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Comments Off on Program Manager – Teen Programs (Association Office YMCA)

Program Manager – Teen Programs (Association Office YMCA)

Posted by | August 16, 2019 |

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

The YMCA of Greater New York is seeking an experienced professional who will be responsible for management and oversight of the Global Teens Program as well as Core Teen Programs, Leaders Club, Teens Take the City and Teen Center serving ages 11 through 19. The Manager for Global Teens and Teen Programs will be responsible for creating structure around and management of all aspects of the Global Teens program as well as provide support for high quality government funded and AO allocated Core Teen Programming.  The primary function of this position will be to support program management, compliance with program standards and funder expectations, allow for innovation and growth, and align programming with the values of vision of the YMCA of Greater New York. Major duties will include: program management of all aspects of Global Teens programming and working with the Association Office Youth & Community Development team on, training development, standards and resources; working with branches on implementation of program standards; providing knowledge and support around industry best practices and innovative ideas; and working with branches on growing sustainable teen programming.

Responsibilities:

  • Recruit, train and supervise full time and part time staff and volunteers by monitoring performance; providing support, coaching and recognition; and holding staff accountable for performance expectations.
  • Promote an inclusive, welcoming, and respectful environment that embraces the diversity of all staff and participants; and promotes a positive school spirit.
  • Manage all programing aspects of Global Teens programming, including youth recruitment, volunteer recruitment, staff management, trip planning and fiscal management as it relates to funders
  • Direct and guide all programs and services related to the government funded and AO allocated Global Teens and Teen Programs.
  • Oversee quality Global Teens and Teen Programs with emphasis on staff development, program content, and safety.
  • Ensure branch and Global Teens compliance with standards through an ongoing and timely audit system. Guide and manage evaluations of existing programs and develop improvement plans when needed.
  • Understand industry best practices and trends and recommend programming or services that meet programmatic needs.
  • Focus on social emotional learning and civic engagement program enrichment, empirical data collection, as well as training and curriculum development.
  • Oversee the quality implementation and fidelity of core program components, including shared curricula, activities and basic schedule for Global Teens and Teen programming sites.
  • Develop systems, tools, and best practices that are sustainable and in accordance with Y values and contract requirements.
  • Maintain necessary paperwork and reporting to ensure compliance with AO, DYCD, The Countess Foundation, NYIT, Delta, and other private funder requirements.
  • Serve as a liaison between the Y and community-based organizations, government agencies, foundations, and international partners as it relates to Global Teens and Core Teen programming.
  • Supervise and ensure effective data collection for reporting and evaluation of teen programs and services.
  • Provide timely information and resources to Y&CD leadership.
  • Support branch Directors in the guidelines and best practices around daily management of operational and staffing expenses.
  • Oversee fiscal processes including, developing annual budgets for all program areas; ensures that payroll is completed in a timely manner. Ensure ongoing fiscal success of the programs.
  • Prepare and successfully administer operation and government budgets related to all programming and services related to Global Teens and Core Teen Programming.
  • Act as grant director for all grant projects for Global Teens and Core Teen programs including assisting in drafting grant applications, managing the grant budget, and ensuring that grant deliverables are accomplished in accordance with granting source expectations and guidelines.
  • Ensure that each site maintains the necessary conditions for staff and program, including appropriate records and data maintenance.
  • Maintain external relationships/memberships with agencies that Y needs to be in partnership with in the community, citywide, internationally and in the building.
  • Participate in, and potentially guide, a local coalition of stakeholders to ensure the Y is correctly reaching the population and serving the needs of the larger NYC community.
  • Adhere to all Department of Health, YMCA of Greater New York, and funder standards, expectations, and regulations.
  • Actively participate in all training sessions and designated meetings.

Qualifications:

  • Bachelor’s degree in Education, Social Work, Social Services, or related. Master’s degree preferred.
  • Minimum of three years of experience directly managing government contracts for Teen programs.
  • Minimum of five years of experience managing a high volume for middle school and high school age youth, Core Teen programming, and supervising staff.
  • General knowledge of MS Word, Excel, and PowerPoint.
  • Knowledge of Access, Adobe Pagemaker and Photoshop preferred.
  • Strong interpersonal skills and leadership qualities.
  • Must be able to work Monday – Fridays, 8am – 6pm.
  • Must be able to work evenings and weekends. Travel during the weekends required.
Comments Off on Senior Director, Youth & Family (West Side YMCA)

Senior Director, Youth & Family (West Side YMCA)

Posted by | August 9, 2019 |

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

The West Side YMCA is seeking an experienced professional to join its leadership team as the Senior Director, Youth & Family. The Senior Director of Youth and Family will provide leadership for all branch youth, and family programs activities. The incumbent is responsible for the program development and management, staff and volunteer supervision, budget preparation and management, government contract development, implementation as well as overall management, New York State and City Health Code compliance, ACA and community outreach. The incumbent will carry out the mission and vision of the YMCA and demonstrate the YMCA values in all contacts with staff, members, volunteers, government agencies and members of the community. In addition Senior Director will be responsible for West Side YMCA Day Camp Component and Teen programming with leading the development and implementation and will be responsible for staff development and working in collaboration with all Program Directors.                         .

Responsibilities:

  • Recruit, train, supervise, & evaluate staff and volunteers. Ensure staff members complete all Y required training programs.
  • Create, recommend, and implement a comprehensive youth and family program plan which considers space utilization, equipment needs, budget requirements, safety and emergency procedures, YMCA values, and quality standards.
  • Plan, implement, supervise, and evaluate: COMPASS Afterschool, summer camp, and all youth, family, and teen programs.
  • Regularly review all programs for Association and regulatory compliance. Research, facilitate and build quality programs that provide member satisfaction.
  • Conduct annual staff and participant evaluation, using results to improve service quality.
  • Work within the community to foster a positive image for the Y to encourage good public relations.
  • Assess community needs, develop, and implement new programs. Effectively market programs to the community.
  • Develop, track, and manage departmental and government contract budgets, in accordance with Branch, Association, and regulatory compliance.
  • Assist the Buildings & Properties department in the scheduling, management, maintenance, and repair of the Youth & Family facilities.
  • Adhere to Association Youth & Family standards and guidelines.
  • Serve on the leadership team for strategic planning and operations management.
  • Serve as liaison to YMCA of Greater New York for Youth & Family cabinet.
  • Ensure the integration of the programs into the overall Association and Branch strategic plan.
  • Serve as Branch Manager on Duty, as assigned.
  • Write funding proposals.
  • Actively participate in all training sessions, designated meetings, and special events.

Qualifications:

  • BA/BS in Human Services, Education or Social Work; MS in Education, Social Work or Non-Profit Management preferred.
  • Minimum of five years of experience supervising youth programs and staff.
  • Knowledge of planning, implementation and management of programs, budgeting, third party payments and services, and AS400 database.
  • Strong interpersonal, verbal, and written communication skills.
  • Ability to multitask in a fast-paced environment.
Comments Off on Dance Position for NY State Certifed Teacher

Dance Position for NY State Certifed Teacher

Posted by | July 30, 2019 |

Join us as we complete our Dance department! You will be part of a tight-knit Arts team and be the 2nd full-time teacher in each “Studio.” Work with our students to help develop their repertoire and portfolios in order to secure scholarships and grants for college!

Preferred Dance Teacher Qualities 

  • Confidence in Jazz Dance and/or Hip Hop.
  • Experience or interest in working with a wide range of ages

Additional

  • Concerned about the environment, climate change
  • Comfortable with creating Art in alternative spaces, i.e. outdoor sound stage
  • Curious about interdisciplinary work, i.e., with film and music
  • Experiences or interest collaborating with the Deans office and/or initiatives to build community

School Vision Statement for the Arts

 At TAPCo we take care of ourselves and each other. We support artistic self-expression and sustainability-oriented collaboration in a demanding, high-tech arts and academic environment. Students major in one of two areas; either in an arts studio or a technical/digital concentration. All TAPCo students learn the collaborative and self management skills required for success in the 21st century world of the arts enabling them to continually evolve and excel in college, career, and life.

The groundbreaking of TAPCo’s outdoor rooftop garden/outdoor sound stage made us the first school in New York City that will have a space dedicated to student sustainability oriented gardening  and performances. A CDOS track (both SPED and Gen Ed) will enable students taking those courses, and our Arts studio majors, to intensively work together in learning real word digital skills- a hallmark of 21st century artistic endeavor.

More About Us

TAPCo is a public middle/high school of the Arts. In 2016& 17, we were recognized in US News & World Report’s Best High Schools in America, appeared in The Huffington Post, and featured in many local television news stories for the artistic and academic accomplishments of our students. We offer 7 AP courses, and are members of College Readiness for Middle & High School, Algebra for All, the LINCT program, Urban Advantage, the Writing Revolution, RULER, and Beyond Differences. Partnerships: Roundabout Theatre Company, Jazz at Lincoln Center, 92Y, Elisa Monte Dance, Hip Hop Dance Conservatory, Fred Dolan Art Academy, Reidi Dance, the Sessions, and Hispanic Information Telecommunications Network (HITN).

Salary

According to DOE/UFT contract.

Comments Off on EDUCATION SPECIALIST

EDUCATION SPECIALIST

Posted by | July 30, 2019 |

Description

Esperanza is an innovative alternative to incarceration program that seeks to reduce the number of youth who are placed outside of their homes or incarcerated, either through a delinquency case in family court or via an adult court case. Esperanza staff work with youth and their families in their own homes and communities, providing therapy and case management, helping to set short- and long-term goals, and facilitating connections to schools and other community-based organizations to assist youth and caregivers in establishing longer-term supportive networks.

 

Responsibilities

Esperanza is seeking an Education Specialist. Job responsibilities include: working with therapists to enhance educational opportunities and engagement for program youth; attending school-related meetings in more challenging cases, including  IEP meetings and other discussions around special education supports and services as well as suspensions/disciplinary actions; on-going training for staff on educational rights, supports and services, school discipline etc.; collection, review and distribution of parent materials created by the DOE and outside organizations regarding school-related rights and responsibilities; development of original support materials for parents and therapists; facilitation of relationships with DOE personnel; and maintaining and advancing relationships with other service providers, such as HSE, job training, and college readiness programs, legal service providers, and Department of Probation personnel. In addition responsibilities include tracking of education-related data to support grant reports, and supervising interns working on education-related projects for Esperanza.

 

Qualifications

Excellent written and oral communication skills; experience working with school and district personnel, including, but not limited to guidance counselors, principals, members of school-based support teams, and committees on special education. In-depth knowledge of special education and school discipline procedure is required. Advanced degree in law, education, social work or related preferred. Spanish speakers preferred.

 

Salary

$55,000+ depending upon education and experience, plus excellent benefits

Comments Off on Lead Teacher

Lead Teacher

Posted by | July 15, 2019 |

Description:

exalt elevates expectations of personal success for youth ages 15-19 who’ve been involved in the criminal justice system. We inspire youth at a critical crossroads to believe in their worth, from the first steps in contemplation through the journey to create lasting behavioral change. Our powerful combination of structured classes for tangible skill development, individualized support to navigate the education and justice systems, placement in paid internships and an alumni network of resources equips youth with the tools and experience to avoid further criminal justice system involvement. At exalt, we empower youth to see a future filled with hope – and we provide the road map to get there. The Lead Teacher teaches three components of exalt’s core educational program: 1) a 6-week pre-internship preparation class, which utilizes a curriculum linking employability skills, educational engagement and avoidance of justice system involvement to a set of four core skills: critical thinking, communication, creative problem-solving and “resource management;” 2) eight Friday Seminars (during the 8-Week Internship Phase), which build upon the 6-week classroom curriculum and provides opportunities for participants to reflect on their internship experiences; and 3) a 2-week post-internship class, which allows students to further synthesize their internship experiences with prior classroom learning and develop tangible goals and strategies for post-program justice system avoidance, successful engagement in school, and employability. Essential to our curriculum is the application of a Freire inspired critical pedagogical approach which validates and builds on participants’ experiences, cultures, skills and interests while building discipline and accountability –inspiring and enabling them to internalize the four core skills we focus on, and apply them to decision making regarding interactions in school, on the streets with peers or police, or in professional environments that hold potential opportunities for them.

Responsibilities:

 Teach 4-5 program cycles annually, consisting of: a 6-week Pre-Internship Training class (4:30- 6:30/7pm, Monday-Thursday), eight Friday Seminars (4:30-6:30pm during the internship phase), and a 2-week Post-Internship Phase class (4:30-6:30/7pm Monday-Thursday). Classes will be comprised of approximately 18 youth per class, ages 15-19. The Lead Teacher will be prepared to:

o Engage youth typically resistant to educational settings.

o Gauge individual student learning styles, challenges and strengths and tailor instruction to maximize student engagement and comprehension.

o Communicate regularly with exalt staff to share students’ obstacles, assets and opportunities and incorporate information into class instruction through email and meetings.

o Write weekly progress notes assessing developmental progress and setbacks of students.

o Prepare court letters and attend court for students as needed.

o Devise strategies to address the diverse needs of students at risk of program incompletion;

o Link all classroom discussion and instruction to exalt’s long term goals for students: increased investment and persistence in school, employability, and sustained avoidance of further justice system involvement.

 Conduct all four core skill pre and post assessments on schedule.

 Collaborate with Program Coordinator(s) to develop individualized goals for students and support their progress towards goals by conducting school visits, attending court or developing other resources as needed.

 Conduct outreach to program alum on a regular basis to assess and support their ongoing progress and needs, particularly in terms of education, criminal justice system avoidance, and employment.

 Work with Deputy Director for Programs and program team to review curriculum regularly and develop adaptations, innovations and additions as necessary. Update/amend curriculum to include changes signed off on by Deputy Director for Programs.

 Assists other senior staff manage organizational culture on a day-to-day basis. This includes monitoring students’ general behavior in the office space, greeting and directing external constituents appropriately; and other duties as assigned. Competencies

 Demonstrated ability to manage a classroom of high school age youth typically resistant to educational settings. Balance clear structure, accountability and discipline with engaging teaching style to facilitate high participation and interest from students.

 Adaptability: Able to adapt quickly to new information and unexpected obstacles, and approach change positively. Can adapt exalt’s curriculum to the specific needs, learning styles and personalities of each cohort of students.

 Applied learning: Able to learn and apply new position-related information quickly i.e. all exalt youth interface with the juvenile or criminal (adult) justice systems. Lead Teachers must become familiar with these systems to understand their role in students’ lives and meaning in curriculum.

 Cultural competence: has strong familiarity with and understanding of exalt students’ histories, cultures and the socio-economic and political factors which have shaped those, and can use culturally relevant and contextualized lessons and teaching methods in class. Classes are typically comprised of 80% Black American and Caribbean youth and 20% Latinx youth.

 Communication: Clearly and effectively conveys and receives information and ideas to/from students and colleagues through a variety of media. Demonstrates strong written, oral and listening skills.

 Planning and Organization: Organizes work, sets priorities, determines resources requirements and seeks input and support from supervisors/colleagues; determines necessary sequence of activities needed to achieve goals.

 Decision-Making and Stress Management: exalt students face a plethora of obstacles in their lives and often have pending court requirements that put their freedom in jeopardy. Staff must be able to manage making challenging decisions (e.g. potentially releasing a student from the program who cannot meet standards despite program flexibility), and balance the emotional aspects of working with young people facing severe challenges. Performance Measures

 Students’ progress in classroom engagement and participation as measured through likert scales, attendance, adherence to program contract obligations, and progress notes.

 Students’ progress in comprehension, internalization and application of exalt’s four core skills and additional curriculum content as measured through pre and post program assessments.

 Retention of at least 75% of enrolled students in each class through entire 6 week pre-internship classroom session, and 65% full program completion.

Qualifications:

 Bachelors Degree preferred

 Minimum of 3 years teaching experience in high school or an alternative educational program

 Bilingual, Spanish-speaking a plus

Comments Off on Teaching Artist

Teaching Artist

Posted by | July 1, 2019 |

Position Summary:

Girl Be Heard seeks Teaching Artists for its after-school girl empowerment theater programs in New York City’s public middle and high schools. Each Teaching Artist will work with a co-TA to create a safe space and bring together a strong ensemble of students using Girl Be Heard’s listening model. Teaching Artists will give participants a foundation in writing and performance-based storytelling, and cultivate an understanding of social justice and issues affecting women and girls around the world. They will also lead participants through the creative process of writing and performing an original show, which will be performed by the students in a professional theater at the end of the year.

