quality work.
  • Provide leadership coaching for principals and assistant principals
  • Design and facilitate high quality professional development (PD) at the school relating to the EL Core Practices, i.e. curriculum, instruction, assessment, leadership, and school culture and character that results in improved teaching and learning.
  • Use modeling, co-teaching and observation and feedback to support teacher growth in core EL instructional practices.
  • Facilitate rapid inquiry cycles with school teams following a Plan, Do, Study, Act (PDSA) model.
  • Coach Instructional Guide (IG) and teachers in understanding and applying the EL model.
  • Support teachers and teams in the design of standards-based learning expeditions and case studies (curricula) student-engaged assessment strategies, and active pedagogy.
  • Foster the development of effective Crew (advisory) structures in schools.
  • Support the integration of NYC Outward Bound Schools’ To & Through College and Crew Expedition program supports.
  • Actively collaborate with members from other departments such as the Program Service Team (PST) in support of meeting the organization’s mission.
  • Shepherd the annual work plan cycle for each school from design to execution and manage processes for documenting, tracking, and reflecting on school progress toward achieving long term performance benchmarks.
  • Support schools on the path to EL Credentialing.
  • Serve on school planning teams or committees based upon the needs of the school.
  • Facilitate the annual Implementation Review (IR) with schools and compile data and results.
  • Counsel principals, assistant principals, and IGs on PD options and choices that support the school-wide PD plan as well as individual teacher development.

Out of School Professional Development and Supports:

  • Design and facilitate off-site professional development (Institutes, Seminars, etc.) which take place during the school year and in the summer.
  • Support internal NYC Outward Bound Schools projects designed to improve school and student outcomes.
  • Participate in external and internal professional development and support structures.

Professional Experience/Qualifications

  • Minimum 7 years of classroom teaching experience at the secondary level in an EL school or similar
  • Minimum 4 years effectively coaching and facilitating individual adults and teams in schools
  • Demonstrable success with interdisciplinary, project-based learning and active pedagogy
  • Previous success using data inquiry to improve student learning
  • Deep content knowledge and pedagogical expertise in at least two of the following areas; mathematics, science, humanities, project based learning, mastery based learning and social and emotional learning.
  • Affinity with the Outward Bound approach and belief in the EL Design Principles and Core Practices
  • Prior experience in NYC or a comparable urban district strongly preferred
  • Experience with restorative justice practices and advisory a plus

Additional Competencies and Desired Skills

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

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.

Comments Off on Math Mentor Teacher (New York City Regional Institute 2018)

Math Mentor Teacher (New York City Regional Institute 2018)

Posted by | May 25, 2018 |

Institute Team Summary
In the summer of 2018, Teach for America – New York will host its second regional Institute in partnership with Relay Graduate School of Education. Institute will provide students from across the city access to a rigorous and relevant summer program that will put them on an accelerated path to academic and personal success in the fall. To get there, we strive to create the conditions that empower our teachers to know students, cultivate community within their classrooms, engage students in rigorous and relevant content and challenge inequity throughout and long after their corps experience. Our teachers will experience credit-bearing graduate level courses taught by professors and master teachers that develop their pedagogical skills and deepen each teacher’s content knowledge through frequent, deliberate opportunities for practice, coaching from mentor teachers deeply steeped in the student-facing curriculum and New York City context, and Teaching for Educational Equity (TEE)  Seminars that develop the mindsets and dispositions necessary to challenge, inspire, and support their students to be the leaders New York City needs. Upon completion of the six week NYC Institute, teachers emerge ready to learn and willing to engage in the wonderful challenges that education affords those who commit to the honorable profession.

As a part of this model, we seek to hire an outstanding team of Mentor Teachers (MTs). An MT’s primary purpose is to welcome corps members (CMs) into a community of NYC educators and serve as their primary coach during institute.  MTs coach and mentor corps members in group and individual settings to develop their instructional judgment and maximize their impact on student achievement. MTs will work in collaboration with colleagues at their school site such as  a Lead Mentor Teacher (who leads instructional sessions at each school site), two Directors, Programs (who facilitate Teaching for Educational Equity Seminars focused on Leadership- and Racial Identity- Development), and the Relay Faculty member (who leads sessions that teach foundational teacher knowledge and skills). Together, they will train and develop corps members in the knowledge, skills, and judgment necessary to become teachers who lead students to meaningful outcomes in academic and personal growth.
Teach for America seeks qualified individuals to serve as Mentor Teachers in all content areas and grade levels.

Scope of Role
Each Mentor Teacher works closely with one classroom and a cohort of 4-6 corps members. This role has a significant impact on their development as teachers and plays an important role in the achievement of their students. The Mentor Teacher operates as the teacher of record in the corps members’ classroom. Mentor Teachers are driven by the desire to continue learning as an educator and grow in their leadership of other teachers.

Responsibilities

Provide a rigorous and relevant summer school experience for students (30%):

  • Work alongside corps members to set up and maintain a productive learning environment
  • Internalize the student facing curriculum and model excellent teaching of the institute curriculum at designated points over the summer
  • As the teacher of record, take responsibility for the outcomes of students and any summer school administrative tasks required by the summer school site

Coach and mentor teachers over the trajectory of their development over the summer (50%):

  • Build one-on-one relationships with CMs and regularly prompting reflections such that CMs are aware of their growth over time
  • Internalize the desired CM outcomes and use a variety of coaching methods to help CMs reach those outcomes
  • Observe corps members’ classroom teaching and providing feedback and/or coaching aligned with the Relay coursework and TEE seminars through weekly debrief conversations and in-classroom coaching
  • Providing planning support to corps members by reviewing corps members’ lesson plans and providing feedback and/or coaching at select times over the summer

Participate as a strategic member of your summer school team (20%):

  • With other staff members, determine a plan of support for those CMs and determining which staff members are best-positioned to provide that support. For instance:
    • 1-1 rehearsal time
    • Co-teaching with a CM
    • Connecting CMs to differentiated support from other staff members
    • Assessing the impact of various intentions
  • Engage actively in selected sessions led by Lead Mentor Teachers, Teaching for Educational Equity (TEE) Seminar Leaders, and Relay faculty  (asking/answering questions throughout), as well as support them by:
    • Collecting evidence of classrooms, taking anecdotal notes, communicating and identifying trends in corps member development to support facilitators in shaping Deliberate Practice, coursework, and TEE Seminars
    • Productively aiding CM planning by working with a designated small group of CMs (based on grade-level/ subject, specificities of content, or skill) and accurately sharing observations, outcomes, and trends from that planning time with the Lead Mentor Teacher orTEE Facilitators, so that he/she can ensure sessions are data-driven and reflect corps member development needs
    • Productively supporting practice teaching by observing subsets of CMs and offering feedback that is aligned to the core practices of focus and/or the unique needs of the individual CM in that moment
  • Leverage your talents to respond to school-wide trends, which may include facilitating Differentiated Sessions or leading other school-wide or small-group initiatives

Ability to travel and participate during all components of institute is required for all staff members. This includes:

  • Spring Training: From March 2018 – June 2018, ability to attend once a month weekend-long training conference, participate in weekly conference calls and check-ins, and complete related independent preparation.
  • Summer Institute: From late June to mid August, ability to work some evening and weekend hours. While we strive to make the institute day as efficient as possible, Institute is a fast-paced environment and may require extended hours. This past summer, staff members in this role sometimes worked 11-12 hours a day.Skills
    • Demonstrated ability to connect with adult learners quickly and build strong working relationships across lines of difference as well as ability to develop a strong group culture
    • Excellent critical thinking and problem-solving skills
    • Strong organizational and time management skills
    • Strong knowledge and understanding of instructional practice in their content area
    • Orientation to and experience with Culturally Relevant Pedagogy
    • Effective verbal communication skills
    • Entrepreneurial thinking, ability to make adjustments
    • Ability to influence and motivate adult leaders
    • Maintain positive outlook, flexibility, and sense of possibility in stressful situations
    • An orientation towards social justice and desire to engage in conversations with others around issues pertaining to race

    Approach to Work

    • Excited about being a coach or resource for others
    • Enjoys applying energies to developing others
    • Enjoys being part of a team
    • Ability to navigate ambiguity with openness and scrappiness!
    • Deep commitment to Teach For America’s mission and Institute’s commitments to getting know students, engaging students in relevant and rigorous content, creating community, and challenging inequity

    Experience

    • Bachelor’s degree required
    • New York State Teacher Certification Required
    • Two years or more of teaching experience by the start of the institute required
    • Quantifiable success as a classroom teacher, with demonstrated student success in academic, cultural, and personal growth outcomes
    • Experience working with new teachers in professional development settings, including observing other teachers and giving feedback and facilitating group discussions required

    Benefits and Compensation
    Mentor Teacher compensation is competitive, and may varies depending on previous institute experience. Teach For America may provide room, board, and some travel for non-local staff members.

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Hiring Foreign Language Teachers (7-12)

Posted by | May 23, 2018 |

Foreign Language teachers at New Visions schools work with a diverse range of students to develop language skills through exploration, reading, discussion, and writing. While Foreign Language teachers at New Visions are expected to prepare all students for success with New York State Regents Foreign Language exams, they place an equal emphasis on developing students’ linguistic and critical thinking skills by inviting them to explore literature, media, and current events from foreign countries. New Visions Foreign Language teachers’ ultimate goal is to help students to become proficient in another language and to embrace diverse cultures to be responsible, tolerant, and curious global citizens in an increasingly connected world.

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.

 

Comments Off on Early Childhood Educational Coach, All Our Kin Bilingual (English/Spanish) Full-Time and/or Part Time, Bronx, NY

Early Childhood Educational Coach, All Our Kin Bilingual (English/Spanish) Full-Time and/or Part Time, Bronx, NY

Posted by | May 22, 2018 |

All Our Kin, is seeking an Early Childhood Education Coach to enthusiastically support the launch of the New York site and bring All Our Kin’s best practices to family child care providers in the Bronx.

 

All Our Kin is a nationally-recognized, nonprofit organization that trains, supports, and sustains community child care providers to ensure that children and families have the foundation they need to succeed in school and in life.

 

All Our Kin is embarking on a ground-breaking initiative to expand our reach to New York! We are searching for a passionate team player who is looking to make an impact and is excited about being a part of an effective, growing and dynamic non-profit organization.

 

The Early Childhood Educational Coach will work one on one with family child care providers through, coaching, training and technical assistance. This position will be based in the Bronx, NY and is supervised by the New York Director.

 

All Our Kin believes all children deserve access to high-quality early learning opportunities. Through our programs, family child care professionals (“providers”) succeed as business owners; working parents find stable, high-quality care for their children; and our youngest and most vulnerable children receive the early learning experiences that prepare them to succeed in school and in life.

 

Today, we serve over 400 family child care providers in New Haven, Bridgeport, Norwalk and Stamford, with a new office opening in Bronx, NY in 2018; these parents and educators in turn serve over 2,400 children in our community. To learn more about our work, please visit www.allourkin.org.

 

We offer competitive salary, a flexible schedule, and the opportunity to work with a team of skilled and motivated professionals.

 

We are looking for both full and part time Early Childhood Education Coaches.

 

Key responsibilities of the.Early Childhood Educational Coach include:

  • Working one-on-one with family child care providers to improve the quality of their program. This may include goal setting, curriculum planning, modeling, co-teaching, observation, problem solving, sharing resources, reflecting on practice, and other support as needed.
  • Traveling to providers home regularly. On average 75% of week is spent in the field.
  • Conducting assessments to gauge quality and areas for growth.
  • Designing and facilitating professional learning opportunities for providers [1-2 times a month on the weekends and/or in the evening].
  • Responding to provider inquiries or requests in a timely manner.
  • Organizing and staffing in house trainings on weeknights  and occasional weekends.
  • Keeping detailed records and data of all interactions with providers in Salesforce.
  • Collaborating with the New York Director and the All Our Kin staff.

 

Ideal candidates will:

  • Be bilingual in Spanish and English.
  • Love children and understand principles of early childhood best practice.
  • Have an academic background in and experience teaching early childhood education, a plus if experience with birth-3 years old.
  • Have extensive experience mentoring teachers and understand adult development.
  • Be committed to the goal of making high-quality early care and education available to all children.
  • Value an asset-based approach to change and understand that the process is lengthy and requires sensitivity, flexibility, respect and commitment.
  • Value diversity and demonstrate cultural and linguistic competency.
  • Understand and respect the provider’s knowledge about his/her children’s experiences.
  • Believe in the All Our Kin mission and model.
  • Approach provider development with a growth mindset and believe all providers can improve, whatever their starting point.
  • Use reflective practice strategies and skills.
  • Self starter, takes initiative.
  • Be extremely organized.
  • Be flexible.
  • Be creative problem solver.
  • Be a team player.
  • Have a keen eye for detail and the ability to multitask.
  • Be proficient in Excel and Microsoft Word.
  • Possess excellent interpersonal and communication skills.
  • Have experience working in urban communities.
  • Have a minimum of a Bachelor’s Degree.

 

Benefits of working at All Our Kin:

All Our Kin’s small size, focus on innovation, and collaborative model of program development make it possible for staff members to get a close look at the workings of a growing, high-impact nonprofit organization at the cusp of two critical issues: job creation and child care. The organization’s commitment to mentorship and professional development guarantee that each staff member will receive individual time and attention, and will serve as an integral member of our highly skilled and mission-driven team.

 

All Our Kin is an equal opportunity employer and recognizes that diversity and opportunity are fundamental to children’s lives and to our work.  

 

 

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Early Childhood Mentor Coach, All Our Kin Full-Time, New York City

Posted by | May 22, 2018 |

All Our Kin, Inc., a nationally-recognized, Connecticut-based nonprofit organization that trains, supports, and sustains community child care providers to ensure that children and families have the foundation they need to succeed in school and in life, seeks an Early Childhood Mentor Coach to partner with organizations (networks) supporting family child care providers in New York City.

 

All Our Kin first opened its doors in a New Haven housing development in 1999 with two staff members, six mothers, six children, and one core belief: all children deserve access to high-quality early learning opportunities. Through our programs, family child care professionals succeed as business owners; working parents find stable, high-quality care for their children; and our youngest and most vulnerable children receive the early learning experiences that prepare them to succeed in school and in life. Today, we serve over 400 family child care providers in New Haven, Bridgeport, Norwalk, Stamford, and New York City; these parents and educators in turn serve over 2,400 children in our community. To learn more about our work, please visit www.allourkin.org.