Ideal candidates will have a strong background in planning and leading theatre-based education, and must be passionate about developing girls’/gender non-conforming voices. We particularly seek strong writers and editors. All Teaching Artists will be trained throughout the year.

Teaching Artists will be hired for the length of the school year (September-June) to work at one or more of our partnering campuses. Programs meet weekly for 2 hours each. In addition to the weekly workshops with students, teaching artists will be expected to attend Teaching Artist Training in September, mid-year training in January and all regularly scheduled TA meetings.

Responsibilities: 

  • Serve as a positive, engaging role model for a diverse group of young people as they explore personal identity and global issues through theater.
  • Create a safe space for youth to share and grow.
  • Learn the Girl Be Heard curricula and plan lessons to serve the group(s) you are working with that meet the goals of the curricula.
  • Utilize your background (performing arts, visual arts, writing) to create adaptable lesson plans and special projects/activities for students.
  • Complete all required paperwork in a timely manner to support programming, administration, and monitoring and evaluation, including weekly session reports.
  • Maintain communication with school officials and foster a deeper relationship with the school community as a whole.
  • Support the organization at fundraisers, cultivation events, and other outreach opportunities.
  • Attend all required trainings.
  • Participate in all TA meetings.

 

Qualifications:

  • Experience in creating lesson plans and/or curriculum writing, facilitating a variety of hands-on, interactive workshops with diverse populations, i.e., students with disabilities, English Language Learners, different socioeconomic backgrounds, etc.
  • A demonstrated artistic practice in theatre and/or writing for performance.
  • Availability for all scheduled sessions, training, and meetings.
  • An understanding of dismantling racism and trauma-informed care is essential.
  • Strong organization and administrative skills. Applicants must have ability to work with minimal supervision, be highly detail-oriented, diligent, able to adapt easily to change, and able to work in a high-paced environment.
  • Ability to reach all students based on an understanding of diverse developmental levels.
  • Proven experience with effective classroom management strategies.
  • Ability to plan with others and articulate goals and objectives.
  • Ability to communicate and work collaboratively with site contacts.
  • 4 years of equivalent relevant work experience preferred, in the areas of Education and/or the Arts or Bachelor’s degree. 
  • Demonstrated commitment to an understanding of issues of social justice and girls’ empowerment.
  • Willingness to engage with participants above and beyond time spent in workshops.
  • Strong knowledge of, or experience with, the NYC public school system.
  • Experience with playwriting, devising, editing, and/or dramaturgical work preferred.

 

Deadline: Applications will be accepted on a rolling basis, but priority will be given to those received by July 15st.

 

Compensation: Part­time, commensurate with experience.

 

 

About Us:

Girl Be Heard’s mission is to develop, amplify, and celebrate the voices of young women through socially conscious theatre-making. We bring global issues affecting girls center stage by creating cutting-edge, cause-related theatre – inspired, written and performed by youth (12-21) — that is thought-provoking and actionable. Our shows give voice to issues that girls care about most (such as bullying, body image, and self harm). Our company also takes on global issues affecting girls worldwide such as sex trafficking, forced child marriage, and gender-based violence; and regularly performs our acclaimed shows at the United Nations, TED conferences, and The White House.

 

Girl Be Heard’s education curriculum encourages young people to think critically about social justice, challenge stereotypes, foster friendships, and build tools for bringing about positive change in their communities. Our programs are housed in 12 sites in NYC (10 Title schools and two community-based programs). We also launched the first after-school program abroad in Trinidad and Tobago in 2017.

 

Work Environment: 

Girl Be Heard is an equal opportunity employer and does not discriminate on the basis of race, gender identity or expression, color, national origin, ability, ethnicity, sex, ancestry, sexual orientation, age, religion or belief. Girl Be Heard seeks a broad spectrum of employees and is strongly committed to a diverse and equitable work environment. People of all backgrounds, abilities, gender expressions, ethnicities, races, sexual orientations, religions, and nationalities are strongly encouraged to apply. Girl Be Heard’s main office is located in the DUMBO area of Brooklyn. Our offices are air-conditioned and located in wheelchair accessible buildings.

Comments Off on Early Childhood Quality Improvement Manager

Early Childhood Quality Improvement Manager

Posted by | June 25, 2019 |

MISSION

All young children in New York should have access to the highest quality services across sectors, locations, and professions. The New York Early Childhood Professional Development Institute, housed at the City University of New York, is a fast-paced, dynamic public/private partnership that exists to drive the excellence of services designed for young children through research, policy, and practice. The Institute is the implementing agency for QUALITYstarsNY.

QUALITYstarsNY is New York State’s voluntary 5-Star early childhood quality rating and improvement system. Since its inception, QUALITYstarsNY has focused its evidence-based practices to ensure that young children in participating programs have access to excellence and families can trust the level of quality in the program they choose. Assessment, coaching, professional development, and a wide range of resources are made available to each site, enabling QUALITYstarsNY to support early childhood programs to earn higher star ratings.

GENERAL DESCRIPTION

The Quality Improvement Manager (QIM) will work closely with the Project Director and other project staff to implement the continuous quality improvement cycle of QUALITYstarsNY throughout New York State. The QIM will supervise a team of Quality Improvement Specialists (QIS) across the state who are responsible for engaging participants in the quality improvement process. The QIM is responsible for the allocation of quality improvement funds and scholarships to the QIS including reconciliation of budgets and ongoing monitoring of bookkeeping records. The goal of this position is to effectively evaluate and improve the supports provided to participants including monitoring Quality Improvement Plans, Star-Ratings and quality rating scores in key areas. The QIM is responsible for building the capacity of QIS through leadership, professional development, and a range of other supports to ensure success in their role.

DUTIES AND RESPONSIBILITIES

Leadership & Supervision

  • Lead the development, implementation, and evaluation of the continuous quality improvement cycle of QUALITYstarsNY in collaboration with the Project Director and project managers including processes and procedures to strengthen the comprehensive statewide infrastructure.
  • Supervise and coordinate the case management of the QIS, including the effective development of quality improvement plans.
  • Complete timely annual performance evaluations for all QIS and coordinate professional development opportunities to encourage growth and success.

Management & Monitoring

  • Develop, implement, and monitor quality control systems to ensure accountability for contract and grant deliverables, including documentation, tracking, and data analysis.
  • Manage the development and revisions of the QIS Staff Manual.
  • Collaborate with Project Director and project managers to monitor and improve the database system(s), including the development and revisions of technical manuals for staff and participants.
  • Manage the hiring and on-boarding process for QIS, including development and facilitation of the new hire orientation.
  • Collect and analyze data to inform and strengthen practices that align with state and local priorities.
  • Perform data analysis and write reports that describe progress toward project goals and outcomes.

Communication & Partnerships

  • Engage in building relationships with key stakeholders, representing and promoting the work of QUALITYstarsNY locally and across the state at various events, trainings, and meetings.
  • Attend and contribute to project planning meetings and the development of the annual project calendar.
  • Maintain efficient and organized records and files as part of the administrative team.

Other

  • Attend staff meetings and trainings as required.
  • Perform special projects and other duties as assigned.

CORE COMPETENCIES/QUALIFICATIONS

Minimum Qualifications

  • A Master’s Degree in early childhood education or related field of study
  • The equivalent of 7+ years in a leadership role with project or program management experience in early childhood education or a related profession
  • The equivalent of 5+ years of experience providing coaching and technical assistance/support to early care and education programs
  • Strong managerial and supervisory skills to motivate the team to accomplish goals in an effective and timely manner
  • Ability to develop, implement, and evaluate complex systems with integrity, efficiency, and accuracy
  • Outstanding critical thinking, questioning, and listening skills; superior attention to detail.
  • Excellent and effective oral and written communication skills, including ability to facilitate training and presentations
  • Intermediate to advanced skills in Microsoft Office (Outlook, Word, Excel, and PowerPoint) and general fluency with various technology tools and platforms
  • Ability and willingness to travel as needed, including overnight stays

Key Competencies

  • Innovative
  • Flexible
  • Strong interpersonal communication skills
  • Sense of humor
  • Reflective nature
  • Comfortable with competing and shifting priorities
  • Sound judgment and decision making

Physical Requirements

This position operates in a professional office environment. This role routinely uses standard office equipment such as conference/webinar software, personal computers, laptops, photocopiers, filing cabinets and presentation materials

While performing these duties, the employee is required to perform physical activities such as, but not limited to, lifting items (up to 40 pounds), bending, reaching, sitting for prolonged periods of time, and repetitive motion (keyboarding).

Ability to travel to various QUALITYstarsNY locations, and other agencies/partners locally and across the state as needed.

EEO Info

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

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New York Bureau Chief

Posted by | June 21, 2019 |

We’re looking for the next leader of our New York team.

Chalkbeat, the nonprofit news organization covering educational change efforts in the communities where improvement matters most, is seeking a seasoned reporter and/or editor with management experience to serve as our New York bureau chief.

This is a fascinating time to lead education coverage in New York. The past year has seen an onslaught of news carrying profound implications for students and families in the nation’s largest school district — from a controversial proposal to change admission practices at the city’s most selective high schools to the dramatic early tenure of a new chancellor looking to shake up the system. Chalkbeat has been at the forefront of these and other stories, breaking news and providing smart analysis of the implications on policy and politics — from visiting classrooms to cornering lawmakers in Albany as part of our state coverage.

The bureau chief will lead that coverage, with a focus on the debate around how to create educational equity. You will oversee a team of three reporters and be responsible for story budgets, readership growth, and impact, working to shape and edit stories so they connect to the important story Chalkbeat is telling across the country. You will serve as Chalkbeat’s public face in New York, working with our experienced leadership and engagement team to build a local community strategy, maintain news partnerships, and represent the organization at public events. Finally, you’ll oversee the bureau’s budget and office with support from Chalkbeat’s central network.

This position will report to one of Chalkbeat’s Managing Editors for Local News.

Who are you?

You are committed to local journalism and respect the transformative power of a good story, both as a reporter and as an editor. You’re hungry to break news, eager to understand and inform vital public policy debates, and enthusiastic about creating new models for sustainable journalism. You find coaching reporters energizing, from helping them connect the dots across several incremental stories to instructing them in the fine art of source-building. You get the urgency of making strong coverage decisions quickly, know how to balance quick news hits with enterprise work, and have experience planning longer-term investigative projects. While you love being on the ground and in the community, you’re also inspired by the idea of collaborating with colleagues across the Chalkbeat network to learn and share best practices and get the support you need to lead your team to greatness. You can serve as a guide for our readers — teachers, education insiders, parents, students, and curious citizens — in explaining how schools in the city work. And you’re not afraid to take leaders to task when warranted.

What background and skills do you have?

  • 7+ years’ experience in journalism, preferably in digital, with a focus on public policy issues
  • Experience covering New York preferred
  • Breaking news metabolism and decisiveness under pressure
  • Proven strategies for building an effective team and experience managing direct reports
  • Strong interpersonal skills with a knack for working with curious reporters and skeptical editors
  • Stellar news judgment
  • Experience managing budgets and other administrative duties preferred
  • Passion for education is a must; knowledge of education is a strong plus, but not required

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

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

About Chalkbeat:

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

Comments Off on Elementary School Special Education Teacher

Elementary School Special Education Teacher

Posted by | June 17, 2019 |

2019-2020 School Year

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

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

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

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

Key Responsibilities:

  • Be a key staff member in delivering of comprehensive set of academic and behavior supports for scholars in temporary need of a more intensive resourced learning for some period of the school day.
  • Understand and Implement IEP mandates for all scholars served.
  • Provide grade level common core aligned instruction for scholars
  • Work under the supervision of the Director of Special Education and Intervention and Middle School Principal while collaborating with life coaches, paraprofessionals and classroom teachers
  • Engage in Understanding by Design to create and refine unit plans based on curriculum scope and sequence.
  • Use the Common Core Standards to create rigorous, objective-driven lessons.
  • Differentiate for individual students based on their unique learning needs so all students are appropriately engaged and challenged.
  • Ensure students are engaged through activities that accommodate various learning styles and needs.
  • Provide varied opportunities for students to achieve mastery.
  • Measure student achievement of, and progress toward, the learning objectives and big goals with formative and summative assessment tools.
  • Provide ongoing and timely feedback to students on their progress towards meeting big goals by frequently checking for understanding.
  • Use data to reflect on effectiveness of lessons and student achievement progress in order to improve instruction and personal practice.
  • Communicate and reinforce high expectations and standards for behavior and academic performance, aligned with the CACPCS school culture and core values.
  • Implement classroom procedures, systems, and routines that maximize instructional time.
  • Communicate respectfully and thoughtfully with parents/guardians, remaining sensitive to different families’ cultures, values and needs.
  • Work collaboratively with parents/guardians, families, and other members of the community.
  • Collaborate with colleagues (grade level and school-wide meeting and professional development days) to continuously improve practice as well as to support the achievement of the overall goals and mission of the school.
  • Reflect critically upon teaching experience; identify areas for further professional development as part of a professional development plan.
  • Provide targeted small group instruction (both in and out of the classroom) to students throughout the day.
  • Participate as part of the Response to Intervention referral team
  • Collaborate with teachers and colleagues in helping to create IEP’s by writing teacher reports that include management needs, present levels of performance and new goals.
  • Participate in IEP meetings
  • Implement progress monitoring for diverse learners with IEPs
  • Design strategic learning plans that target and track progress on students’ IEP goals
  • Work collaboratively with grade level teams across content areas
  • Collaborate with teacher colleagues to provide differentiation in the classroom
  • Collaborate as part of the student intervention referral team
  • Support with assessment of students as a proctor and monitor of examinations, including the administration of testing accommodations
  • Provide a range of instructional, management, and assessment strategies to meet the diverse learning needs of students
  • Facilitate and educate grade-team members of testing accommodations
  • Assist with non-instructional supervision of students, such as arrival/dismissal, hallway monitoring, substitute teaching, lunch and playground duty, or supervision of extracurricular activities
  • Maintain accurate and organized records of student information
  • Conduct and/or assist with professional development focusing on special education
  • Communicate effectively with parents regarding goal setting, ongoing progress reporting of behavior and academics.

Qualifications:

  • Valid New York State certification required
  • Special education certification
  • Masters in special education preferred
  • Minimum of 3-4 years teaching in an urban setting preferred and specifically with students
  • Belief in accountability and that all children can achieve at high levels
  • Belief in and alignment with Children’s Aid College Prep’s mission, core values and approach
  • Commitment to the continuous assessment of students’ academic, social and behavioral progress in order to effectively plan and tailor instruction and other enrichments and interventions
  • Ability to support a positive and nurturing school culture and climate through effective classroom management skills as indicated by the ability to create a respectful, results-driven and focused learning environment
  • A team player who is dedicated and flexible to teach in an urban, public school or charter school setting preferred
  • Strong behavioral and differentiation strategies and supports recommended

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

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

Apply: Send your resume and cover letter to CACPCSjobs@gmail.com

Comments Off on Middle School Special Education Teacher

Middle School Special Education Teacher

Posted by | June 17, 2019 |

2019-2020 School Year

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

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

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

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

Key Responsibilities:

  • Be a key staff member in delivering of comprehensive set of academic and behavior supports for scholars in temporary need of a more intensive resourced learning for some period of the school day.
  • Understand and Implement IEP mandates for all scholars served.
  • Provide grade level common core aligned instruction for scholars
  • Work under the supervision of the Director of Special Education and Intervention and Middle School Principal while collaborating with life coaches, paraprofessionals and classroom teachers
  • Engage in Understanding by Design to create and refine unit plans based on curriculum scope and sequence.
  • Use the Common Core Standards to create rigorous, objective-driven lessons.
  • Differentiate for individual students based on their unique learning needs so all students are appropriately engaged and challenged.
  • Ensure students are engaged through activities that accommodate various learning styles and needs.
  • Provide varied opportunities for students to achieve mastery.
  • Measure student achievement of, and progress toward, the learning objectives and big goals with formative and summative assessment tools.
  • Provide ongoing and timely feedback to students on their progress towards meeting big goals by frequently checking for understanding.
  • Use data to reflect on effectiveness of lessons and student achievement progress in order to improve instruction and personal practice.
  • Communicate and reinforce high expectations and standards for behavior and academic performance, aligned with the CACPCS school culture and core values.
  • Implement classroom procedures, systems, and routines that maximize instructional time.
  • Communicate respectfully and thoughtfully with parents/guardians, remaining sensitive to different families’ cultures, values and needs.
  • Work collaboratively with parents/guardians, families, and other members of the community.
  • Collaborate with colleagues (grade level and school-wide meeting and professional development days) to continuously improve practice as well as to support the achievement of the overall goals and mission of the school.
  • Reflect critically upon teaching experience; identify areas for further professional development as part of a professional development plan.
  • Provide targeted small group instruction (both in and out of the classroom) to students throughout the day.
  • Participate as part of the Response to Intervention referral team
  • Collaborate with teachers and colleagues in helping to create IEP’s by writing teacher reports that include management needs, present levels of performance and new goals.
  • Participate in IEP meetings
  • Implement progress monitoring for diverse learners with IEPs
  • Design strategic learning plans that target and track progress on students’ IEP goals
  • Work collaboratively with grade level teams across content areas
  • Collaborate with teacher colleagues to provide differentiation in the classroom
  • Collaborate as part of the student intervention referral team
  • Support with assessment of students as a proctor and monitor of examinations, including the administration of testing accommodations
  • Provide a range of instructional, management, and assessment strategies to meet the diverse learning needs of students
  • Facilitate and educate grade-team members of testing accommodations
  • Assist with non-instructional supervision of students, such as arrival/dismissal, hallway monitoring, substitute teaching, lunch and playground duty, or supervision of extracurricular activities
  • Maintain accurate and organized records of student information
  • Conduct and/or assist with professional development focusing on special education
  • Communicate effectively with parents regarding goal setting, ongoing progress reporting of behavior and academics.

Qualifications:

  • Valid New York State certification required
  • Special education certification
  • Masters in special education preferred
  • Minimum of 3-4 years teaching in an urban setting preferred and specifically with students
  • Belief in accountability and that all children can achieve at high levels
  • Belief in and alignment with Children’s Aid College Prep’s mission, core values and approach
  • Commitment to the continuous assessment of students’ academic, social and behavioral progress in order to effectively plan and tailor instruction and other enrichments and interventions
  • Ability to support a positive and nurturing school culture and climate through effective classroom management skills as indicated by the ability to create a respectful, results-driven and focused learning environment
  • A team player who is dedicated and flexible to teach in an urban, public school or charter school setting preferred
  • Strong behavioral and differentiation strategies and supports recommended

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

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

Apply: Send your resume and cover letter to CACPCSjobs@gmail.com

 

Comments Off on Education Specialist — NYS-TEACHS

Education Specialist — NYS-TEACHS

Posted by | June 10, 2019 |

Overview
Advocates for Children of New York, Inc. (AFC) is a not-for-profit organization focused on highquality education for New York students who face barriers to academic success. AFC works on behalf of children and youth who are at greatest risk of academic failure due to poverty, race, ethnicity, disability, homelessness, immigration status/limited English proficiency, or involvement in the child welfare or juvenile justice systems. We use a variety of strategies — including direct service, trainings, and policy advocacy — to advance systemic reform, empower families and communities, and advocate for the educational rights of individual students.

The New York State Technical and Education Assistance Center for Homeless Students (AFC’s NYS-TEACHS project) focuses on the educational rights of students experiencing homelessness, and is a project funded by the New York State Education Department. NYS-TEACHS provides information, resources, trainings, and support to school districts, parents, social service providers, and other professionals to ensure that children and youth experiencing homelessness can succeed in school.

AFC seeks a second full-time Education Specialist for the NYS-TEACHS Infoline. The two Education Specialists work collaboratively and report to the Assistant Director of NYS-TEACHS. The Education Specialists’ primary role is responding to questions that NYS-TEACHS receives over our Infoline. Education Specialists must be committed to the rights of students in temporary housing, and able to navigate challenging conversations with diplomacy. They are a central part of our seven-member team. In addition to primary Infoline responsibilities, Education Specialists help with NYS-TEACHS’ annual workshops and webinars, update the NYS-TEACHS’ website, draft guidance documents and outreach materials, and assist with occasional administrative tasks.

As a team we value growth and learning. We regularly reflect on how we can better serve marginalized communities, and we engage in thoughtful conversations regarding race and equity as they impact our external work as well as our internal experiences in the workplace.

Please see below for a more detailed description of the job responsibilities.

Responsibilities
75% — Infoline
• Respond to calls on the NYS-TEACHS Infoline from school district staff, social service providers, parents, and students. On Infoline cases, Education Specialists will:
• Speak with families and gather sensitive information regarding their housing status,
• Provide clear and accurate information about the educational rights of students experiencing homelessness (NYS-TEACHS will provide training about relevant state and federal laws)
• Mediate disagreements between school staff and students/families, over the phone and through email, and
• Escalate cases if students face persistent barriers to their access to school
• Draft follow-up correspondence to school district staff and to the State Education Department about barriers that come to our attention through the Infoline, and
• Maintain clear written records in SalesForce based on calls with school districts, families, community-based organizations, the State Education Department and others.

25% — Writing, Trainings, and Administrative Tasks
• Draft guidance memos, outreach and training tools for school staff and parents, as needed, about student rights under federal and state law
• Manage, present and/or assist with 4 to 6 webinars over the course of the year
• Assist with 5 statewide workshops (3 in NYC and 2 outside of NYC), which includes overnight travel within New York State 2 times each year
• Assist with an average of 2-3 additional trainings for school staff per year
• Make periodic updates to the NYS-TEACHS website and training materials
• Assist with reports that NYS-TEACHS prepares for NYSED
• Occasionally assist with mailing and distribution of NYS-TEACHS posters and brochures.

Qualifications
• Excellent verbal and written communication skills are required.
• Clear commitment to assisting underserved students a must.
• B.A. or B.S required.
• Fluency in Spanish is strongly preferred.
• The ideal candidate should be:
o Passionate about the rights of students and families in temporary housing
o Able to translate complex legal ideas into simple, clear language
o Independent, able to manage projects from start to finish
o Able to establish trust with a variety of audiences and build bridges between people with differing perspectives
o Experienced with Microsoft Word, Excel, PowerPoint
o Familiar with, or eager to learn Salesforce, GoToWebinar and other software
o Clear and prompt in maintaining written records
o Analytical, able to interpret complex facts quickly and accurately
o Organized, efficient and adaptable.

Expected Start Date
Ideal start date: Summer 2019

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

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

Comments Off on Spanish Teacher

Spanish Teacher

Posted by | June 10, 2019 |

DRIHSCS Spanish Teachers are responsible for planning and implementing high-quality, rigorous Spanish language instruction to our scholars. Teachers at DRIHSCS create an educational atmosphere in which students have the opportunity to fulfill their potential for intellectual and emotional growth.

 

Responsibilities

  • Provide clear and consistently high-quality Spanish instruction for scholars
  • Create instructional lesson plans and activities that contribute to a climate where students are actively engaged in a meaningful learning experience
  • Implement instructional strategies and resources to meet the needs of all students, including those with varying backgrounds, learning styles, and special needs
  • Assess changing curricular needs and implement plans for improvement
  • Guide students in preparing to be successful on the NYS Languages Other Than English – Spanish Regents Exam, as directed
  • Maintain effective and efficient data gathering procedures
  • Attend all professional development meetings and workshops, as well as a summertime professional development before the opening of the school year
  • Meet professional obligations through efficient work habits such as meeting deadlines, honoring schedules and collaborating effectively with colleagues

Education & Experience

  • Fluency in English and Spanish
  • Bachelor’s Degree required, Master’s Degree preferred
  • New York State teaching certification
  • Minimum of two years teaching experience preferred

Remuneration

  • Highly competitive salary commensurate with experience and education
  • Comprehensive benefits package
Comments Off on Certified Special Education Teacher

Certified Special Education Teacher

Posted by | June 4, 2019 |

The Titus School is a brand new, 12 month educational program for children with special needs ages 5.0 and up. We are a multidisciplinary setting that provides Speech Therapy, Occupational Therapy, Physical Therapy and Counseling to offer a comprehensive learning environment for children with a variety of diagnoses. We are looking for a NYS Certified Special Education Teacher to join our team in July 2019.

DUTIES INCLUDE:

  • Implementing Common Core curriculum for students with learning and emotional disabilities
  • Assessing each student’s current levels, abilities and needs and developing and implementing IEP goals and objectives
  • Measuring and documenting student progress on a regular basis
  • Providing active leadership of the students’ educational team
  • Supporting and supervising behavior support staff who work directly with students
  • Maintaining professional contact (during meetings, phone calls and emails) with related service providers, parents and members of outside treatment teams
  • Performing formal educational assessments as requested
  • Utilizing assessment data to differentiate instruction
  • Implementing behavioral methodologies and Behavior Support Plans
  • Ability to utilize data to design student instruction

QUALIFICATIONS:

Must hold a Masters degree in Special Education or related field

Must hold valid New York State certification in Special Education K-12 or Students with Disabilities

CHARACTERISTICS DESIRED:

Knowledge of research based instructional practices and differentiation. Experience with Nonviolent Crisis Prevention (CPI). Experience working collaboratively with therapists and clinicians. Excellent written and verbal communication skills.

Comments Off on Elementary School Operations Associate

Elementary School Operations Associate

Posted by | June 3, 2019 |

About Community Roots:

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

 

Currently, Community Roots has 475 students in grades K-8. Our first 8th-grade class graduated in June 2015. Please visit our website for more information about our school: www.communityroots.org

 

Community Roots is hiring:

We are currently looking for an Operations Associate who will work to be both innovative and inspiring in the pursuit of meeting the needs of all students in grades K-8.  This position will report to the Director of Operations.

 

Community Roots Charter School seeks individuals who:

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

Qualifications:

  • Bachelor’s Degree, required
  • Prior related experience in school operations, preferred
  • Flexibility to work outside of job description parameters, when needed
  • Excellent verbal and written communication skills (in English). Fluency in Spanish or Mandarin a plus
  • Proficiency in Google Suite, MAC, QuickBooks, and Microsoft Office (Word, Excel).
  • Experience working with teams and individuals with diverse racial, cultural, and ethnic backgrounds and values.
  • Belief in CRCS mission and philosophy
  • Strong belief in and ability to collaborate
  • Demonstrated ability to prioritize and problem solve independently

 

Main responsibilities will include:

  • Ensuring that central office culture and communication adheres to CRCS professional expectations
  • Supporting all families, students, and teachers as needed and requested
  • Perform general main office duties such as answering phones, photocopying, faxing, emailing and scanning
  • Overseeing materials management to ensure that all CRCS locations have the supplies, technology, and resources needed for smooth functioning.
  • Maintains a system to order, purchase, receive, inventory and return (if necessary) goods to ensure the school staff and students consistently have everything they need to operate and achieve our mission
  • Troubleshoots missing or incomplete orders and maintains communications with staff throughout the purchase cycle
  • Supporting team in troubleshooting everyday technology and systems support issues
  • Assists with technology (e.g., liaising with IT vendor, navigating mandatory systems, check-out and return of materials, etc.)
  • Engaging in office reception activities such as: fostering a welcoming environment, answering phone calls, responding to electronic communication, completing copy requests, maintaining files, and greeting students, staff, and visitors
  • Updating dismissal changes and assisting with classroom coverages as requested by the DOO or Co-Directors
  • Assisting with main office aesthetics, event execution, and vendor communication
  • Manages the on-site collection of incident reports and other delegated activities related to compliance and legal matters.
  • Collection of attendance and meal tracking sheets and other administrative duties as required
  • Ensures the safety of students (e.g., building-wide preparation for emergencies by creating action plans and communicating policies with staff, liaises to review surveillance footage when needed, etc.)
  • Provides the leadership team with administrative and ad hoc support as required (e.g., organizing staff appreciation initiatives, coordinating surveys, coordinating professional development, etc.)
  • Coordinates space and facilities requests and needs, including booking permits and distribution of keys
  • Coordinates space upgrades and capital improvements for classroom, office, and common areas
  • Ensures an up to date record of requests made and met regarding the facility’s needs, including immediate action items, short term, and long term needs
  • Communicates needs and follows up on requests with the custodial staff until completion
  • Gives updates as necessary to Co-Director on Facilities status and coordinates with Facilities Parent Committee to streamline communication with custodial staff

Salary and Benefits:

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

Comments Off on Elementary School Teacher

Elementary School Teacher

Posted by | May 31, 2019 |

Start Date: July 1, 2019

Location: Brooklyn, NY

Teaching at Achievement First:

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

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

Outstanding academic achievement and student character development  

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

Professional learning, development and growth

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

Skills and Characteristics

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

Educational Background and Work Experience

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

Compensation

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

Comments Off on Special Populations and Data Coach

Special Populations and Data Coach

Posted by | May 31, 2019 |

The Urban Assembly

The Urban Assembly (UA) is a non-profit organization providing leadership and programmatic support to unique, small public secondary schools in high-need neighborhoods in NYC. UA schools are open to all students and our goal is to prepare 100% of UA graduates for success in the 21st century economy. The UA values the uniqueness that each student brings into our schools, and our work honors the various social and cultural contexts from which they come. We acknowledge the historical barriers created by education systems to perpetuate the social inequities that keep students of color from accessing postsecondary and career opportunities – and commit to dismantling these barriers.

Background on the UA Academics Team:

The Academics team supports 22 Urban Assembly schools in meeting benchmark academic goals around credit accumulation, college readiness, and graduation. We do so through programmatic support in math, literacy and data management. Through our efforts supporting our wonderful schools, our class of 2018 has a graduation rate of 81.7%, 6 points higher than the citywide average. We are a learning organization, and the Academics team collaborates to hone our coaching skills and delivery of professional learning and collects and uses data to inform the development and refinement of our existing programs.

Role Description:

Our ideal candidate is driven, passionate and a force for positive change in the world. This role calls for a person deeply committed to UA’s mission and vision, with skill sets in coaching, data-driven decision making and a deep understanding of special populations (students with disabilities and/or English language learners) for grades 6-12. In this role, you will provide coaching support to a caseload of schools in our network, working in both our data coaching program and supporting interventions.  On average, 70% of the week will be spent in the field coaching, and 30% will be in UA’s central office in Manhattan’s financial district. This role reports directly to the Director of Academic Programming.

Responsibilities:

  • Establish and maintain relationships across a portfolio of 8-12 schools
  • Maintain excellent records on coaching visits and follow up with schools in a timely fashion
  • Collect and analyze special populations’ data to determine the impact of coaching and professional learning
  • Manage projects and responsibilities with independence
  • Collaborate with the UA team to ensure alignment with organizational goals
  • Support schools to implement network-wide benchmark assessments and analyze the results to inform classroom practice
  • Develop and lead professional development sessions

Qualifications:

  • 3-5 years of teaching and/or coaching experience at the secondary level required, familiarity with a large urban school system preferred
  • Content and pedagogy expertise in special populations (at middle and/or high school level)
  • Strong fluency with using data to support decision making
  • Commitment to the organization’s mission and vision
  • Track record of improving outcomes for special populations, preferably at the middle school and/or high school level
  • Familiarity with IEP compliance and ELL compliance a plus
  • Fluency in collaborative systems and team orientation
  • Flexibility and adaptability as a general strength; we are an organization that adjusts as often as our schools and students need us to
  • Time management and organizational skills
  • Able to have your office be where your laptop is, UA coaches travel all around the city and have to work nimbly

Former NYCDOE staff and/or Urban Assembly alum are encouraged to apply!

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

Our target start date is July 8, 2019.

Comments Off on Director of Human Resources

Director of Human Resources

Posted by | May 30, 2019 |

Director of Human Resources: Reports Directly to the Head of School
The Director of Human Resources is a person with strong human resources and analytical skills who works well in a fast paced environment and requires a willingness to work autonomously and collaboratively at times with multiple business partners. The Director of Human Resources work together with the HR Manager in streamlining, coordinating, and performing various HR functions and ensures that goals and objectives are met through the Employee Handbook. The Director of Human Resources provides guidance and enhances performance in a manner that incorporates Dr. Richard Izquierdo Health & Science Charter School’s vision, and works collaboratively with the school leadership team to develop a school-wide culture of respect and achievement in common goals.