 

All Our Kin is embarking on a ground-breaking knowledge dissemination initiative to expand our reach by training new communities in our model and best practices around supporting quality in family child care. All Our Kin’s NYC Early Childhood Mentor Coach will play a key role in executing this initiative. The Mentor Coach will work directly with up to 12 staff coaches from the participating family child care networks (network coaches are experienced early educators who provide guidance to home-based family child care providers).  The Mentor Coach will support network coaches to grow and strengthen their coaching practices with family child care providers, leading to higher quality care and improved outcomes for children.

 

We are searching for an enthusiastic team player who is looking to make an impact and is excited about being a part of an effective, growing and dynamic non-profit organization. We offer competitive salary, a flexible schedule, and the opportunity to work with a team of skilled and motivated professionals. The Early Childhood Mentor Coach will work primarily in out of the Bronx office with occasional travel to other All Our Kin offices. This is a full-time position.

 

Key responsibilities of the Early Childhood Mentor Coach include:

  • Provide initial and ongoing training to network staff in All Our Kin’s strength-based, relationship-based model and best practices for working with family child care providers
  • Observe and work side-by-side with network coaches in the field during twice monthly onsite visits per network coach, modeling strategies, reflecting and debriefing, and problem solving to raise the quality of providers’ programs
  • Plan and facilitate monthly reflective supervision and training sessions with network coaches, and share relevant resources on early childhood development and developmentally appropriate practice
  • Support network leadership and coaches in setting and achieving goals to improve children’s outcomes, personalizing support based on individual needs
  • Promote the strengthening of relationships between network staff and family child care providers
  • Establish and manage relationships with multiple community-based family child care networks, stakeholders, funders, and family child care providers
  • Notice trends and themes in the work, and reflect on strategies that are most effective in working with communities, network staff, and providers, and in disseminating All Our Kin’s model and best practices
  • Communicate regularly with All Our Kin staff and staff at partner organizations on progress and assist with pilot evaluation measures
  • Work with the All Our Kin Knowledge Dissemination team to strengthen knowledge dissemination efforts and inform All Our Kin’s practices

 

The ideal candidate:

  • Believes in the All Our Kin mission and has a deep commitment to the well-being of children, families, and child care providers;
  • Has a minimum of a bachelor’s degree in early childhood education, psychology or related field;
  • Has five or more years of experience as an early childhood teacher and/or early childhood coach or mentor;
  • Has a strong commitment to strength-based coaching and alignment with All Our Kin core values;
  • Has experience coaching, mentoring, and training adults who work in urban communities;
  • Is a relationship-based individual with excellent interpersonal and communication skills;
  • Is a creative problem solver, who is able to design responsive strategies and interventions;
  • Is highly organized, highly entrepreneurial, flexible, and comfortable with uncertainty;
  • Is willing to work a flexible schedule, including evening and weekends if required;
  • Is able to attend two weeks of onboarding in New Haven, Connecticut prior to the start of coaching and potential additional meetings in New Haven, Connecticut (travel expenses will be reimbursed);
  • Values diversity and demonstrates cultural and linguistic competency;
  • Values an asset-based approach to change and understands that the quality; improvement process is lengthy and requires sensitivity, flexibility, respect, and commitment;
  • Is committed to the goal of making high-quality early care and education available to all children;
  • Is an enthusiastic team player who is looking to make a difference and is excited about being a part of a high-impact, growing, and dynamic non-profit organization;
  • Has experience working with home based child care providers;
  • [Preferred] Is bilingual in Spanish and English.

 

 

 

Benefits of working at All Our Kin:

All Our Kin’s small size, focus on innovation, and collaborative model of program development make it possible for staff members to get a close look at the workings of a growing, high-impact nonprofit organization at the cusp of two critical issues: job creation and child care. The organization’s commitment to mentorship and professional development guarantee that each staff member will receive individual time and attention, and will serve as an integral member of our highly skilled and mission-driven team.

 

The All Our Kin NYC Early Childhood Mentor Coach is a salaried position with competitive benefits. All Our Kin is an equal opportunity employer and recognizes that diversity and opportunity are fundamental to children’s lives and to our work.

Comments Off on Staff Attorney Educational Rights of Immigrant Students June 2018

Staff Attorney Educational Rights of Immigrant Students June 2018

Posted by | May 22, 2018 |

Overview
Advocates for Children of New York, Inc. (AFC) seeks a Staff Attorney to protect the education-related rights of underserved immigrant families. Immigrant families face unique obstacles in NYC public schools that stem from their linguistic and cultural backgrounds. The attorney will primarily serve immigrant families of children with special needs, including representation at special education administrative hearings as well as participation in school meetings and school visits. The attorney will also represent immigrant families with respect to education-related issues including school enrollment, bilingual programs, and bullying. The attorney will provide know-your-rights trainings to families, community organizations, and service providers. The attorney may also support ongoing policy advocacy efforts focusing on English Language Learners, immigrant students, and access to translation and interpretation services in schools.

The attorney will join AFC’s Immigrant Students’ Rights Project (ISRP). ISRP is a collaborative team of three attorneys which includes the Project Director, to whom the attorney will report.

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, 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.

Qualifications
 Law degree required and admission to the NYS bar preferred;
 Spanish, Arabic or Mandarin language fluency required;
 Demonstrated commitment to serving the public interest;
 Excellent oral and written communication skills;
 Experience working with immigrant, low-income and special needs communities, especially an understanding of the cultural issues that often accompany language barriers;
 Interest in educational issues and issues affecting children, low-income families, and immigrant communities;
 Experience working with children or families;
 Strong team player;
 Organizational skills, flexibility, initiative, maturity, and cooperative attitude.

Expected Start Date
The position is available immediately, and resumes will be considered on a rolling basis. Law students graduating in May 2018 are welcome to apply.

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

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

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Visual Arts Teacher

Posted by | May 22, 2018 |

About Mott Hall Charter School:
Mott Hall Charter School (MHCS) is a small public middle school whose mission is to
prepare our scholars in mind, body, and character to succeed in top high schools, college, and careers by becoming inquisitive, open-minded, and compassionate citizens of the world. We accomplish this through a whole child approach including the International Baccalaureate Program, enhanced counseling and character development, 21 st century technology infusion, and our career and college readiness program.

Position Overview:
We are a Professional Learning Community, where all teachers are supported by
experienced educators, and honored as professionals with leadership pathways to advance their careers. Our education program is grounded in evidence-based research of how students learn best. All teachers receive training in the following six components of Mott Hall’s 21st century approach to teaching:

1. Student-Centered methods of instruction
2. Effective classroom management approaches
3. The latest research in adolescent development and social emotional health
4. How to integrate literacy into lessons regardless of content area
5. How to use technology to accelerate student learning
6. How to use data to inform instruction and improve student outcomes
The art program at MHCS comprises both visual and performing arts. We seek to develop scholars’ imagination and skills as well as acquainting them with art principles, techniques and works of art of enduring importance. Scholars are encouraged to identify particular creative abilities and to master techniques appropriate to that form of expression. By making connections between art and ideas, our art program promotes the values of creativity and self-expression.

Responsibilities and Duties

The successful candidate will:
● Use the International Baccalaureate Middle Years Programme as the School’s
framework for teaching and learning.
● Maintain student process journals as per requirement for IB Arts.
● Employ progressive approaches to students’ social/emotional and character
development.
● Implement the workshop model of instruction and use differentiated instructional
techniques to meet the interests, intelligences, abilities, and learning styles of
adolescents.
● Incorporate explicit reading and writing strategies in daily routines and classroom
instruction.
● Implement components of the School’s college and career readiness program.
● Participate in collaborative planning in content-specific teams and interdisciplinary
teams and develop interdisciplinary, project-based units of study throughout the
school year.
● Integrate instructional technology into student learning activities.
● Use weekly formative assessment to provide on-going feedback to every student
and periodic summative assessment to measure student learning, develop
instructional plans to meet student needs, and administer follow-up assessment and
analysis.
● Maintain reporting and planning documents including electronic/internet-based
formats for curriculum maps, unit plans, lesson plans, grade book, student
behavior, and assessment analysis.
● Lead educational field trips and service learning experiences.
● Attend parental engagement activities including parent/teacher conferences, open
houses, and maintain frequent communication with parents through a variety of
communication channels.

ELIGIBILITY REQUIREMENTS:
● New York State certification Grades K-6, 5-9, or 7-12 in appropriate subject area.

COMPENSATION and BENEFITS:
● Our beginning compensation is 15% higher than New York City Department of
Education with bonuses for performance and longevity increases of 5% after 3, 6,
and 9 years and 10% after 14 and 19 years.
● Comprehensive health benefits and retirement plan with employer match of 3%
in year 1-5 and 5% in year 6 and beyond.
● Paid parking or metro card
● Signing incentive of $500 to welcome you to the team!

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Math Teacher, K-12 (2018-2019)

Posted by | May 15, 2018 |

Harlem Village Academies

Harlem Village Academies is a K-12 charter network committed to the ideals of progressive education. Based in Harlem, HVA is also the demonstration site for the Progressive Education Institute.

The Opportunity

Join an incredible community of educators who are passionate about progressive pedagogy while embracing a sense of urgency, a strong work ethic, and accountability for student learning. We select individuals who share our vision and are willing to put in the hard work to achieve it.

Responsibilities

  • Develop and teach engaging, academically rigorous lessons, aligned with HVA’s standards, curriculum and progressive pedagogical philosophy
  • Invest several hours per week in professional learning, including instructional coaching and co-planning
  • Build strong, lasting relationships with students, inspiring them to hold themselves to a high standard of academics and character
  • Establish and uphold classroom expectations that support students’ growth, ownership over their learning and responsible autonomy
  • Analyze assessment data and use it to inform and differentiate your instruction
  • Collaborate with colleagues to share best practices and ensure student mastery of standards
  • Maintain close relationships with families, including phone calls and conferences
  • Contribute to the school community by attending school events, leading a club, reading group, athletic team, or other initiative

Qualifications:

  • At least two years of mathematics teaching experience preferred, in a charter school setting
  • A commitment to progressive mathematics pedagogy: e.g. using inquiry, problem solving, and discussion to help students think like mathematicians and develop deep conceptual understanding
  • Strong track record of student achievement in your past teaching
  • Ability to create a class environment in which students feel safe, supported and challenged to engage deeply in meaningful work
  • A strong sense of personal accountability for student achievement
  • Unshakeable conviction that all students can learn at a high level
  • Highly thoughtful and reflective, committed to always getting smarter with colleagues, reflecting on mistakes, welcoming feedback and making continual adjustments in your practice
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New Visions Mathematics Teacher

Posted by | May 14, 2018 |

Position Summary

Mathematics teachers at New Visions schools work with a diverse range of students to develop math content knowledge and skills, primarily through collaborative classroom work around rich, authentic math tasks. Their goal is to help pupils develop critical-thinking abilities by gaining an understanding of mathematics concepts and practices. All teachers use both formal and informal assessment data about student thinking to inform instruction; core mathematics teachers (Algebra I, Geometry, and Algebra II) are also responsible for using an inquiry-driven approach to support student success on mathematics Regents examinations. Additionally, teachers may attend professional development workshops and meet with colleagues to collaboratively analyze data and plan an instructional response.

 

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

 

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

 

Successful New Visions teaching candidates will:

 

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

 

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

 

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

 

New Visions for Public Schools is an equal opportunity employer.

 

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The support you need for the career you want.

Posted by | May 10, 2018 |

About Us

New Visions for Public Schools’ goal is to radically disrupting the cycle of poverty by improving student achievement, resilience and creating and sustaining a network of high performing schools for New York City’s highest-need  students.

New Visions for Public Schools believes that the best way to strengthen schools is to develop the professional capacity of teachers, principals and administrators. Our mission is to ensure all of New York City’s public school students, regardless of race or economic class, have access to a high-quality education that prepares them for the rigors of college and the challenges when entering the workforce.  New Visions for Public Schools works with the NYC Department of Education to provide instructional and operational support to 69 high needs public schools throughout the five boroughs and also directly operates 10 Charter High Schools in the Bronx, Brooklyn, and Queens. New Visions looks for teachers who will contribute to a healthy school climate by adhering to the goals, values, teaching practices, and organizational structures of the school they are hired in.

Advantages of Teaching at a New Visions School Include:

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

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

Position Summary

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

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

Qualifications

Successful New Visions teaching candidates will:

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

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

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

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

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Middle School PE Teacher

Posted by | May 9, 2018 |

Neighborhood Charter School: Harlem has been chartered by the New York State Education Department and opened in Central Harlem in August 2012 with kindergarten and first grade. Neighborhood Charter School: Harlem currently serves grades K-6 and we will add a grade each year until the school accommodates scholars in kindergarten through eighth grade. The school has an accomplished and committed Board and support Network, and is one of the highest performing schools in the city. We are looking for experienced educators who are excited by the challenge of being part of a new school and have the dedication and motivation to make it happen.

Mission of the School

Our mission is to provide the children of Harlem with new educational opportunities through a rigorous, comprehensive K-8 program that cultivates the intellectual, social and emotional development of each child. Our students, who will include high functioning children with autism spectrum disorders, will become independent learners and critical thinkers, will acquire the academic skills that they need to succeed in college preparatory high schools and will exhibit the social and emotional skills that will allow them to reach their full potential.

Teaching at Neighborhood Charter School: Harlem:

High quality, dedicated teachers who have a professional and personal dedication to student achievement are the single most important factor to the success of students and the school. Therefore, recruiting and selecting the best teaching staff is of paramount importance to our success.

Each of our teachers will be supported by:

  • Attending a new staff orientation
  • Professional development sessions that target:
    • Working with students with disabilities, specifically students with high-functioning autism spectrum disorders
    • Conceptual understanding of a dynamic physical education curriculum
    • Deep knowledge of the curricular programs used in the school
    • Delivery of instruction
    • Intensive methodology in scaffolding curriculum to meet diverse learners
    • Developing assessments to track effectiveness of lessons
    • Higher-order thinking
    • Inquiry-based learning
    • Classroom management
    • Including families as partners

Responsibilities of our Teaching Staff:

  • Belief System
    • Have an unyielding belief that all students will achieve
    • Desire to tailor instruction and “think outside of the box” to expose students to high quality and meaningful instruction at all times
  • Planning and Preparation
    • Set and hold students accountable for high academic and behavioral standards
    • Design a rigorous and experiential curriculum involving student IEPs.
    • Immediately adjust lessons and teaching style if it is not resulting in growth
    • Consider the various learning styles of students when planning and implement opportunities for all students to participate in every lesson
  • Delivery of Instruction
    • Deliver fast paced lessons that are stimulating for all
  • Classroom Management and Classroom Culture
    • Maintain impeccable order in the classroom with clear expectations and routines
    • Develop and maintain a phenomenal room environment that is clean, organized and student centered
  • Developing as a Professional
    • Willingness to give and accept feedback in order to promote professional growth
    • Willingness to be a public learner and participate in learning opportunities with colleagues
  • Student Data and Assessments
    • Develop and implement frequent student assessments
    • Use informal and formal assessments to adjust teaching practices
    • Communicate assessment data with students, families
    • Maintain student portfolios
    • Create and implement performance-based tasks for multiple subject areas
    • Participate in frequent review of student assessment data with supervisors
  • Professionalism and Skills
    • Impeccable teacher attendance and punctuality is expected
    • Superior communication skills
    • Strong work ethic