 

Essential Functions

  • Administers a comprehensive Human Resources program to maintain a well-qualified and diverse employee workforce with adequate staffing
  • Leads the recruitment and hiring of a workforce at all levels of the organization including substitutes, develops recruitment materials, visits college campuses, arrange for and attends career fairs, trains administrators in recruitment techniques, and plans other recruitment functions
  • Designs and direct the hiring process for all certificated and classified school employees, in cooperation with the leadership team to assure consistency in the school and ensuring compliance with state and federal law and contractual provisions (i.e. Highly Qualified, endorsement, certification requirements)
  • Develops and lead the on-boarding and new orientation program
  • Develops/revises school policies and procedures for Human Resources for the Head of School consideration, to assure consistency in the school, and compliance with laws, regulations and collective bargaining agreements
  • Develops and implement goal areas as defined by the School Strategic Plan
  • Provides leadership and training in developing staff evaluation procedures
  • Coordinates performance assessment of all employees, advises leadership and oversees the process for tracking notification and receipt of evaluation/probation paperwork.
  • Monitors Human Resources activities of administrators and managers to assure compliance with the city and state policies and procedures, collective bargaining agreements and laws and regulations
  • Provides training to the school administration to ensure that personnel policies and procedures are understood and implemented fairly and appropriately
  • Collaborates with the Head of School and other leadership to ensure best practices in Human Resources leadership operations and management
  • Supervises the preparation and complete in an accurate and timely manner state and federal reports for the purpose of compliance
  • Advises the Head of School to assure sound and accurate information for decisions
  • Participates in staff meetings and follow-up action based on labor-management discussion/meetings works proactively to resolve issues before they become formal grievances and utilizes problem-solving and meditation techniques to bring about resolution where appropriate
  • Attends professional growth sessions to keep his/her professional Human Resources knowledge current with changing laws and regulations
  • Work with the Head of School and Leadership on employee relations issues including investigations of alleged misconduct and other personnel issues and either complete investigations and oversees outside contracted services as appropriate
  • Assists in the preparation of a new employee packet of information for personnel.
  • Displays the highest ethical and professional behavior in working with students, parents, school personnel, and outside agencies associated with the school
  • Protects the confidentiality of records and information about staff, and use discretion when sharing any such information within legal confines.

Requirements: Education & Experience

  • Bachelor’s Degree  Master`s preferred
  • Prior experience working in a Charter School environment is a preferred or non- profit
  • SHRM-CP preferred

Requirements: Knowledge & Skills

  • Demonstrate Proficiency in Microsoft Office (particularly Excel), ADP, and other Financial Management Systems
  • Ability to Organize, Analyze, Interpret, Evaluate and present data
  • Strong Interpersonal and Communication skills
  • Acute Attention to Detail coupled with the ability to Think and Act Strategically
  • Excellent Organization, Time management, and Follow-up skills
  • Ability to turn best practices into high quality, goal-driven results
  • Highly effective writing, oral and interpersonal skills to communicate with a varied audience
  • Data management tools, organizational tools, computer skills (Word, Excel, Access, PowerPoint, and Outlook)

Remuneration

  • Highly competitive salary commensurate with experience and education
  • Shuttle to the 2/5 Train
  • Empire BCBS Medical/Dental/Vision
  • $25,000 Term life insurance covered by an employer
  • Commuter and Transit Benefits
  • Dependent Care Flexible Spending Account
  • 403 B Retirement with Company match
  • Comprehensive Time off which includes 10 PTO days in addition to paid vacation breaks competitive with DOE vacations
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Middle School Instructional

Posted by | May 23, 2019 |

Our Academies: Bronx, NY & New York, NY

Girls Prep Bronx Middle School

Girls Prep Lower East Side Middle School

 

Overview: About Public Prep

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

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

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

 

Why work at the Public Preparatory Network

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

We believe in order to do that, schools not only need to deliver meaningful academics through an engaging and rigorous way, but we understand the importance of incorporating arts, the sciences, community and strong core values into our program. Our goal each day is not to only

stimulate the mind, but also to reach the whole child in providing a safe consistent environment to learn and grown in.  Our staff believe children learn best when they gain self-confidence and purpose when a caring community of educators not only care about their academic achievements but are truly invested in them socially and emotionally.

 

Available 2019-2020 Positions:

Middle School Math Teacher

Middle School Science Teacher

Middle School ELA Teacher

Middle School History Teacher

Middle School Special Education Teacher

School based support roles

School Leadership roles

 

If you would like to apply to any of our 2019-2020 positions please send your resume and cover letter to careers@publicprep.org. In the subject line please indicate which role(s) you are applying.

 

For more opportunities and to apply visit our careers page 

Comments Off on Math Teacher

Math Teacher

Posted by | May 23, 2019 |

Middle/High school Math teachers are responsible for planning and implementing high quality, rigorous mathematics instruction that create a high degree of clarity for students. The teacher will create an educational atmosphere where students have the opportunity to fulfill their potential for intellectual and emotional growth. Our teachers help DRIHSCS reach our mission and goals by implementing instruction that results in students achieving academic success and personal development. Essential practices of a DRIHSCS teacher include: universal co-teaching, differentiated teaching strategies, student-centered instructional strategies, and data-driven instruction.

Essential Responsibilities

  • Provide clear consistently high-quality mathematics instruction for all students
  • Create instructional lesson plans and activities that contribute to a climate where students are actively engaged in a meaningful learning experience
  • Implement instructional strategies and resources that are aligned with the rigor of the Common Core to meet the needs of all students, including those with varying backgrounds, learning styles and special needs.
  • Assess changing curricular needs and implement plans for improvement
  • Guide students in preparing to be successful on NYS Mathematics Regents Exams or MS state exams
  • Maintain effective and efficient data gathering procedures
  • Attend all professional development meetings and workshops, as well as summertime professional development before the opening of the school year
  • Meet professional obligations through efficient work habits such as meeting deadlines, honoring schedules, and collaborating effectively with co-teachers and colleagues

Education & Experience

    • Bachelor’s Degree or higher, Master’s Degree preferred
    • Degree in a related field required
    • New York State teaching certification in Math
    • Minimum of two years teaching experience preferred. Experience teaching the following courses: Algebra I, Geometry, Algebra II, PreCalculus, Calculus, or Statistics (Prefered)
    • A passion for mathematics and building 21st Century Skills that will inspire the next generation of mathematicians

Remuneration

Comprehensive benefits package includes:

  • Highly competitive salary commensurate with experience and education
  • Shuttle to the 2/5 Train
  • Empire BCBS Medical/Dental/Vision
  • $25,000 Term life insurance covered by an employer
  • Commuter and Transit Benefits
  • Dependent Care
  • 403 B Retirement
  • Comprehensive Time off which includes 10 PTO days in addition to paid vacation breaks competitive with DOE vacations
Comments Off on High School English Teacher

High School English Teacher

Posted by | May 23, 2019 |

High school English Teachers are responsible for planning and implementing high quality, rigorous ELA instruction that create a high degree of clarity for students. The teacher will create an educational atmosphere where students have the opportunity to fulfill their potential for intellectual and emotional growth. Our teachers help DRIHSCS reach our mission and goals by implementing instruction that results in students achieving academic success and personal development. Essential practices of a DRIHSCS teacher include: universal co-teaching, differentiated teaching strategies, student-centered instructional strategies, and data-driven instruction.

Essential Responsibilities 

  • Provide clear and consistently high-quality English instruction for all students
  • Create instructional lesson plans and activities that contribute to a climate where students are actively engaged in a meaningful learning experience
  • Implement instructional strategies and resources that are aligned with the rigor of the Common Core to meet the needs of all students, including those with varying backgrounds, learning styles, and special needs.
  • Assess changing curricular needs and implement plans for improvement
  • Guide students in preparing to be successful on NYS Common Core English Regents Exam
  • Maintain effective and efficient data gathering procedures
  • Attend all professional development meetings and workshops, as well as summertime professional development before the opening of the school year
  • Meet professional obligations through efficient work habits such as: meeting deadlines, honoring schedules, and collaborating effectively with co-teachers and colleagues

Education & Experience

  • Bachelor`s Degree or higher, Master’s Degree preferred
  • Degree in a related field required
  • New York State teaching certification in English
  • Minimum of two years teaching experience preferred. Experience teaching the following courses: English I, II, III, IV, and/or AP English
  • A passion for teaching English Language Arts and building 21st Century Skills that will inspire the next generation of readers and writers
Comments Off on Middle School/ High School Math Teacher

Middle School/ High School Math Teacher

Posted by | May 23, 2019 |

Middle/High school Math Teachers are responsible for planning and implementing high quality, rigorous mathematics instruction that create a high degree of clarity for students. The teacher will create an educational atmosphere where students have the opportunity to fulfill their potential for intellectual and emotional growth. Our teachers help DRIHSCS reach our mission and goals by implementing instruction that results in students achieving academic success and personal development. Essential practices of a DRIHSCS teacher include: universal co-teaching, differentiated teaching strategies, student-centered instructional strategies, and data-driven instruction.

Essential Responsibilities

  • Provide explicit and consistently high-quality mathematics instruction for all students
  • Create instructional lesson plans and activities that contribute to a climate where students are actively engaged in a meaningful learning experience
  • Implement instructional strategies and resources that are aligned with the rigor of the Common Core to meet the needs of all students, including those with varying backgrounds, learning styles and special needs.
  • Assess changing curricular needs and implement plans for improvement
  • Guide students in preparing to be successful on NYS Mathematics Regents Exams or MS state exams
  • Maintain effective and efficient data gathering procedures
  • Attend all professional development meetings and workshops, as well as summertime professional development before the opening of the school year
  • Meet professional obligations through efficient work habits such as meeting deadlines, honoring schedules, and collaborating effectively with co-teachers and colleagues

Remuneration

  • Highly competitive salary commensurate with experience and education
  • Comprehensive benefits package includes:
  • Shuttle to the 2/5 Train
  • Empire BCBS Medical/Dental/Vision
  • $25,000 Term life insurance covered by an employer
  • Commuter and Transit Benefits
  • Dependent Care
  • 403 B Retirement
  • Comprehensive Time off which includes 10 PTO days in addition to paid vacation breaks competitive with DOE vacations
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Director of Development

Posted by | May 23, 2019 |

Director of Development Reports Directly to the Head of School and oversees all fundraising initiatives for the school, including institutional giving, individual donors, and planned giving.

Essential Functions

  • Oversee the entire fundraising program and collaborate with the Head of School on the management and planning of fundraising events and donor activities
  • Prepare  and execute an actionable fundraising plan
  • Identify institutional and individual funding sources and develop strategies for soliciting them
  • Submit grant proposals and letters of intent to corporate and foundation funders
  • Ensure the timely submission of grant reports
  • Build and maintain a relationship with institutional funders
  • Develop an individual donor program that incorporates a comprehensive cultivation, acquisition and stewardship strategy
  • Prepare direct mail and online appeals to individual donors
  • Work with the Head of School, leadership team, assigned staff and volunteers to coordinate an annual gala as well as other donor events
  • Manage and maintain fundraising systems
  • Provide monthly fundraising updates to the Head of School and the Board as needed, which includes updates on giving and tracks progress toward goals outlined in the fundraising plan
  • Prepare communications collateral for the school to be used for public relations and fundraising
  • Write and oversee the production of an annual report
  • Adhere to a strong commitment to teamwork, developing and maintaining collaborative team relationships in  a fast-paced environment
  • Serve as an active member of the leadership team
  • Participate in regular leadership team meetings.
  • At the request of the HOS/Principal act as a school representative at outside events.
  • Work closely with the Principal to help achieve the fundraising goals of the school
  • Model the DRIHSCS professional and core values at all times; be a visible and highly engaged leader in the school community.

Professionalism

  • Attend professional development meetings and workshops
  • Participate in a summertime professional development before the opening of school
  • Fulfill all outlined and related functions professionally, timely and thoroughly
  • Complete any other tasks or duties as assigned by the school leadership
  • Communicate effectively with colleagues

Requirements: Education & Experience

  • Master’s Degree in relevant field
  • 5-8 years of fundraising experience

Requirements: Knowledge & Skills

  • Excellent interpersonal, writing, editing, oral communication, and presentation skills required
  • Demonstrate proficiency in Microsoft Office (particularly Excel), QuickBooks, and other Financial Management Systems
  • Advanced knowledge of fundraising systems
  • Ability to organize, analyze, interpret, evaluate and present financial data
  • Strong interpersonal and communication skills
  • Acute attention to detail coupled with the ability to think and act strategically
  • Excellent organization, time management, and follow-up skills

Remuneration

Comprehensive benefits package includes:

  • Highly competitive salary commensurate with experience and education
  • Shuttle to the 2/5 Train
  • Empire BCBS Medical/Dental/Vision
  • $25,000 Term life insurance covered by the employer
  • Commuter and Transit Benefits
  • Dependent Care
  • 403 B Retirement
  • Comprehensive Time off which includes 10 PTO days in addition to paid vacation breaks competitive with DOE vacations
Comments Off on Social Studies Teacher

Social Studies Teacher

Posted by | May 23, 2019 |

The Social Studies Teacher is responsible for planning and implementing high quality, rigorous social studies instruction that creates a high degree of clarity for students. The teacher will create an educational atmosphere where students have the opportunity to fulfill their potential for intellectual and emotional growth. Our teachers help DRIHSCS reach our mission and goals by implementing instruction that results in students achieving academic success and personal development. Essential practices of a DRIHSCS teacher include universal co-teaching, differentiated teaching strategies, student-centered instructional strategies, and data-driven instruction.

Responsibilities

  • Provide clear and consistently high-quality social studies instruction for all students
  • Create instructional lesson plans and classroom activities that contribute to a climate where students are actively engaged in a meaningful learning experience
  • Implement instructional strategies and resources that are aligned with the rigor of the Common Core to meet the needs of all students, including those with varying backgrounds, learning styles and special needs
  • Assess changing curricular needs and implement plans for improvement
  • Support student and school needs in preparing to be successful on the NYS State Exams
  • Maintain effective and efficient data gathering procedures
  • Provide a positive environment in which students are actively engaged in the learning process
  • Attend all professional development meetings and workshops, as well as a summertime professional development before the opening of the school year
  • Meet professional obligations through efficient work habits such as meeting deadlines, honoring schedules and collaborating effectively with co-teachers and colleagues

Education & Experience

  • Minimum of two years teaching experience preferred, with a proven record of student success
  • Bachelor’s Degree or higher, Master’s Degree preferred
  • Degree in a related field required
  • New York State teaching certification in Social Studies
  • A passion for social studies and building 21st Century Skills that will inspire the next generation of historians

Remuneration

  • Highly competitive salary commensurate with experience and education
  • Shuttle to the 2/5 Train
  • Empire BCBS, Medical/Dental/Vision
  • $25,000 Term life insurance covered by the employer
  • Commuter and Transit Benefits
  • Dependent Care
  • 403 B Retirement
  • Comprehensive Time off which includes 10 PTO days in addition to paid vacation breaks competitive with DOE vacations
Comments Off on Elementary Instructional

Elementary Instructional

Posted by | May 21, 2019 |

An Invitation to Apply to Public Preparatory Network

Our Academies: Bronx, NY & New York, NY

Boys Prep Bronx Elementary School

Girls Prep Bronx Elementary School

Girls Prep Lower East Side Elementary School

 

 

Overview: About Public Prep

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

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

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

 

Why work at the Public Preparatory Network

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

We believe in order to do that, schools not only need to deliver meaningful academics through an engaging and rigorous way, but we understand the importance of incorporating arts, the sciences, community and strong core values into our program. Our goal each day is not to only

stimulate the mind, but also to reach the whole child in providing a safe consistent environment to learn and grown in.  Our staff believe children learn best when they gain self-confidence and purpose when a caring community of educators not only care about their academic achievements but are truly invested in them socially and emotionally.

 

Available 2019-2020 Positions:

Pre-K Lead Teacher

Elementary Lead Teacher

Elementary Special Education Teacher

School based support roles

School Leadership roles

 

If you would like to apply to any of our 2019-2020 positions please send your resume and cover letter to careers@publicprep.org. In the subject line please indicate which role(s) you are applying.

 

For more opportunities and to apply visit our careers page 

 

 

Comments Off on Teaching Positions at NYC Outward Bound Schools’ Network of Schools

Teaching Positions at NYC Outward Bound Schools’ Network of Schools

Posted by | May 20, 2019 |

Teaching Positions at NYC Outward Bound Schools’ Network of Schools

School Year 2019-2020

NYC Outward Bound Schools (www.nycoutwardbound.org) is a nonprofit organization that transforms schools and changes lives by bringing out the best in students, teachers and school leaders throughout New York City. We operate a citywide network of public schools, in partnership with the City’s Department of Education, which primarily target students from underserved neighborhoods. Our schools feature rigorous learning experiences, both in and out of the classroom, and are built upon a culture of high achievement and mutual support. And we provide our students with a robust To & Through College program. To further extend our impact, we also offer Adventure & Team Building programs to young people not enrolled in our schools and professional development to NYC public schools interested in adopting specific practices from our schools. Over the past 30 years, we have served over 100,000 students.