Educational Background and Work Experience

  • Bachelor’s degree
  • New York State certification or eligible
  • Demonstrated success working with students
  • One year of teaching experience working an urban setting (preferred)
  • Knowledge and experience working with students with disabilities, specifically high-functioning autism spectrum disorders
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7th Grade Science Teacher

Posted by | May 9, 2018 |

Neighborhood Charter School: Harlem has been chartered by the New York State Education Department and opened in Central Harlem in August 2012 with kindergarten and first grade. Neighborhood Charter School: Harlem currently serves grades K-6 and we will add a grade each year until the school accommodates scholars in kindergarten through eighth grade. The school has an accomplished and committed Board and support Network, and is one of the highest performing schools in the city. We are looking for experienced educators who are excited by the challenge of being part of a new school and have the dedication and motivation to make it happen.

Mission of the School

Our mission is to provide the children of Harlem with new educational opportunities through a rigorous, comprehensive K-8 program that cultivates the intellectual, social and emotional development of each child. Our students, who will include high functioning children with autism spectrum disorders, will become independent learners and critical thinkers, will acquire the academic skills that they need to succeed in college preparatory high schools and will exhibit the social and emotional skills that will allow them to reach their full potential.

Teaching at Neighborhood Charter School: Harlem:

High quality teachers who have a professional and personal dedication to student achievement are the single most important factor to the success of students and the school. Therefore, recruiting and selecting the best teaching staff is paramount to our success.

Each of our teachers will be supported by:

  • Attending a new staff orientation
  • Professional development sessions that target:
    • Deep knowledge of the curricular programs used in the school
    • Delivery of instruction
    • Intensive methodology in scaffolding curriculum to meet diverse learners
    • Developing assessments to track effectiveness of lessons
    • Higher-order thinking
    • Inquiry-based learning
    • Classroom management
    • Inclusion of families as partners

Responsibilities of our Science Teacher:

Belief System

  • Have an unyielding belief that all students will achieve
  • Desire to tailor instruction and “think outside of the box” to expose students to high quality, meaningful instruction at all times

Planning and Preparation

  • Set and hold students accountable for high academic and behavioral standards
  • Design rigorous, inquiry-based Science lessons that are aligned to state standards and are rich with opportunity for students to participate in meaningful and thoughtful discovery through hands-on exploration
  • Immediately adjust lessons and teaching style if it is not resulting in academic and emotional growth
  • Consider the various learning styles of students when planning and implement opportunities for all students to participate in every lesson

 Delivery of Instruction

  • Deliver fast paced and stimulating lessons that are hands-on and engage students in the scientific process
  • Design inquiry based lessons that permit students to engage in daily experiments

Classroom Management and Classroom Culture

  • Maintain impeccable order in the classroom with clear expectations and routines
  • Develop and maintain a phenomenal room environment that is clean, organized, student centered and print rich

Developing as a Professional

  • Willingness to give and accept feedback in order to grow professionally
  • Willingness to be a public learner and participate in learning opportunities with colleagues

Student Data and Assessments

  • Develop and implement frequent student assessments that gauge the academic growth of students
  • Use informal and formal assessments to adjust teaching in order to better meet the needs of students
  • Communicate assessment data with students, families and supervisors
  • Maintain student portfolios
  • Create and implement performance based tasks for multiple subject areas

Professionalism and Skills

  • Impeccable attendance and punctuality is expected
  • Superior inter and intra personal skills
  • Excellent communication skills
  • Strong work ethic

Educational Background and Work Experience

  • Bachelor’s degree
  • New York State certification or eligible
  • Demonstrated success working with students
  • One year of teaching experience working an urban setting (preferred)
  • Knowledge and experience working with students with disabilities, specifically high-functioning autism spectrum disorders
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Middle School ELA Teacher

Posted by | May 9, 2018 |

Neighborhood Charter School: Harlem has been chartered by the New York State Education Department and opened in Central Harlem in August 2012 with kindergarten and first grade. Neighborhood Charter School: Harlem currently serves grades K-6 and we will add a grade each year until the school accommodates scholars in kindergarten through eighth grade. The school has an accomplished and committed Board and support Network, and is one of the highest performing schools in the city. We are looking for experienced educators who are excited by the challenge of being part of a new school and have the dedication and motivation to make it happen.

Mission of the School

Our mission is to provide the children of Harlem with new educational opportunities through a rigorous, comprehensive K-8 program that cultivates the intellectual, social and emotional development of each child. Our students, who will include high functioning children with autism spectrum disorders, will become independent learners and critical thinkers, will acquire the academic skills that they need to succeed in college preparatory high schools and will exhibit the social and emotional skills that will allow them to reach their full potential.

Teaching at Neighborhood Charter School: Harlem:

High quality, dedicated teachers who have a professional and personal dedication to student achievement are the single most important factor to the success of students and the school. Therefore, recruiting and selecting the best teaching staff is of paramount importance to our success.

Each of our teachers will be supported by:

  • Attending a new staff orientation
  • Professional development sessions that target:
    • Working alongside students with disabilities, specifically students with high-functioning autism spectrum disorders
    • Conceptual understanding and planning using the Common Core Standards
    • Deep knowledge of the curricular programs used in the school
    • Delivery of instruction
    • Intensive methodology in scaffolding curriculum to meet diverse learners
    • Developing assessments to track effectiveness of lessons
    • Higher-order thinking
    • Inquiry-based learning
    • Classroom management
    • Including families as partners

Responsibilities of our Teaching Staff:

  • Belief System
    • Have an unyielding belief that all students will achieve
    • Desire to tailor instruction and “think outside of the box” to expose students to high quality and meaningful instruction at all times
  • Planning and Preparation
    • Set and hold students accountable for high academic and behavioral standards
    • Design rigorous, inquiry-based lessons
    • Immediately adjust lessons and teaching style if it is not resulting in academic and emotional growth
    • Consider the various learning styles of students when planning and implement opportunities for all students to participate in every lesson
  • Delivery of Instruction
    • Deliver fast paced and stimulating lessons
  • Classroom Management and Classroom Culture
    • Maintain impeccable order in the classroom with clear expectations and routines
    • Develop and maintain a phenomenal room environment that is clean, organized and student centered
  • Developing as a Professional
    • Willingness to give and accept feedback in order to promote professional growth
    • Willingness to be a public learner and participate in learning opportunities with colleagues
  • Student Data and Assessments
    • Develop and implement frequent assessments
    • Use informal and formal assessments to adjust teaching practices
    • Communicate assessment data with students and families
    • Maintain student portfolios
    • Create and implement performance-based tasks for multiple subject areas
    • Participate in frequent review of student assessment data with supervisors
  • Professionalism and Skills
    • Impeccable teacher attendance and punctuality is expected
    • Superior communication skills
    • Strong work ethic

Educational Background and Work Experience

  • Bachelor’s degree
  • Certification in one of the following: New York State Secondary, Special Education, or eligible out of state certification
  • Demonstrated success working with students
  • One year of teaching experience working an urban setting (preferred)
  • Knowledge and experience working with students with disabilities, specifically high-functioning autism spectrum disorders
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Middle School Math Teacher

Posted by | May 7, 2018 |

Middle School Math Teacher

Start Date:  August 2018

Location: Harlem, NY

Neighborhood Charter School: Harlem has been chartered by the New York State Education Department and opened in Central Harlem in August 2012 with kindergarten and first grade. Neighborhood Charter School: Harlem currently serves grades K-6 and we will add a grade each year until the school accommodates scholars in kindergarten through eighth grade. The school has an accomplished and committed Board and support Network, and is one of the highest performing schools in the city. We are looking for experienced educators who are excited by the challenge of being part of a new school and have the dedication and motivation to make it happen.

Mission of the School

Our mission is to provide the children of Harlem with new educational opportunities through a rigorous, comprehensive K-8 program that cultivates the intellectual, social and emotional development of each child. Our students, who will include high functioning children with autism spectrum disorders, will become independent learners and critical thinkers, will acquire the academic skills that they need to succeed in college preparatory high schools and will exhibit the social and emotional skills that will allow them to reach their full potential.

Teaching at Neighborhood Charter School: Harlem:

High quality, dedicated teachers who have a professional and personal dedication to student achievement are the single most important factor to the success of students and the school. Therefore, recruiting and selecting the best teaching staff is of paramount importance to our success.

Each of our teachers will be supported by:

  • Attending a new staff orientation
  • Professional development sessions that target:
    • Working alongside students with disabilities, specifically students with high-functioning autism spectrum disorders
    • Conceptual understanding and planning using the Common Core Standards
    • Deep knowledge of the curricular programs used in the school
    • Delivery of instruction
    • Intensive methodology in scaffolding curriculum to meet diverse learners
    • Developing assessments to track effectiveness of lessons
    • Higher-order thinking
    • Inquiry-based learning
    • Classroom management
    • Including families as partners

Responsibilities of our Teaching Staff:

  • Belief System
    • Have an unyielding belief that all students will achieve
    • Desire to tailor instruction and “think outside of the box” to expose students to high quality and meaningful instruction at all times
  • Planning and Preparation
    • Set and hold students accountable for high academic and behavioral standards
    • Design rigorous, inquiry-based lessons
    • Immediately adjust lessons and teaching style if it is not resulting in academic and emotional growth
    • Consider the various learning styles of students when planning and implement opportunities for all students to participate in every lesson
  • Delivery of Instruction
    • Deliver fast paced and stimulating lessons
  • Classroom Management and Classroom Culture
    • Maintain impeccable order in the classroom with clear expectations and routines
    • Develop and maintain a phenomenal room environment that is clean, organized and student centered
  • Developing as a Professional
    • Willingness to give and accept feedback in order to promote professional growth
    • Willingness to be a public learner and participate in learning opportunities with colleagues
  • Student Data and Assessments
    • Develop and implement frequent assessments
    • Use informal and formal assessments to adjust teaching practices
    • Communicate assessment data with students and families
    • Maintain student portfolios
    • Create and implement performance-based tasks for multiple subject areas
    • Participate in frequent review of student assessment data with supervisors
  • Professionalism and Skills
    • Impeccable teacher attendance and punctuality is expected
    • Superior communication skills
    • Strong work ethic

Educational Background and Work Experience

  • Bachelor’s degree
  • Certification in one of the following: New York State Secondary, Special Education, or eligible out of state certification
  • Demonstrated success working with students
  • One year of teaching experience working an urban setting (preferred)
  • Knowledge and experience working with students with disabilities, specifically high-functioning autism spectrum disorders

Compensation

We offer a very competitive salary, bonus program, and comprehensive benefits package.

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xvxv

Posted by | May 3, 2018 |

sgd

Comments Off on Teach in NYC. 1 application, over 40 great schools!

Teach in NYC. 1 application, over 40 great schools!

Posted by | May 3, 2018 |

Who We Are

Teachers for NYC Charter Schools is a consortium of non-profit charter schools working to bring great teachers to kids and communities across New York City. We help talented teaching candidates find a school that fits their skills and career goals–and we give them a leg up in the hiring process.

While each consortium member has its own unique focus and culture, we share a belief in the power of great teachers to unlock students’ potential and prepare them to achieve their goals. For us, this makes the most important factor in the success of our students the teacher in their classroom. Teachers for NYC Charter Schools was created by TNTP, a national non-profit with 20 years of experience recruiting great teachers for urban schools.

Who You Are

We are looking for teachers who:

  • Know that education equality begins with challenging, engaging instruction. Successful charter school teachers believe every student has the potential to achieve their goals and deserves to be challenged and inspired by high expectations.
  • Bring a diversity of backgrounds and life experiences to the classroom. Our experience confirms the research: diversity matters. Students taught by educators with similar life experiences do better academically, emotionally, and socially. We want diverse educators who have a commitment to giving every NYC student a great education.
  • Prioritize building deep, authentic relationships with students and families. Consortium schools are community and family-oriented, and they need teachers who approach their work with humility and respect.
  • Embrace growth. Our schools offer exceptional professional development and are eager to hire teachers who are open to feedback and willing to collaborate to refine their skills in the classroom.

We’re looking for educators in a variety of subject areas who share our commitment to give all NYC students a challenging and engaging education, regardless of teaching experience or certification.

Benefits of Teachers for NYC Charter Schools

Applying through Teachers for NYC Charter Schools is the best way to find the school community that’s right for you, whether you have teaching experience, are embarking on your first job, or are making a career change and want to teach while working towards your certification.

  • Earn a trusted recommendation. Our consortium members prioritize candidates who apply through Teachers for NYC Charter Schools and pass our screening process. Make sure your resume is given the attention it deserves.
  • Find the school community that’s right for you. Consortium members have embraced the spirit of innovation, diversity, and choice that has defined the charter school movement. Find the school with a vision, focus, and culture that matches your skills, interests, and career goals.
  • Streamline your teacher job search . Apply to all our consortium members with a single application. Teachers for NYC Charter Schools saves you time by connecting you directly with multiple schools seeking great teachers. Then, bypass first-round interviews by participating in a video interview shared with all consortium members.
  • Get support throughout the hiring process. From resume advice and pre-interview preparation to regular updates on hiring prospects, you’ll have a point of contact throughout the process to help you maximize your chances of finding a meaningful and rewarding career.
  • Make a lasting difference. This is your opportunity to join a vibrant movement to meet NYC children’s social, emotional, and academic needs–and prepare them for success in college and career.

Qualifications and Eligibility

In addition to the above, we are looking for candidates who will be authorized and available to work in New York City as early as summer 2018. For us to review your application, you must:

• Have earned a Bachelor’s degree by July 1, 2018

• Currently have authorization to work in the United States for any employer

• Reside in the New York City area by July 1, 2018

 

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Senior Administrative Director of Education

Posted by | May 3, 2018 |

The Senior Administrative Director of Education is responsible for the day-to-day duties of all educational services for the Early Childhood Education Division (ECED).  All Center Directors report to this position, along with Administrative Directors responsible for the education components of the ECED.