Positions by School:

  • Brooklyn Collaborative is seeking teachers in the following areas:
    • MS/HS Special Education
    • MS Social Studies

Candidates can send resumes to scill@bcs448.org

Website: www.bcs448.org

  • Channel View School for Research is seeking teachers in the following area:
    • High School Integrated Math

Website: www.cvsr.info

  • Launch is seeking teachers in all areas:

Website: https://www.launchschool.org/join-our-team/job-opportunities

  • Leaders High School is seeking teachers in the following areas:
    • Science
    • Math
    • Restorative Justice Coordinator/Dean
    • Parent Coordinator

Candidates can send resumes to tmullen@leaders6-12.org.

Website: Leaders High School

  • MS 839 is seeking teachers in the following areas:
    • Science
    • Math (Special Education License Preferred)
    • Humanities (Special Education License Preferred)

Candidates can send resumes to hiring@ms839.org

  • The Kurt Hahn School is seeking teachers in the following areas:
    • English as a New Language
    • Chemistry

Candidates can send resumes to jobs@kurthahnschool.org

Website: http://www.kurthahnschool.org

  • The Metropolitan Expeditionary Learning school is seeking teachers in all areas:

Candidates can send resumes to metropolitanels@gmail.com

Website: www.metropolitanels.com 

  • West End Secondary School is seeking teachers in all content areas:

Candidates can send resumes to Jobs@westendsecondary.com

Website: Westendsecondary.com

  • WHEELS is seeking teachers in the following areas:
    • Primary and Upper Elementary Positions (must be fully fluent in Spanish and English)
    • High School Math
    • Special Education 7-12

Candidates can send resumes to jobs@wheelsnyc.org

Website: www.wheelsnyc.net/careers

Eligibility Requirements:

Candidates must have New York State and New York City certification, or be eligible for certification, in the appropriate content area with effective or highly effective ratings.

NYC Outward Bound Schools is an equal opportunity employer. We prohibit discrimination against, and harassment of, any employee or applicant for employment because of race, color, religion, sex, gender, pregnancy, genetic information, ethnic or national origin, sexual orientation, marital status, familial status, military or veteran status, qualified individuals with a disability on the basis of the disability, or any other category which may be protected under applicable state or federal law.

Comments Off on HUM II Multilingual/Transitional Bilingual Education Teacher Sought

HUM II Multilingual/Transitional Bilingual Education Teacher Sought

Posted by | May 17, 2019 |

About Us

HUM II is establishing a new model for Multilingual Learners that will include instruction in Spanish and English. We are looking for a dynamic team of teachers with the abilities to provide plans, execute, and implement instruction in both English and Spanish. This team will also be tasked with developing welcoming classrooms, access points for all learners, and coupling instruction with strong reading and writing demands to develop language and literacy through both Spanish and English. There is an expectation that the instructors will leverage and build upon our students’ cultural assets and support rigorous academic achievement that is integrated with core content. The goal is to have our English Language learners be proficient in Spanish and English at a college level in both languages at the end of three years.

About New Visions:

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

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

Advantages of teaching at a New Visions school include:

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

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

Position Summary

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

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

  • Biology
  • Chemistry
  • Earth Science
  • Mathematics (Algebra)
  • Social Studies
  • English Language Learning/English as a New Language Teachers with Academic Fluency in English and Spanish.

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

Successful New Visions teaching candidates will:

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

Additionally, candidates must have at least a Bachelor’s degree, hold valid New York State certification*, and must be cleared for employment by fingerprint-supported background checks.  

For this position, ability to speak, read, write, and listen at an academic level in Spanish is a requirement. Bilingual extension or ENL certification is highly desired. Certification in the content area is highly desired.

We are committed to diversity in our hiring and employment practices, and encourage all qualified candidates to apply.

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

New Visions for Public Schools is an equal opportunity employer.

Comments Off on Regional Development Director

Regional Development Director

Posted by | May 17, 2019 |

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

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

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

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

This position will report to the chief revenue officer.

The key responsibilities for this role include:

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

What background and skills do you have?

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

Ideally, you’d be based in Philadelphia or in New York City or Newark, where Chalkbeat bureaus already exist. Up to 40% travel is required.

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

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

Comments Off on Managing Editor for Style and Standards

Managing Editor for Style and Standards

Posted by | May 16, 2019 |

Chalkbeat, the growing nonprofit news organization telling the story of education in America, seeks a Managing Editor for Style and Standards to lead our editing team, oversee editorial operations, and boost our newsroom leadership.

The Managing Editor for Style and Standards will help elevate our overall story quality and improve our collective skills so that our journalism is the best it can possibly be. This person will supervise a team of four story editors, oversee style and voice guides, and manage onboarding and training programs for reporters and editors. The role will blend day-to-day guidance on story editing with strategic thinking on how the newsroom functions.

This position will report to the executive editor and sit on the network management team that helps guide organization-wide strategy and planning.    

Who are you?

You know that good writing starts with good reporting, and that editing starts before any words hit the page. You recognize the value of context. You believe that style standards matter, and so does voice, both organizationally and individually. You’re committed to providing learning opportunities no matter how experienced the employee (all of us can always improve!), and you understand the importance of a new reporter’s first few months. You geek out on process (perhaps you even enjoy a good spreadsheet). You want to make a difference, and you see how impact-driven local journalism can do that. You’re not a pageview chaser — you believe in listening to audiences and forging lasting relationships. Whether or not you have experience covering education, you find the topic fascinating.

What background and skills do you have?

  • 10+ years of work experience, with 5+ years of working in a digital environment
  • Experience editing breaking news, daily, and/or enterprise stories
  • Proven track record of team management with positive culture
  • Experience managing copy and other workflows, with examples of improvements you’ve made
  • Experience with onboarding and training programs, even informal ones, with examples of ones you’ve overseen
  • Ability to work autonomously while sharing pertinent information up, down, and across
  • Excellent news judgment

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

What will you be responsible for?

  • Supervising a team of four story editors, likely with more to come in the next year as Chalkbeat continues its growth trajectory, to create compelling, impactful journalism
  • Managing and updating our style and voice guides
  • Examining and optimizing our newsroom workflows and systems so that they better support our journalism
  • Working with our Operations team to revise our current onboarding programs for reporters and editors
  • Working with other team leads in Chalkbeat’s “networked model” to help guide newsroom decisions
  • Representing local needs to network leadership, and organizational priorities to story editors and local teams
  • Working with the Executive Editor and other leaders on organizational growth planning, with an eye toward future expansion
  • Collaborating with the Director of Product on CMS improvements  

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

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


About Chalkbeat:

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

Comments Off on Special Education Mentor Teacher

Special Education Mentor Teacher

Posted by | May 14, 2019 |

New Visions for Public Schools is looking for an exceptional Special Education Teacher with experience in New York City High Schools to work as an in-house lead teacher and instructional coach within the New Visions AIM Charter High Schools. Opportunities in both the Bronx and Brooklyn.

The SPED Mentor Teacher Fellow will work for two to three years with school leaders and faculty to foster more effective co-teaching practices within the school, creating the conditions for student’s academic and social emotional development to thrive.

About the Fellowship

This is a two year fellowship opportunity with the option to be renewed for a third year for experienced special education teachers working with high needs populations in a New York City middle or high school. The SPED Mentor Teacher Fellow will receive a $15,000 financial award on top of their base pay as a salary differential (base pay is based on NVCHS Career Ladder).

Qualifications:

  • Licensed Special Educator, tenured, 5+ years of experience teaching in a high needs New York City Public School
  • Experienced and adept with co-teaching models
  • Experience coaching teachers using Danielson Framework as a basis
  • Track record of success in transfer schools / with over-age and under-credited population highly preferred
  • Track record of success in impacting instruction as a coach
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Director of School Development

Posted by | May 14, 2019 |

New Visions seeks an experienced leader to develop and manage the systems infrastructure of our Charter School Initiatives that will support continued growth. In collaboration with units within the CMO, the Director will provide leadership to build and maintain this dynamic network of 10 schools and will be responsible for developing and supporting the overall systems , student recruitment, accountability and project management across all Charter units and serve as the point person coordinating across Charter and other departments at New Visions.  The Director will also be responsible for working with Charter Principals to design, develop, and implement administrative systems at each of the schools, maximizing efficiencies and effectiveness that lead to higher student outcomes.

 

Interacts with: Charter and school leadership, New Visions departments, state charter authorizers, NYCDOE, funders, Charter Boards of Trustees

Required Education and Experience:

  • Master’s degree from an accredited institution
  • Ten years of experience developing and supervising functional areas under operations in a K-12 educational setting with deep experience in developing student programming strategies
  • Five years of classroom experience developing, delivering, and working directly with students
  • Considerable knowledge of public administration with demonstrated skills in leadership, communication, and organizational management is required
  • School Building Leader or School Administration and Supervision Certification required

Required Knowledge and Skills:

  • Ability to provide leadership and to supervise the planning, development and establishment of new, modified and/or improved strategies, policies and procedures.
  • Experience managing senior managers in the following functions: school leadership, human resources, information technology, finance, facilities and general operations.
  • Ability to conduct long-range planning and forecasting.
  • Highly effective communication skills (written and verbal) with diverse internal and external stakeholders.
  • Thorough knowledge of ethical guidelines applicable to the position as outlined by professional standards and/or federal, state and local laws, rules and regulations.
  • Considerable knowledge of the current literature, trends, and developments in relevant management areas.
  • Considerable knowledge of the principles of supervision, organization and administration.
  • Consummate team player with ability to establish and maintain effective working relationships.
  • Strong negotiation and influence skills.
  • Ability to multi-task and effective crisis management experience.
  • Strong work ethic with a “roll up the sleeves” attitude.
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Technology Teacher & Ed Tech Integrator-Grades 7-12

Posted by | May 8, 2019 |

Position available September 2019, Lawrence Woodmere Academy, a Pre-school through 12th grade non-sectarian independent school located on the South Shore of Long Island, seeks a Technology Teacher and Ed Tech Integrator for grades 7-12, able to provide a wide range of computer science courses which may include, but not be limited to topics in Programming with Python, Java, Web Programming (i.e. HTML, Javascript, PHP, MySQL), Mobile App Development, and AP Computer Science. Candidate will have the opportunity for Project Lead the Way professional development and training.  Experience with Project Lead the Way and technology certifications are desirable.  Candidate must have a bachelor’s degree in computer science or the equivalent, experience working with adolescents, and the ability to remain up-to-date on current educational strategies, and trends in computer education.  Candidate should be comfortable troubleshooting students’ development environments, have a successful track record teaching digital literacy and digital citizenship, and have interest in and experience with curriculum design.  Please send resumes to:  rfriedman@lawrencewoodmere.org.  No phone calls please.

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Math and Data Coach

Posted by | May 7, 2019 |

Role: Math & Data Coach

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

Background on the UA Academics Team:

The Academics team supports 22 Urban Assembly schools in meeting benchmark academic goals around credit accumulation, college readiness, and graduation. We do so through programmatic support in math, literacy and data management. Through our efforts supporting our wonderful schools, our class of 2018 has a graduation rate of 81.7%, 6 points higher than the citywide average. We are a learning organization, and the Academics team collaborates to hone our coaching skills and delivery of professional learning and collects and uses data to inform the development and refinement of our existing programs.

Role Description:

We are looking for a math and data rockstar! Our ideal candidate is driven, passionate and a force for positive change in the world. This role calls for a person deeply committed to UA’s mission and vision, with skill sets in coaching, data-driven decision making, and middle and high school mathematic pedagogy and content expertise. The Math and Data Coach will provide coaching support to a caseload of schools in both our Algebra Success program and our data coaching program.  On average, 70% of the week will be spent in the field coaching, and 30% will be in UA’s central office in Manhattan’s financial district. The Math & Data Coach reports directly to the Director of Academic Programming.

Responsibilities:

  • Establish and maintain relationships across a portfolio of 8-12 schools to coach in math and data-driven decision making
  • Maintain excellent records on coaching visits and follow up with schools in a timely fashion
  • Collect and analyze data to determine the impact of coaching and professional learning
  • Manage projects and responsibilities with independence
  • Collaborate with the UA team to ensure alignment with organizational goals
  • Support schools to implement network-wide benchmark assessments and analyze the results to inform classroom practice
  • Develop and lead professional development sessions

Qualifications:

  • 3-5 years of teaching and/or coaching experience at the secondary level required, familiarity with a large urban school system preferred
  • Content and pedagogy expertise in middle and high school mathematics
  • Strong fluency with using data to support decision making
  • Commitment to the organization’s mission and vision
  • Track record of improving outcomes for students, preferably at the middle school and/or high school level
  • Fluency in collaborative systems and team orientation
  • Flexibility and adaptability as a general strength; we are an organization that adjusts as often as our schools and students need us to
  • Time management and organizational skills
  • Able to have your office be where your laptop is, UA coaches travel all around the city and have to work nimbly

Former NYCDOE staff and/or Urban Assembly alum are encouraged to apply!

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

Our target start date is July 1, 2019.

What to expect after applying: Applications will be reviewed on a rolling basis. Candidates selected to move forward in the process will be invited to a phone screening, followed by an in-person interview and then a coaching demo.

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Project Manager, Education Partnerships

Posted by | May 6, 2019 |

CareerWise New York (CWNY), powered by HERE to HERE (H2H), is an innovative new initiative, modeled after the Swiss Apprenticeship model, that is shaping New York’s workforce through innovative, business-led youth apprenticeships. We are helping New York businesses fill high-demand positions through apprenticeships that create value to both students and the companies that employ them.

CWNY was established by HERE to HERE to address both the skilled worker shortage and the unrealistic expectation that K-12 schools alone can adequately prepare students for today’s in-demand jobs without the involvement of industry and practice in the real world.  In partnership with the New York City Department of Education, partner public high schools and the City University of New York (CUNY), CWNY will organize employers who will work side-by-side to help train high school juniors and seniors in high-growth, high-demand 21st Century skills in jobs.  The CWNY 2019 pilot program will connect up 80-100 public high school students with three-year apprenticeships.

The Role

Reporting to Vice President, K12 Partnerships, the Project Manager, Education Partnerships will develop and sustain productive relationships with our current and future K-12 education partners. We work with our education partners to develop systems and strategies that result in increased access and success for students, strong value for businesses, and strong foundations to scale success in the CWNY apprenticeship model.

What will you do?

  • In collaboration with the H2H CWNY Team, develop strong relationships with current and future K-12 districts, charter schools, and community colleges:
  • Work with K-12 partners to manage student recruitment, plan logistics, engage parents and maintain effective and aligned communications across systems.
  • Manage the development of student data systems, monitor progress towards goals and provide responsive support for unanticipated challenges.
  • Collaborate with the CWNY team to develop support resources requested by partners.
  • Ensure that continuous lines of communication keep colleagues and stakeholders informed of current plans and new initiatives.
  • Ensure regular reporting and communicate critical issues across departments when needed.

Who are you?

You are an inspiring leader and facilitator of change driven by our bold vision. You have deep experience in education, but you also understand and can represent the perspectives of our stakeholders. You are entrepreneurial by nature. You enjoy learning and problem-solving alongside our K-12 and higher education partners, and can help them manage change and build on success. You are a strong collaborator on the education team and can serve as a valued contributor on an agile cross organizational team.

You believe that working with us will give you an opportunity to innovate and drive changes you have been hungry for in our education system and community. You feel best about your work when you are challenged, working hard and making a meaningful contribution. You enjoy the complexity of partnership management and systems change. Ultimately, you have the tenacity and creativity to deliver results.

Other useful skills and experience in this role:

  • You have succeeded in other fast-paced, rapidly changing environment where you may propose an idea on Monday and execute it on Thursday (we mean it – it’s why this is first on the list);
  • You can think in both systemic and strategic ways, and provide our partners with creative and productive insights about how to make our partnerships work;
  • You have a passion for youth development and a curiosity about a wide range of 21st century career trajectories;
  • You have credibility with K-12 education faculty and leadership, and the ability to gracefully navigate their distinct cultures;
  • You have strong project management skills – you can prioritize activities and work in an independent, self-directed manner against tight deadlines as well as manage a team’s progress and keep them accountable to results;
  • You are a confident and competent facilitator and participant in conversations with a variety of different audiences;
  • You effectively and persuasively speak and write and can create and deliver compelling presentations and you can facilitate reflective conversations to promote learning;
  • You have proficiency with or an ability to quickly learn and master Microsoft Office Suite, Google Suite, Salesforce, Burning Glass, and project management software;
  • Most importantly, you thrive in a high energy, dynamic team like ours. And we mean TEAM. We collaborate, engage in healthy debate, and jump in where ever our skills are needed.