Position Responsibilities:

  • Work collaboratively with the ECED senior management team to administer all functions of the Early Childhood Education Division, and ensure compliance with the Head Start Program Performance Standards, and all regulatory and funding requirements
  • Participate in the planning, coordination, and successful execution of all grant applications, the Self-Assessment, Community Assessment, ECED and agency strategic plans, annual reports, service plans; as well as share in the executive responsibility of the overall direction of the program
  • Work collaboratively with the Head Start Director to ensure a coordinated approach to service delivery that integrates high-quality education, health, mental health, dental health, disabilities, and parent engagement services
  • Works with the ECED senior management team to ensure that all sites meet our various funders requirements
  • Provide ongoing supervision of the ACS center-based and family child care program; including programmatic and fiduciary responsibilities
  • Demonstrate strong leadership and mature judgment in order to provide oversight of high quality educational services; and ensure activities are age-appropriate; child-centered, and effectively implemented across all programs
  • Ensure leadership staff at the centers maintain a positive center environment that successfully engages staff, including having awareness of the particular job of each staff member and its relationship to the whole program
  • Ensure high quality curriculum development and implementation that meets the intellectual and social emotional needs of each child, and prepares them for kindergarten and beyond
  • Support continuous quality improvement by ensuring professional development, coaching, and technical assistance provided to staff are reflective of their needs and promote sustained learning
  • Ensure that teaching staff are provided with the supervision, resources, and support needed to provide high-quality services, and enhance their practices and interactions with children and families
  • Work closely with the Administrative Director of Educational Support Services to ensure that the agency’s School Readiness Goals are developmentally appropriate, and that a committee consisting of parents, administrators, and community partners meet to review the outcomes of the assessments of children; adjust strategies as needed; and monitor the status and progress of children across domains
  • Provide ongoing monitoring by utilizing assessment/monitoring reports and conducting site visits, evaluate and analyze child outcomes data, goals, and activities across sites and classrooms to determine strengths and areas requiring additional focus and support, and ensure corrective actions are implemented as needed
  • Work closely with the Administrative Director of UPK/Pre-K for All/Disabilities to ensure partnerships with local community stakeholders; the Department of Education; and the LEA are sustainable, and that mandated requirements set forth by the DOE and LEA are met in order to enhance services to Head Start children and children with disabilities
  • Provide direct supervision, guidance, and support to the Administrative Directors with responsibilities in the area of educational support, disabilities, and management
  • Monitor the progress of work plans and responsibilities of all staff reporting to the position, and adherence to the policies and procedures of the Early Childhood Education Division as well as city, state, and federal standards and regulations
  • Along with the ECED management team, responsible for the development and monitoring of educational budget line items and the professional development training budget
  • Participate in the interviewing, evaluation and recommendation of applicants for employment
  • Perform any other related duties, as needed, or assigned by the Senior VP of  ECED
  • Participate in the One Page Plan (OPP) performance evaluation process
  • All schedules and responsibilities are subject to change at any time to meet the needs of the agency

Essential skills, experience, licensure, certification:

  • Master’s Degree in Early Childhood Education or a related field
  • NYS Permanent Certification in Early Childhood Education
  • Experience with ACS/ACF/DOE/DOHMH/CACFP
  • A minimum of 7 years of ECE experience

 

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Mathematics/Spanish/Science Teacher Vacancies

Posted by | May 3, 2018 |

Special Music School is a groundbreaking K-12 public school for musically gifted children. In addition to a pre-conservatory music education, we offer an innovative, child-centered academic program with small class sizes and an active parent community. We are seeking passionate educators to join our accomplished academic faculty.

We anticipate vacancies for the 2018-2019 school year in the following positions:

  • K-12: English as a New Language, Foreign Language (Spanish)
  • 6-12 Science, Math

Successful candidates will:

  • Design creative, engaging, standards-aligned curriculum
  • Collaborate with colleagues, music faculty and families in the spirit of our child-centered community.
  • Maintain assessment records and develop systems for students to receive timely and specific feedback.
  • Continually reflect on classroom pedagogy and practices as a part of our active professional development community.

 

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Education Specialist, NYS-TEACHS

Posted by | May 2, 2018 |

Overview
Advocates for Children of New York, Inc. (AFC) is a dynamic not-for-profit organization focused on high-quality education for New York students who face barriers to academic success. AFC works on behalf of children and youth who are at greatest risk of academic failure due to poverty, race, ethnicity, disability, homelessness, immigration status/limited English proficiency, or involvement in the child welfare or juvenile justice systems.

The New York State Technical and Education Assistance Center for Homeless Students (AFC’s NYS-TEACHS project) prioritizes the educational rights of students experiencing homelessness. We provide information, resources, trainings and support primarily to school staff, and also to social service providers, parents, students, and others who work with students who are homeless.

NYS-TEACHS has seven staff, including two Education Specialists and Assistant Director who work as a collaborative team, focusing on our hotline-related work, as well as outreach and trainings. The other four staff are primarily focused on school district programming, data analysis, trainings, and policy. The Education Specialists report to the Assistant Director of NYS-TEACHS.

NYS-TEACHS seeks a full-time Education Specialist who is passionate about the rights of students in temporary housing. The Education Specialist must be able to quickly analyze facts that are presented on our hotline and navigate difficult conversations with diplomacy, because the Education Specialists are often called on to facilitate dialogue between school districts, parents, and students. The Education Specialist is expected to establish trust with diverse audiences and build bridges between people with differing viewpoints to meet the needs of students in temporary housing. Education Specialists must keep detailed case-notes of their calls and follow-up with school district staff and the State Education Department. The Education Specialists also help coordinate NYS-TEACHS’ annual workshops and webinars, update our website, draft guidance documents and outreach materials, and assist with related administrative responsibilities such as occasional data entry and analysis and mailings. As a team we value growth and learning with regards to how we can better serve marginalized communities. As a result of staff efforts, we regularly engage in conversations regarding race and equity as they impact our external work as well as our internal experiences in the workplace.

Please see below for a more detailed description of the job responsibilities.

Responsibilities
75% — Hotline
 Respond to calls on the NYS-TEACHS hotline from school district staff, social service providers, parents, and students.
 Provide clear and accurate information about the educational rights of students experiencing homelessness. (NYS-TEACHS will provide training for incoming Education Specialists about federal and state laws, and Education Specialists share that information with callers to the hotline.)
 Speak with families and gather sensitive information regarding their housing status.
 Use strong interpersonal skills to mediate disputes between school staff and families, and escalate cases to supervisors if students face persistent barriers in their access to school.
 Regularly maintain clear written records from hotline calls in SalesForce.
 Draft emails to school district staff, school district leaders and to the State Education Department related to concerns we learn about through hotline calls.
25% — Writing Projects, Trainings, and Administrative Tasks
 Draft guidance and outreach materials for school staff and parents regarding students’ rights under federal and state law.
 Manage and present 4 to 6 webinars over the course of the year using GoToWebinar.
 Assist with 5 statewide workshops (3 in NYC and 2 outside of NYC), which requires overnight travel within New York State (2 times each year).
 Help facilitate 2-3 trainings for school staff.
 Make regular updates to the NYS-TEACHS website.
 Occasionally assist with the mailing and distribution of NYS-TEACHS posters and brochures.