What we are looking for:

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

  1. Postsecondary degree in education (or 4+ years professional experience in youth development, K-12 and/or higher education);
  2. Five years of K-12 and/or higher education experience;
  3. Demonstrated expertise in leading change efforts;
  4. Relational strength – able to quickly build rapport with a variety of people;
  5. Polished client management skills – you have composure and confidence in meetings with high-level staff of schools, districts, higher education institutions, businesses and state agencies;
  6. Excellent written and verbal communication skills;
  7. Unwavering commitment to service and social justice; willing to engage with and support colleagues and partners in addressing systemic barriers to youth success and racial inequity; personal commitment to young people growing up in low-income communities.

What is it like to work on the HERE to HERE CareerWise team?

You will be part of an innovative, action-oriented team that is agile, responsive, and collaborative.  You will be fully immersed in the challenges of implementing and managing change. Each person in our organization plays a key role, and each team ensures that critical work moves forward in alignment with shared goals.  When needed, we all roll up our sleeves to greet a new opportunity or tackle an unexpected challenge.  The job description provides an overview of the core work but rest assured, there will be many new things along the way.  We are agile, we can tolerate risk and ambiguity, we embrace new challenges, and we prioritize the importance of time devoted to reflection and learning.

About HERE to HERE:

HERE to HERE enhances paths to rewarding careers for young people by uniting employers, educators and community-based organizations in the Bronx and across New York City. Our vision is a thriving, inclusive economy, in the Bronx and elsewhere, driven by meaningful partnerships between young people and employers.  We work closely with high schools, postsecondary programs (particularly CUNY Central and its Bronx campus), community-based organizations, public officials, and employers. Through partnerships, we are amplifying proven best practices to drive systems change that will help all young people access family-sustaining careers and choice-filled lives.

By 2020, 65% of American jobs will require some sort of postsecondary credential and for jobs that offer a family sustaining wage, the percentage will be even higher. In many low-income neighborhoods such as the South Bronx, a young person’s chance of getting a degree and credential—so critical for accessing a family-sustaining job—is, at best, 20%. In response to this issue, HERE to HERE is building a network of partner institutions who are committed to enhancing career pathways for in-school youth and young adults. We work to ensure that young people are on guided pathways to a promising career. Students will build their personal networks and essential and transferable skills through career exploration, internships, and summer employment. They will make informed postsecondary decisions and continue their career development by identifying and securing industry-recognized certification and degrees.

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VP of Strategic Commnunications

Posted by | May 6, 2019 |

About the Role

New Classrooms is looking for a highly strategic communication leader to continue to build New Classrooms as one of the nation’s top thought leaders in both innovative learning models and secondary mathematics. This is an entrepreneurial role that requires a unique mix of bold creativity, a highly-skilled ability to communicate, and deep knowledge of the education sector in order to drive new thinking across the K-12 landscape around the power of innovation and new learning models.

The VP of Strategic Communications will partner with New Classrooms’ co-founders and leadership team to spearhead the organization’s efforts to influence  federal, state, district, and school-based educational leaders around the power of innovative learning models. To achieve this, he or she will bring their significant communication savvy, optimism, energy, and creativity to imagine, create and execute on all external communication and brand awareness strategies and work streams for New Classrooms.

About You

  • You are a compelling and credible advocate of academic innovation and excited about the opportunity to drive the awareness and adoption of personalized learning and Teach To One: Math.
  • You understand the political context that underlies K-12 education policy and reform and how best to navigate within it.
  • You deeply understand beliefs and motives across the education stakeholder spectrum: from teachers and parents to district leaders and policy wonks.
  • You have a track record of creating opportunities for deep and strategic engagement in the education space that drives change at scale.
  • You are an idea generator who is able to create compelling ways to illustrate, communicate and talk about unique concepts.
  • You are a patient collaborator who deeply listens to a range of perspectives before identifying the best action to take (or the best words to use).
  • You have high standards for your team but can dive in to actively shepherd work as well as roll up your sleeves when your individual contribution is required.
  • You are able to nimbly navigate and prioritize across multiple shifting workstreams.
  • You are unfailingly optimistic about what is possible for kids, the reimagining of the classroom, and ultimately the transformation of the U.S. education system.

What you would do

Communications

  • Build and implement a sophisticated communications strategy to ensure consistent, high-impact messaging–including the ongoing development of a high level compelling narrative about what New Classrooms does and what Teach To One: Math is.
  • Partner with leaders internally and externally to create and execute on opportunities to position New Classrooms as a thought leader in personalized learning and accountability approaches friendly to meeting students where they are and getting them to where they need to be.
  • Identify and execute on region-specific communication strategies for driving awareness and adoption regionally. 

Brand & PR

  • Strategically raise the visibility of personalized learning and the organization itself through both national and local media outlets and key education stakeholders.
  • Identify ways to leverage co-founders and key leadership team members externally.
  • Lead the creation of thought pieces and articles for publication that highlight both New Classrooms as well as the broader movement toward personalized learning.
  • Conceptualize and execute public events that strengthen New Classrooms’ brand, deepen public understanding of our mission and work, and create opportunities for growth (including regionally).
  • Collaborate with Deputy Director of Communications to ensure that all content is on-brand, consistent in style, quality and tone of voice, and optimized for search and user experience for all channels of content including online, social media, email, mobile, video, print and in-person.

Program Marketing

  • Drive planning and support execution of marketing plans and the development of marketing materials and events that support our growth and expansion (sales) team as they build a pipeline of potential school partners.
  • Provide thought partnership and support to our external relations (fundraising) team to create high impact presentations, events and targeted campaigns.
  • Explore and oversee testing new channels to acquire top of funnel leads for both growth and expansion and external relations teams.

Leadership

  • Serve as a member of the leadership team participating and providing direction for key organizational initiatives.
  • Partner with leaders across the organization to develop integrated and targeted outreach plans to new and current district partners.
  • Represent the organization externally as required.

What we are looking for

  • Demonstrated passion for work in K-12 education.
  • Deep understanding of the challenges and opportunities in the education reform, education technology and/or personalized learning spaces.
  • 10+ years of relevant experience with 3+ years of significant leadership experience in K-12 education space leading a marketing, communications and/or policy-oriented capacity for an organization with strong name recognition and significant brand awareness.
  • Substantial track record creating and executing an innovative communications strategy that helped to position the organization as a thought leader and/or the leader of a movement.
  • Exceptional verbal and written communications skills and judgement.
  • A willingness to embrace change and to adapt strategies on the fly and a high tolerance for ambiguity.
  • Experience hiring and developing a lean but high-powered communications team.

Application Information

Equal Opportunity

All qualified applicants will receive consideration for employment without regard to age, race, creed, color, national origin, ancestry, marital status, affectional or sexual orientation, gender identity or expression, disability, nationality or sex.

Work Authorization

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

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Vice President, Work Based Learning Labs

Posted by | May 5, 2019 |

About HERE to HERE:
HERE to HERE enhances paths to rewarding careers for young people by uniting employers, educators, and community-based organizations in the Bronx and across New York City. Our vision is a thriving, inclusive economy, in the Bronx and elsewhere, driven by meaningful partnerships between young people and employers. We work closely with high schools, postsecondary programs (and particularly CUNY and its Bronx campus), community-based organizations, public officials, and employers. Through partnerships, we are amplifying proven best practices to drive systems change that will help all young people access family-sustaining careers and choice-filled lives. HERE to HERE believes that its ultimate success will be determined by the extent to which high schools, postsecondary institutions, and employers adopt and implement a set of new practices and policies that radically improve the preparation of young people for careers, amplify their ability to obtain promising entry-level positions, and enhance the experiences of participating partner employers.

What is it like to work on the HERE to HERE team?

You will be part of an innovative, action-oriented team that is agile, responsive and collaborative. You will be fully immersed in the challenges of implementing and managing change. Each person in our organization plays a key role, and each team ensures that critical work moves forward in alignment with shared goals. When needed, we all roll up our sleeves to greet a new opportunity or tackle an unexpected challenge. The job posting provides an overview of the core work but be assured, there will be many new things along the way.  We are agile, we can tolerate risk and ambiguity, we embrace new challenges and we prioritize the importance of time devoted to reflection and learning.

 The Role

The Vice President of Work-Based Learning Labs will lead HERE to HERE’s demonstration work across a network of high schools, postsecondary programs, summer placements and internships, and other work-based learning (WBL) experiences in the Bronx and New York City. You will manage 5-7 staff who make up the Work-Based Learning Labs Team (WBLL). As a member of the senior leadership team, the Vice President will also provide strategic guidance for all aspects of HERE to HERE’s work and organizational health. Along with all members of the HERE to HERE team, the Vice President of Work-Based Learning Labs will work with employers and educational institutions to examine root causes of injustice and build equity into our education and workforce systems. This position reports to the CEO.

The WBLL Team works with high schools, postsecondary partners, CBOs, public agencies, and worksites to implement and improve work-based learning opportunities that prepare in-school youth and young adults for family sustaining wages, with the opportunity to scale. Demonstrations might include technical assistance to implement WBL platforms, coaching and student-centered supports in high schools, pitching and supporting pilot programs to implement WBL at the postsecondary level, brokering school-year and summer opportunities for youth, and collaborating with CBO partners to offer student-centered programming at the HERE to HERE Hub.

What will you do?

The Vice President, Work-Based Learning Labs will manage the WBLL Team in its efforts to integrate work-based learning in schools throughout New York City, starting in the Bronx with HERE to HERE network schools. You will set and lead the WBLL strategy and vision, and work with internal and external stakeholders to advance work-based learning at scale. This work will include, but is not limited to:

  • Setting strategic vision of WBL demonstrations across high schools, postsecondary programs, and summer placements and internships with a keen focus on what will drive systems change.
  • Managing the WBLL Team, whose work spans a network of high schools, postsecondary programs, summer placements and internships, and other work-based learning experiences in the Bronx and New York City.
  • Develop strong relationships as a trusted advisor to key educational, community based, and government partners.
  • Work in concert with the other senior leaders to achieve HERE to HERE’s organizational goals.
  • Support the professional development of WBLL Team members and contribute to organization-wide learning and growth.
  • Manage special projects as they arise, in partnership with internal and external stakeholders.
  • Oversee, manage, execute, and analyze all WBLL Team grants.
  • Work closely with the VP of Policy to inform HERE to HERE’s work-based learning policy agenda.
  • Inform data management, data tracking goals, and analysis work, alongside HERE to HERE’s research team.
  • Collect and report progress of WBLL demonstration work to relevant stakeholders.

Who are you?

You are an inspiring systems-level leader and facilitator of change who is driven by our bold vision. You have deep experience in education and can understand and represent the perspectives of all our stakeholders, including employers, young adults, teachers, principals, and community members.  You are entrepreneurial by nature. You enjoy learning, problem-solving, and problem-finding alongside our employer partners, and can help them manage change, build on success, and develop innovative solutions. You are a strong collaborator and can serve as a valued contributor on an agile cross organizational team.

You believe that working with us will give you an opportunity to innovate and drive changes you have been hungry for in our education and work-readiness system and community. You feel best about your work when you are challenged, working hard, and making a meaningful contribution.  You enjoy the complexity of partnership management and systems change. Ultimately, you have the tenacity and creativity to deliver results as part of HERE to HERE’s performance-oriented culture. 

What are we looking for?

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

  • In-depth knowledge and understanding of the NYC education system (NYC DOE and CUNY).
  • Unwavering commitment to service, racial equity, and social justice; and a personal commitment to young people growing up in low-income communities.
  • Leadership experience in public education and or workforce institutions (ideally, working with secondary or postsecondary populations) and demonstrated success advocating for change within these systems.
  • Strong project management skills – you can prioritize activities and work in an independent, self-directed manner against tight deadlines as well as manage a team’s progress and accountability to obtaining results.
  • Experience managing a team with a variety of experiences and expertise.
  • Willingness to engage with and support colleagues, employers, and other partners in addressing systemic barriers to youth success, and ability to facilitate reflective conversations to promote feedback and learning.
  • Demonstrated ability to build and manage relationships internally and externally and strong interpersonal skills – able to quickly build rapport and trust with a variety of people.
  • Polished client management skills – you have composure and confidence in meetings with high-level staff of schools, districts, higher education institutions, businesses and government agencies.
  • Excellent written and verbal communication skills.

Other useful skills and experience in this role:

  • 10+ years of work experience in education, including at the systems level (some direct eductation service experience also a plus).
  • Demonstrated experience working in fast-paced, changing environments where you may propose an idea on Monday and execute it on Thursday (we mean it – it’s why this is high on the list).
  • Passion for youth career development and curiosity about a wide range of 21st century career trajectories.
  • Ability to think in both systemic and strategic ways, and provide our partners creative and productive insights about how to make our partnerships work.
  • Demonstrated credibility with higher education, high school, business, and workforce leadership, and the ability to gracefully navigate their distinct cultures.
  • Confident and competent facilitator and participant in conversations with a variety of different audiences and stakeholder groups.
  • Effective and persuasive speaker and writer- you can create and deliver compelling presentations and you can facilitate reflective conversations to promote learning.
  • Proficiency with, or an ability to quickly learn and master, Microsoft Office Suite, Google Suite, Salesforce, and other project management software.

Most importantly, you thrive in a high energy, dynamic team like ours. And we mean TEAM. We collaborate, engage in healthy debate, and jump in where ever our skills are needed.

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Seeking Teachers for a NYC Title One Progressive Public School

Posted by | May 2, 2019 |

We are currently looking for teachers to join The Riverside School for Makers and Artists (PS/IS 191) (http://www.ps191nyc.com/) for the 2019-2020 school year. We are a Pre-K to 8th grade Title One public school in District 3 focused on progressive education, racial equity, student-centered classrooms and culturally responsive practices. At RSMA we believe in supporting both the academic and social-emotional growth of our students, so it is important that teachers have strong instructional practices, a racial equity lens, and the ability to build relationships with a diverse group of students and their families. We are a collaborative school with a focus on teacher teams and ongoing professional development. If you hold a teaching license in New York State and are interested in learning more about us, please send your cover letter and resume to hiring@ps191nyc.com.

We are currently interviewing for the following positions”

middle school math

middle school ELA

elementary general education

elementary gifted and talented

special education

guidance counselor

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Director of Finance

Posted by | May 1, 2019 |

Director of Finance

Start Date: June 1st, 2019

Location: Harlem, NY

Neighborhood Charter Schools is a small support network that currently manages one existing high-performing public charter school across three locations in Central and West Harlem. We are expanding from one school to two in August 2019 – the additional school in the South Bronx. Our flagship school, Neighborhood Charter School: Harlem, is currently one of the highest performing independent charter schools in the City of New York. NCSH will serve grades K-8 and Neighborhood Charter Schools will be opening the doors of the Bronx campus with grades K-1 in the 2019-2020 academic year. We are looking for an experienced individual who is excited by the challenge of being part of the school and has the dedication and motivation to ensure financial excellence. The Director of Finance will be a direct report to the Chief of Staff.

Mission of the School

Our mission is to provide the children of Harlem and the Bronx with new educational opportunities through a rigorous, comprehensive K-8 program that cultivates the intellectual, social and emotional development of each child. Our students, who include high functioning children with autism spectrum disorders, will become independent learners and critical thinkers, will acquire the academic skills that they need to succeed in college preparatory high schools, and will exhibit the social and emotional skills that will allow them to reach their full potential.