Qualifications
 Demonstrated commitment to assisting underserved children and youth.
 Excellent organizational, written, and verbal communication skills.
 Excellent analytical skills.
 B.A. or B.S.
 Excellent interpersonal skills; high emotional intelligence and an ability to develop trust with diverse individuals from a variety of backgrounds.
 Ability to effectively prioritize tasks and manage time efficiently.
 Familiarity with Microsoft Word, Excel, and PowerPoint.
 Fluency in Spanish strongly preferred.

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

Expected Start Date
Ideal start date is June 1, 2018.

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

Comments Off on Staff Attorney — Educational Rights for Immigrant Students

Staff Attorney — Educational Rights for Immigrant Students

Posted by | April 27, 2018 |

Overview
Advocates for Children of New York, Inc. (AFC) seeks a staff attorney to obtain high quality, appropriate educational services for underserved immigrant families. The attorney will primarily serve immigrant families of children with special needs, including representation at special education administrative hearings as well as participation in school meetings and school visits. The attorney will also assist immigrant families with education-related issues including school enrollment, bilingual programs, and bullying. The attorney will provide know-your-rights trainings to families, community organizations and service providers. The attorney may also support ongoing policy advocacy efforts focusing on English Language Learners, immigrant students, and language access in schools.

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, 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.

Qualifications
 Law degree required and admission to the NYS bar preferred;
 1 – 3 years of legal experience preferred;
 Spanish, Arabic, or Mandarin language fluency required;
 Demonstrated commitment to AFC’s mission;
 Excellent oral and written communication skills;
 Experience working with immigrant, low-income and special needs communities, especially an understanding of the cultural issues that often accompany language barriers;
 Interest in and knowledge of educational issues and issues affecting children, low income families, immigrant communities, etc.;
 Experience working with children and families;
 Strong team player;
 Knowledge and experience of community based agencies and youth and human services providers;
 Organizational skills, flexibility, initiative, maturity, and cooperative attitude.

Compensation
The salary depends on experience and includes generous benefits.
AFC is an affirmative action employer that actively seeks to recruit and retain a diverse staff and especially encourages applications from people of color, persons with disabilities, persons of diverse sexual orientations, gender identities or gender expressions and persons of diverse socioeconomic backgrounds.

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F-Status Teachers (NYCDOE)

Posted by | April 26, 2018 |

Dear Applicant,

We need part time teachers who are interested in co-teaching with new teachers and supporting them with curriculum planning and classroom management.

Thanks,

Shweta

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Principal

Posted by | April 23, 2018 |

St. Mary Interparochial School, founded in 1782 by the Jesuit community of Old St. Joseph Parish, a fiscally independent school of the Archdiocese of Philadelphia and a 2016 National Blue Ribbon School of Excellence, is seeking a faith-filled, forward-thinking Principal to build upon our academic achievements with innovative ideas.

Our new Principal must lead by personal witness to the Catholic faith and exhibit passion and compassion in articulating the mission of our school to students, faculty, parents, and the local community.  With the support of the Board of Limited Jurisdiction (BLJ), the principal serves as the primary agent for implementing the school strategic plan by creating an environment that builds upon our academic excellence, Catholic faith formation, vitality, and viability.

The ideal candidate will work collegially with a dedicated faculty and an engaged student body to form a highly effective learning community inclusive of all stakeholders, in the ministry of Catholic education.  The ability to collaborate with the Pastor Delegate, the BLJ, the Director of Advancement, the Office of Catholic Education, and the Home and School Association are important commitments expected of the Principal.

St. Mary Interparochial School is defined by its mission to be a diverse school, challenging students to grow morally, academically, and socially into passionate, confident, Christ-centered leaders.  Our school has a strong academic program and vibrant after-school and STEAM programs and faculty and staff work in concert with growth mindset strategies to increase student achievement.

Catholic Identity is an integral part of our school.  With children from over 40 parishes, it is imperative to stress our Catholic Christian strength by fostering student spirituality and providing opportunities for prayer throughout the day, celebrating Mass monthly, with prayer services and student directed prayer during the school year. Students attending St. Mary Interparochial are prepared to receive their Sacraments of Initiation, and do receive them at their home parishes.

Our current enrollment is  260 students in grades K – 8; our capacity is 225, and this is the 10th year our enrollment has exceeded capacity.  The compact building houses all classes and programs, hosts a working library with a highly qualified school certified librarian, a Title One classroom, an Honors Math classroom, and a roof-top school yard.  Students in grades K – 3 use iPads and scholars in grades 4 – 8 use Chromebooks on a daily basis. Classrooms are equipped with wifi, Apple TVs, and  SmartBoards, and teachers are provided with a Tech Tool Kit which includes a MacBook Pro for their professional use.

St. Mary Interparochial School was re-accredited through Middle States in 2014.  Currently, specials are offered in Art, Music, Spanish, Technology, and Physical Education. There are ten full time teachers, five part time teachers, one full time school certified librarian, remedial teachers for Math and Reading, a school nurse, a full time Title One Reading teacher.  In addition, there is a full time Director of Advancement, two part-time Advancement assistants, a school secretary, a full time K aide, a part-time classroom aide, a part-time custodian, and daily cleaning service.

The Principal candidate should have elementary school leadership experience and interest in the growth mindset and mindfulness, team building, and faculty professional development.  He/She should also have a basic knowledge of bookkeeping as the principal is responsible for routine bill payments.  The candidate should demonstrate expertise in curriculum implementations, the use of technology in instruction and communication, including use of G Suite. The candidate should be a role model to teachers and staff with regard to professional development.  He/She will be required to attend evening and weekend events on occasion.  The principal sits as an ex officio member on the Board of Limited Jurisdiction.

The candidate should have exemplary communication and relationship-building skills as well as the ability to work with professionals in advancing the school’s enrollment/retention and resource development.

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Director of Curriculum and Instruction

Posted by | April 23, 2018 |

The Director of Curriculum and Instruction serves as the leader of the instructional leadership team of the school and drives strong instructional outcomes for all learners. The DCI is responsible for creating a climate of instructional excellence in the building, analyzing student performance data, and ensuring that teachers are prepared to execute the highest quality instruction. The chief responsibilities for the DCI includes (1) overseeing the school-wide implementation of instruction and assessment of Amani Public Charter Schools curriculum; and (2) the supervising, coaching and evaluating of teachers.

The DCI fulfills these responsibilities by coaching and supervising teachers to build teachers’ capacity for planning, instruction, and assessment; observing classrooms and identifying instructional strengths and needs; planning and leading professional development; managing assessment systems; driving results through the analysis of student performance data; ensuring that best practices are used to ensure consistent, coherent, high quality instruction; aligning units with curricular resources. As a key member of the school and instructional leadership teams, the DCI will also support and advise the ED on hiring, budgeting, scheduling, and other matters of concern.

Duties & Responsibilities
Managing instructional evaluation and assessment systems (administration, analysis, and reporting):
Supervising 25+ instructional staff through frequent walkthroughs of classrooms and instructional observations to identify school-wide strengths and needs, to ensure fidelity to interdisciplinary curriculum and the Common Core shifts, and assess levels of rigor and student ownership of student assignments.
Building teachers’ capacity for planning, instruction, and assessment
Engaging in targeted coaching cycles based on meeting school-wide goals.
Leading the planning, facilitation and/or debriefing of instructional team meetings related to curriculum and assessment (grade level team meetings, data analysis sessions during professional development days, etc.).
Leading the school’s Academic Team to drive results based on student academic results through testing and assessment.
Ensuring that both internal and external assessments are appropriately scheduled, implemented, and reported.
Assisting the