The Director of Finance ensures sound financial management. Responsibilities include:

  • Manage payroll system, payroll files and Time/Attendance Tracking system
  • Ensure proper recording of all transactions in Intacct
  • Coordinate tax filings and 990 filing with auditor
  • Assist with managing all financial audits and determining the need for an OMB Circular A-133 audit on a yearly basis.
  • Issue tax notices (1099s) to vendors and contractors
  • Manage all compliance responsibilities, including Titles I-V
  • Correspond with Donors and Prospects, including “Thank You” Letters
  • Coordinate grant writing and reporting
  • Manage fundraising software (SalesForce)
  • Cultivate relationships with foundations and outside organizations
  • Ensure proper documentation and implementation of government-funded grant programs (e.g. E-Rate, School Food Authority Program, etc.).
  • Prepare reports for the NYS Education Department, the NYC Department of Education, and a range of governmental oversight agencies (annual reports, renewal application, program reports)
  • Finance Committee Liaison
    • Lead finance committee meetings
    • Create and lead board presentations
  • Budgeting
    • Lead annual budget planning process
    • Create multi year budgets
    • Budget monitoring
    • Forecasting
  • Financial reporting
    • Produce monthly, quarterly, semi-annual and annual reporting as required by the network team, board, and authorizer
    • Forecasting
    • Lead professional development and accountability with school based leadership
  • Ensure fidelity to financial policies and procedures
  • Capital finance strategy and planning
    • Comply with required financial covenants and restrictions
    • Secure and manage financing for new and existing facilities

Qualifications

  • B.S. in Business or Accounting or at least three years of experience in a financial role
  • Advanced skills in Microsoft Excel required
  • Demonstrated abilities to implement financial policies and procedures
  • Ability to work closely with diverse audiences including Board of Trustees, Funders, Instructional Leaders, Operations staff, vendors and other stakeholders
  • Experience with Intacct Accounting software and/or Expensify  preferred
  • Experience working in a charter school preferred

Compensation

Salary ranges between $80,000 – $90,000 depending on qualifications. Includes full benefits package and bonus.

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High School Special Education Teacher

Posted by | April 29, 2019 |

About Us

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

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

Advantages of teaching at a New Visions school include:

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

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

Position Summary

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

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

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

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

Successful New Visions teaching candidates will:

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

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

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

New Visions for Public Schools is an equal opportunity employer.

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Preschool and Kindergarten Readiness Specialist

Posted by | April 27, 2019 |

South Bronx Rising Together (SBRT) is a cradle to career pipeline partnership to improve local schools, engage parents, bring resources to the community, and ensure children are on a pathway to college and career success. To be successful, the initiative will mobilize any and all actors in the South Bronx with a stake in student success to help achieve large-scale social change through shared goals and accountability. This will include residents, schools, community based organizations, health providers, colleges, housing developers, employers, and others. SBRT is an initiative co-funded and staffed by Phipps Neighborhoods and Children’s Aid.

Phipps Neighborhoods helps children, youth, and families in low-income communities rise above poverty. We work in South Bronx neighborhoods where we can address the greatest barriers to lasting success through education and career programs, and access to community resources.

We’re dedicated to our neighborhoods for the long term, supporting individuals and families as they establish self-sufficiency. Our services create opportunities for people to thrive in every aspect of their lives.

 Context: SBRT’s All Are Ready for Kindergarten goal and Early Years Network

South Bronx Rising Together’s portfolio of Early Childhood work includes early literacy, playgroups, parental support, professional development for early childhood educators, and local family resources for childhood development and health. Our community-informed vision for Kindergarten Readiness emphasizes improving the quality of preschool education offerings, increasing access to early-childhood learning programs, and convening local stakeholders to inform policy. Through the framework of collective impact, we seek to increase access, participation, and community voice in early childhood education at the local and systemic level.

Objective: To increase preschool enrollment and kindergarten readiness in Bronx Community District 3

Role: Preschool and Kindergarten Readiness Specialist

SBRT aims to support our network of stakeholders and partners committed to improving early childhood education. The Preschool and Kindergarten Readiness Specialist will lead and execute SBRT’s preschool enrollment and school readiness strategies for Bronx Community District 3. Children’s Aid and Phipps Neighborhoods are the conveners of this partnership and the Specialist will report to the SBRT Director and PN’s Chief of Staff. This will be a contracted position through September 2019 (with the possibility of continuation), based at Phipps Neighborhoods.

Deliverables: the Preschool and Kindergarten Readiness Specialist will:

  • Attend preschool and kindergarten open houses in Bronx Community District 3 (Bronx CD3) and provide written event summaries to the SBRT Director.
  • Create weekly communication materials to inform SBRT partners and CD3 stakeholders about preschool and kindergarten opportunities in Bronx CD3 – including open houses, deadlines, admissions policy, eligibility requirements, and available seats at specific sites.
  • Conduct outreach to preschools in Bronx CD3 to communicate SBRT’s enrollment objectives and coordinate meetings with SBRT Director and/or leadership
  • Contact 3-K, UPK and Kindergarten programs, and their host CBOs, in Bronx CD3 to learn about available seats
  • Create a bi-weekly reports on preschool access and enrollment practices used by early childhood center-based providers (serving children ages 0 – 5) and other partners in Bronx Community District 3 (Bronx CD3)
  • Serve as a liaison between SBRT and relevant organizations, businesses, and other stakeholders engaged or interested in 3-K, UPK, and Kindergarten enrollment
  • Hold weekly meetings with the SBRT Director to plan strategy and activities for increasing pre-school enrollment in Bronx Community District 3; including potential partnerships and collaborations
 

Qualifications/Experience:

  • Bachelor’s degree and 5+ years of relevant experience
  • Strong knowledge, from research and work experience, on center/site-based early childhood education
  • Ability to work collaboratively with a diverse staff and families
  • Excellent meeting facilitation and project management skills, including clear and concise verbal and written communications
  • Adept interpersonal skills, focusing on building relationships and resolving conflict
  • Familiarity with Results-Based Accountability frameworks
  • Technologically proficient, especially in presenting data, project management software (like Asana, Slack, and Google Suite products) and project deliverables
  • Flexibility to respond to emerging needs
  • Fluency in a second language commonly spoken in the community (preferred)
Comments Off on Middle School Social Studies Teacher

Middle School Social Studies Teacher

Posted by | April 25, 2019 |

The School

Our goal is to provide Amani Scholars with the academic and critical thinking skills necessary to succeed in competitive high school programs, college and the career of their choice. Amani Public Charter School is located in Mount Vernon, NY which is 25 minutes from Midtown Manhattan. The school is walking distance from the Metro North train station and a short distance from the MTA 241st station.  Amani Public Charter School is an equal opportunity employer and actively encourages applications from people of all backgrounds.  Compensation is competitive and commensurate with experience. Amani offers a full benefits program and opportunities for professional growth.

Social Studies Teacher

We are seeking an educator with experience teaching grades 6-8 social studies in a exciting and relatable way for students to comprehend. You prioritize student engagement, critical thinking, and relationship building in the classroom. You have demonstrated that you are a reflective practitioner, willing to go above and beyond to meet the needs of your students, and educating the whole child.

The Social Studies/Humanities teacher will develop and teach engaging lessons that follow the rigorous, Common Core-aligned curriculum. Our goal is to promote the development of academic and critical thinking skills necessary to succeed in competitive high school programs, college and the career of their choice.

Responsibilities:

  • Collaborate with peers on curriculum development and lesson planning.
  • Utilize a wide range of assessment tools and strategies to regularly measure student progress.
  • Share student work, and troubleshoot difficult issues relating to student success, difficulties and progress
  • Have a complete understanding of curricular goals and objectives.
  • Observe, assess, record and research instructional strategies that foster mastery of learning for students at all levels of academic achievement, including students with disabilities.
  • Utilize a wide range of instructional strategies to meet students’ different learning styles and needs.
  • Develop student individual and group learning goals based on data analysis, and other performance assessment indicators.
  • Create and maintain conditions within the classroom that lead to accomplishment of the school mission.
  • Maintain an atmosphere of high expectations for students.
  • Exhibit exemplary classroom management.
  • Keep accurate records of student attendance and progress.
  • Communicate frequently with parents to share information, insights and student successes.
  • Participate in professional development sessions.
  • Engage in self-reflection and reflection on academic practices in order to succeed in achieving academic goals.
  • Participate with Director of Curriculum and Instruction in developing and meeting the goals of an individualized professional development plan.

Qualifications:

  • Bachelor’s degree required; Master’s Degree Preferred
  • New York State Teaching Certification Required
  • Demonstrated successful experience working in an urban school setting.
  • Demonstrated ability to communicate and work effectively with staff and parents
  • Demonstrated competence in oral and written to communication
  • Demonstrated ability to work effectively as a team member
  • Flexibility and sense of humor

 

Comments Off on Middle School Substitute Teacher

Middle School Substitute Teacher

Posted by | April 25, 2019 |

The School

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

ROLE SUMMARY:

Amani Public Charter School is looking for energetic and motivated substitute teachers to work with students from grades 5th through 8th. The best candidates for this role have completed a bachelor’s degree and enjoy working with children. Flexibility 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.

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
  • Maintains reasonable rules of conduct which encourage self-discipline and responsibilities to scholars.
  • Communicates effectively with parents when needed.
  • Meets and instructs assigned classes in the locations and times designated.
  • Completes other duties as assigned.

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*

We are looking for someone that is available to start immediately.

Our school hours are Monday-Friday from  7:30am-3:40pm.

Comments Off on Elementary School Careers at Public Prep

Elementary School Careers at Public Prep

Posted by | April 25, 2019 |

An Invitation to Apply to Public Preparatory Network

Our Academies: Bronx, NY & New York, NY

Boys Prep Bronx Elementary School

Girls Prep Bronx Elementary School

Girls Prep Bronx Middle School

Girls Prep Lower East Side Elementary School

Girls Prep Lower East Side Middle School

 

Overview: About Public Prep

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

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

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

 

Why work at the Public Preparatory Network

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

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

 

Available Positions:

We have vacancies in teaching, school support and leadership for the current 2018-2019 school year and for the 2019-2020 school year. If you wish to apply please visit our careers page or click the live links below.

 

Current 2018-2019 vacancies:

  • Pre-K Lead Teacher

2019-2020 vacancies:

If you would like to apply to any of our 2019-2020 positions please send your resume and cover letter to careers@publicprep.org. In the subject line please indicate which role(s) you are applying.

  • Pre-K Lead Teacher
  • Elementary School Lead Teacher
  • Elementary School Special Education Co-Teacher
  • Elementary School Science Teacher

If you would like to apply to any of our 2019-2020 positions please send your resume and cover letter to careers@publicprep.org. In the subject line please indicate which role(s) you are applying.

For more opportunities and to apply visit our careers page 

 

 

Comments Off on Community School Director (Association Office C112 YMCA)

Community School Director (Association Office C112 YMCA)

Posted by | April 23, 2019 |

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

We are seeking an experienced professional who will be responsible for the implementation, integration, alignment, and coordination of the community school strategy at P.S. 112. The Community Schools Director will ensure that the Community School program meets all school, Department of Health, YMCA of Greater New York and funder standards, expectations and regulations. The Director will work collaboratively with the principal and School Leadership Team, and will provide oversight to the strategy, systems, supervision, and structure of the program. Other responsibilities include planning, organizing, and implementing structured programming and services for both students and families. The Community Schools Director will ensure a high level of quality, communication, and collaboration with internal and external stakeholders.

Responsibilities:

  • Recruit, train and supervise full time and part time staff and volunteers by monitoring performance; providing support, coaching and recognition; and holding staff accountable for performance expectations.
  • Promote an inclusive, welcoming, and respectful environment that embraces the diversity of all staff and participants; and promotes a positive school spirit.
  • Implement a menu of needs-driven, high-quality programs and services in adherence with the community school model.
  • Develop and grow community partnerships while creating and tracking a resource referral system for youth and families.
  • Support the planning of all community school activities, ensure that all Y program expectations are executed and coordinate use of branch facilities for program activities and events, when possible.
  • Coordinate needs and resource assessment activities on an ongoing basis.
  • Represent the initiative in various public forums as needed, and participate in advocacy activities to promote community schools or the YMCA.
  • Actively participate in the School Safety Team and Attendance Team meetings; as well as convene Community School Leadership Team discussions, to identify needs, set priorities and coordinate the strategy.
  • Develop and implement an orientation session, in collaboration with the school, for families before the first day of programming.
  • Maintain positive relationships and communication with guardians and community members throughout the year.
  • Maintain accurate program documentation (attendance, sign in/out forms, behavior reports, incident reports, and accident reports, as appropriate).
  • Authorize weekly staff schedules and manage payroll expense by regularly reviewing and approving hours worked in ADP. Also, manage and track volunteer hours.
  • Monitor and evaluate the effectiveness of and participation in the Community School. Support the research / evaluation of the community school by supervising, and coordinating the collection of, and entry of data, timely submission of reports and responses to other requests for information.
  • Understand and communicate the schools mission, the YMCA’s core values and the goals of the Community School model to staff, participants, and care givers. Ensure that all communication is reflective of the collaborative partnership of the school and the YMCA.
  • Ensure the alignment and integration of all programming with the principal’s vision and school day curriculum to the fullest extent possible.
  • In collaboration with the school administration, Parent Coordinator and Guidance Counselors, respond to all member and community inquiries and complaints in timely manner.
  • Participate in capacity-building activities, including initiative-wide and site-based trainings, networking meetings, special events, and site visits. Support the development and facilitation of required trainings.
  • Ensure the health, safety and well-being of participants by understanding, maintaining, and ensuring that staff and participants follow Risk Management and safety procedures.
  • Adhere to all Department of Health, YMCA of Greater New York, and funder standards, expectations, and regulations.

Qualifications:

  • Bachelor’s degree in Education, or related field working with youth. Master’s degree preferred.
  • At least two years of experience managing a high volume youth programming and supervising staff.
  • General knowledge of MS Word, Excel, and PowerPoint.
  • Knowledge of Access, Adobe Pagemaker and Photoshop preferred.
  • Bilingual in Spanish preferred.
  • Strong interpersonal skills.
  • Leadership qualities.
  • Comfortable with working with diverse youth and adults.
Comments Off on Charter School Teachers (K-12 All Subjects)

Charter School Teachers (K-12 All Subjects)

Posted by | April 22, 2019 |

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

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 May 1 will receive priority consideration for the In-Person Selection event scheduled for May 21 and our program-wide Hiring Fair on June 13th.

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’sdegree by July 1, 2019
  • Reside in the greater NYC area by August 2019
  • Currently authorized to work in the US

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
  • Receive personalized supports from TNTP program staff to help you prepare to interview and get HIRED!
  • Salary is competitive and varies by school

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!

Comments Off on High School Teaching Opportunities (all content areas)

High School Teaching Opportunities (all content areas)

Posted by | April 19, 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.

Apply today at:

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

New Visions for Public Schools is an equal opportunity employer.  

Comments Off on Summer 2019 Reading Teacher

Summer 2019 Reading Teacher

Posted by | April 16, 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.

Comments Off on Outreach Director (Organizer)

Outreach Director (Organizer)

Posted by | April 16, 2019 |

  • Location: NYC (Three positions: Bronx, Brooklyn, Manhattan), but main office in Manhattan
  • Team: New York Chapter
  • Posted: 3/15/19
  • Hiring Managers: Princess Lyles and Asia Foreman
  • Application deadline: 4/27/19 (extended from 4/3/19)
  • FAQ- Read our extensive FAQ in advance of applying

The Opportunity:

Educators for Excellence, New York is seeking a full-time organizer to recruit volunteer educators and develop their leadership in standing up for a more just and equitable education system. This position is a deeply rewarding opportunity to leverage interpersonal skills and a commitment to social justice through educational advocacy.

With chapters currently operating in Los Angeles, New York, Connecticut, Chicago, Boston and Minnesota, our organizing culture is grounded in our passion for impacting educational systems and revolves around an innovative, roll-up-your-sleeves spirit backed by a shared commitment to continuous professional growth.

Reporting to Princess Lyles or Asia Foreman, Organizers collaborate on a team that is charged with managing organizing operations in a designated geographical area. Organizers recruit, engage, and mobilize teachers to help elevate teacher voice, student outcomes, and the teaching profession overall. Organizers engage educators in conversations, hearing ideas and recommendations about education policy and union engagement and sharing opportunities to connect with like-minded colleagues and to dialogue with stakeholders at city, district and state levels. Organizers also collect and enter data to track meaningful information and strategically plan around their assigned organizing area.

You Will:

Recruit Educator-Members

  • Utilize the Declaration of Principles and Beliefs to extend the message and mission of E4E.
  • Help educators find their own voice and power through one-on-one conversations/meetings, school visits and community events to develop a sense of community and urgency for advocacy.
  • Organize, plan and execute policy, advocacy and networking events to engage current and potential members.
  • Use your unique network and experience to build innovative events to organize, inspire, and motivate educators around issue campaigns and their union.

Identify & Train Educator-Organizers

  • Connect educators to relevant networking, leadership, and advocacy opportunities within the organization.
  • Help educators to find their own voice and power through teacher policy teams and advocacy campaigns.
  • Recruit, train, and retain teacher-leaders through the E4E’s educator leadership programs.
  • Leverage social media (Facebook, LinkedIn, Twitter, etc.) to engage current and potential members

Mobilize Educators To Create Recommendations & Advocate for Change

  • Mobilize current and potential E4E members around teacher-led campaigns that advocate for progressive changes in public education and encourage union activism.
  • Support educators to take actions that push decision-makers in teaching unions, legislatures, school boards, and other seats of power to do better by students and teachers.
  • Gather educators’ input on key educational policies and issues locally and nationally.

Minimum Requirement(s):

  • At least 2 years of professional experience, including experience in at least one of the following fields:
  • Pre-K-12 education instruction
  • Community organizing, campaign organizing or union organizing.

Ideal Candidate:

  • Is deeply motivated and inspired by the stories of others and connecting people to action.
  • Has excellent interpersonal skills, demonstrated leadership ability to motivate others, and demonstrated ability to connect with diverse communities and groups of people.
  • Is able to travel around the district several times a week to meet with educators and is flexible with working some evenings and weekends to accommodate the schedules and needs of educators.
  • Communicates effectively in both written and verbal formats.
  • Is both a team player and a self-starter, including exceptional organization and time management skills.
  • Is willing to work through challenging conversations and situations and sees them as opportunities for growth.

Benefits and Salary

Educators for Excellence believes in providing employees with benefits to support self-care, wellness, and financial stability. We value the whole person and provide benefits such as; paid time off, health insurance plans, competitive salaries that include pre-tax benefits, and cell phone reimbursements. See more information about our benefits here.

Comments Off on Special Assistant to the CEO

Special Assistant to the CEO

Posted by | April 15, 2019 |

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

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

Purpose of Position
The Special Assistant to the CEO provides essential support to the Chief Executive Officer (CEO) as she leads the organization in accomplishing its goals. In this role, you will manage the CEO’s calendar and ensure seamless execution of senior leadership meeting logistics, support board and executive team presentation creation, and contribute to special projects and strategic initiatives. As the work evolves, new responsibilities will be added. We are looking for someone who is excited to help us grow and increase our impact! 

Duties & Responsibilities
Maximize the CEO’s time and effectiveness. Your savvy and proactive support will allow the CEO to focus on the organization’s most critical priorities. This work requires responsiveness and strong time and task management skills. It also requires building strong relationships with the CEO and internal stakeholders. You will:

  • Expertly manage the CEO’s calendar: prioritize appointments, arrange meetings and travel, and ensure that the CEO is prepared to engage with senior internal and external stakeholders
  • Plan and support C-level meetings: manage logistics and operations, create meeting materials, and capture action items to ensure execution
  • Perform general administrative duties, including photocopying, mailing, filing and managing expense reimbursements

Work on projects of various complexities for the CEO, and Executive Team Leadership. You will:

  • Support CEO internal and external presentations: create slides, conduct research, draft talking points, manage logistics, and analyze feedback
  • Demonstrate an interest in and aptitude for handling a wide variety of responsibilities, at varying levels of complexity
  • Demonstrate flexibility and a positive, service-oriented mindset
  • Enjoy tackling multiple projects and requests at once, all with a fierce attention to detail
  • Keep a pulse on work happening across the organization to serve as a hub for information and to actively make connections across our office, schools, and CBO partners with whom we work
  • Answer data requests and research policy issues and educational trends

Organizational Relationships:
You will be a member of the President’s Office and report to the President and CEO and the Senior Vice President. Our team’s work is broad and focused on improving organizational effectiveness and efficiency. You will also interface with leaders across our stakeholders in schools and programs.

Required Qualifications:

  • You get things done! You have a “whatever it takes” attitude, coupled with strong organizational skills and efficient systems for time and task management. You are an expert at managing multiple tasks and meeting tight deadlines
  • You exude flexibility and professionalism–even in challenging situations, you are emotionally constant and able to handle confidential information with grace and discretion
  • You’re a natural problem-solver, moving urgently and applying critical thinking to find people-oriented solutions
  • You demonstrate excellent communication skills, including the ability to develop polished and professional written communications
  • You are eager to learn and receptive to feedback – you seek input on how to improve in your work and strive to continuously grow

Minimum Qualifications:

  • Bachelor’s degree required
  • 2-5 years professional experience
  • Proficiency in Microsoft Office, including Excel, PowerPoint, Word, and Outlook

ExpandED Schools offers competitive salaries commensurate with experience and a comprehensive benefits package.  Our benefits package 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
Comments Off on Elementary Academic Dean

Elementary Academic Dean

Posted by | April 15, 2019 |

Mission: The Children’s Aid College Prep Charter School is a community school whose mission is to prepare elementary school students for success in middle school, 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 and leaders 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 social-emotional supports. Staff members collaborate 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.

Children’s Aid College Prep seeks a dynamic, talented Academic Dean to ensure all scholars are equipped with the necessary tools to thrive in high school, college, and beyond. He/she will play a key role in the development and implementation of the school’s curriculum. He/she will get the exciting opportunity to work side-by-side with a committed group of educators to develop innovative ways to deliver world-class training and development to a dedicated team of teachers.

Responsibilities

  • Engage in strategic planning to foster the development and growth of curricular programs
  • Support and contribute to the continued development and implementation of a rigorous, college preparatory curriculum including a vertical scope and sequence through continuous review of assessments, unit plans, and lesson plans
  • Coordinate and compile data required for accreditation and program review; monitor compliance with state accreditation and standards of program review
  • Counsel and advise students on academic matters as appropriate
  • Model instruction by leading, co-teaching, and pushing-in to classrooms as needed for support in academic and school culture
  • Clearly articulate benchmark student performance goals for each grade level and work with teachers to set clear, measurable student performance goals in their individual classes to ensure all students achieve our standards
  • Observe lessons regularly and deliver targeted feedback to teachers
  • Devise and monitor high-impact support plans for struggling students
  • Take ultimate responsibility for ensuring all students’ learning and emotional needs are met
  • Collaborate with Leadership Team to ensure discipline system supports student learning
  • Collaborate with Leadership Team to ensure conditions for adult and student learning are consistently optimal
  • Analyze school-wide trends around attendance, homework, and behavior and design responses to gaps which ensure desired results
  • Invest students and families in the CACPCS mission and core values, ensuring all students care deeply about their school community, their academic performance, their college graduation, and becoming the next generation of leaders in our community
  • Work closely with individual students who are struggling to meet behavioral and academic expectations and communicating with their families regularly and with a strong sense of possibility

Qualifications

  • Demonstrated record of success in working with teachers in order to promote student achievement
  • Demonstrated record of success with low-income students of color on both quantitative, objective measures as well as qualitative measures
  • Passionate belief in CACPCS’ mission and an unwavering belief that all students, regardless of demographics, can achieve at the highest academic levels
  • Appropriate terminal degree for the position; in addition, progressively responsible managerial experience
  • Previous experience or other evidence of administrative ability to direct research operations is required, as is an ability to provide a clear vision and to plan strategically to achieve the school’s research goals and objective
  • The successful applicant should have a track record of making timely decisions and responding promptly to deadlines
  • Exemplary level of cultural competence and ability to be both empathetic and firm with students
  • Strong work ethic that accommodates high levels of responsibility, as well as prioritization and organizational skills and ability to work autonomously as well as take direction as needed
  • Must have a tremendous knack for calming elementary students down and ensuring they understand and know how to follow the rules
  • Must have incredibly high expectations and be willing to put in 100% effort at all times

Compensation

  • Competitive salary and benefits package

To find out more about the school’s goals and outcomes, please visit our website at

http://childrensaidcollegeprep.org

Children’s Aid College Prep Charter School is an equal opportunity employer and considers all applicants for all positions without regard to race, color, religion, national origin, age, disability, veteran status or any other status protected under local, state or federal laws.

Comments Off on Science Teacher

Science Teacher

Posted by | April 12, 2019 |

Social Studies Teacher

Social Studies/Humanities teachers at Amani Public Charter School are dedicated to promoting independent, critical thinkers inspired to read, write, speak and listen in a way that demonstrates a genuine appreciation for the power of words. The Social Studies/Humanities teacher will develop and teach engaging lessons that follow the rigorous, Common Core-aligned curriculum for the sixth grade. In addition, they will teach character education and study skills, class.  Our goal is to promote the development of academic and critical thinking skills necessary to succeed in competitive high school programs, college and the career of their choice.

Responsibilities:

  • Collaborate with peers on curriculum development and lesson planning.
  • Utilize a wide range of assessment tools and strategies to regularly measure student progress.
  • Share student work, and troubleshoot difficult issues relating to student success, difficulties and progress
  • Have a complete understanding of curricular goals and objectives.
  • Observe, assess, record and research instructional strategies that foster mastery of learning for students at all levels of academic achievement, including students with disabilities.
  • Utilize a wide range of instructional strategies to meet students’ different learning styles and needs.
  • Develop student individual and group learning goals based on data analysis, and other performance assessment indicators.
  • Create and maintain conditions within the classroom that lead to accomplishment of the school mission.
  • Maintain an atmosphere of high expectations for students.
  • Exhibit exemplary classroom management.
  • Keep accurate records of student attendance and progress.
  • Communicate frequently with parents to share information, insights and student successes.
  • Participate in professional development sessions.
  • Engage in self-reflection and reflection on academic practices in order to succeed in achieving academic goals.
  • Participate with Director of Curriculum and Instruction in developing and meeting the goals of an individualized professional development plan.

Qualifications:

  • Bachelor’s degree required; Master’s Degree Preferred
  • New York State Teaching Certification Required
  • Demonstrated successful experience working in an urban school setting.
  • Demonstrated ability to communicate and work effectively with staff and parents
  • Demonstrated competence in oral and written to communication
  • Demonstrated ability to work effectively as a team member
  • Flexibility and sense of humor
Comments Off on Middle School Science Teacher

Middle School Science Teacher

Posted by | April 12, 2019 |

The Opportunity

Amani Public Charter School seeks to hire an energetic and experienced Science teacher. Science teacher will be required to plan and implement lab-based, critical thinking, science lessons based on NYS Intermediate Level Science. This position requires a positive, flexible, solutions-oriented, organized, and innovative educator who aims to challenge the status quo of the current educational landscape in urban areas.

The School

Our goal is to provide Amani Scholars with the academic and critical thinking skills necessary to succeed in competitive high school programs, college and the career of their choice. Amani Public Charter School is located in Mount Vernon, NY which is 25 minutes from Midtown Manhattan. The school is walking distance from the Metro North train station and a short distance from the MTA 241st station. Amani Public Charter School is an equal opportunity employer and actively encourages applications from people of all backgrounds.  Compensation is competitive and commensurate with experience. Amani offers a full benefits program and opportunities for professional growth.

Responsibilities

  • Utilize a wide range of assessment tools and strategies to regularly measure scholar progress
  • Collaborate with peers on curriculum development and lesson planning
  • Have a complete understanding of curricular goals and objectives
  • Utilize a wide range of instructional strategies to meet scholars unique learning styles and needs.
  • Promote effective learning by explicitly identifying academic goals
  • Communicate frequently with parents to share information, insights and student successes
  • Participate in professional development sessions each week

Qualifications

  • Bachelor’s degree required; Master’s Degree Preferred
  • New York State Teaching Certification Required
  • Strong classroom management skills
  • Demonstrated successful experience working in an urban school setting (preferred)
  • Demonstrated ability to communicate and work effectively with staff and parents
  • Passion for being a part of a team-oriented, mission driven school culture
  • At least one year of teaching experience
  • Flexibility and sense of humor
Comments Off on Middle School Math Teacher

Middle School Math Teacher

Posted by | April 12, 2019 |

Middle School Math Teacher – 

Amani Public Charter School seeks to hire dynamic Math Teachers for the 2019-2020 school year for grades 5, 6 and 7. Math Teachers are responsible for assisting scholars in becoming independent, critical thinkers and inspire a love for mathematics and numeracy. They will be responsible to create instructional lesson plans and classroom activities that contribute to a climate where scholars are actively engaged in a meaningful learning experience.

The School

Our goal is to provide Amani Scholars with the academic and critical thinking skills necessary to succeed in competitive high school programs, college and the career of their choice. Amani Public Charter School is located in Mount Vernon, NY which is 25 minutes from Midtown Manhattan. The school is walking distance from the Metro North train station and a short distance from the MTA 241st station.  Amani Public Charter School is an equal opportunity employer and actively encourages applications from people of all backgrounds. Compensation is competitive and commensurate with experience. Amani offers a full benefits program and opportunities for professional growth.

Responsibilities

  • Utilize a wide range of assessment tools and strategies to regularly measure scholar progress
  • Collaborate with peers on curriculum development and lesson planning
  • Have a complete understanding of curricular goals and objectives
  • Utilize a wide range of instructional strategies to meet scholars unique learning styles and needs.
  • Promote effective learning by explicitly identifying academic goals
  • Communicate frequently with parents to share information, insights and student successes
  • Participate in professional development sessions each week

Qualifications

  • Bachelor’s degree required; Master’s Degree Preferred
  • New York State Teaching Certification Required
  • Strong classroom management skills
  • Demonstrated successful experience working in an urban school setting (preferred)
  • Demonstrated ability to communicate and work effectively with staff and parents
  • Passion for being a part of a team-oriented, mission driven school culture
  • At least one year of teaching experience
  • Flexibility and sense of humor
Comments Off on Administrative Assistant — NYS-TEACHS

Administrative Assistant — NYS-TEACHS

Posted by | April 11, 2019 |

Overview
Advocates for Children of New York, Inc. (AFC) is a not-for-profit organization focused on highquality education for New York students who face barriers to academic success. AFC works on behalf of children and youth who are at greatest risk of academic failure due to poverty, race, ethnicity, disability, homelessness, immigration status/limited English proficiency, or involvement in the child welfare or juvenile justice systems. We use a variety of strategies – including direct service, trainings, and policy advocacy – to advance systemic reform, empower families and communities, and advocate for the educational rights of individual students.

The New York State Technical and Education Assistance Center for Homeless Students (AFC’s NYS- TEACHS project) focuses on the educational rights of students experiencing homelessness, and is a project funded by the New York State Education Department. NYS-TEACHS provides information, resources, trainings, and support to school districts, parents, social service providers, and other professionals to ensure that children and youth experiencing homelessness can succeed in school.

AFC seeks a 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 an important 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 database (Salesforce) (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 Infoline and making followup 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
• Drafting, editing and updating our outreach materials, including using our bulk email platform and InDesign (5%).

Qualifications
• Knowledge of Microsoft Word and Excel a must. Experience working with databases
(marketing, service, or contact databases), Adobe Suite, and bulk email platforms preferred.
• College graduate preferred.
• Spanish language skills preferred.
• Ideal candidate should be:
o Adaptable,
o Able to work effectively in a busy environment,
o Detail-oriented,
o Organized,
o Able to keep meticulous records,
o Tech-savvy,
o Able to manage projects start to finish,
o Able to learn new programs quickly,
o Good at time management, and
o 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
May/June 2019

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 Instructional Opportunities for the 2019-2020 School Year

Instructional Opportunities for the 2019-2020 School Year

Posted by | April 8, 2019 |

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

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

What makes VOICE different?

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

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

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

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

All Staff at VOICE:

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

____________________________________________________________

We are actively hiring for the following positions for the 2019-2020 School Year and would love to have the opportunity to speak with you about your qualifications and experiences:

Instructional:

Kindergarten-2nd Grade Teacher

3rd-5th Grade Teacher

Kindergarten-2nd Grade ICT Teacher

3rd-5th Grade ICT teacher

Elementary Art Teacher

Elementary Intervention/SETSS Teacher

Elementary Music Teacher

Elementary Physical Education Teacher

Elementary Science Teacher

ESL Teacher

Middle School Art Teacher (6-8)

Middle School ELA Teacher (6-8)

Middle School Math Teacher (6-8)

Middle School Physical Education Teacher (6-8)

Middle School Science Teacher (6-8)

Middle School Social Studies Teacher (6-8)

Middle School Intervention/ SETSS Teacher (6-8)

Middle School ICT Teacher (6-8)

Support:

Classroom/Office Assistant

School Paraprofessional

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

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

Comments Off on Full-Time ESOL Teacher for Immigrant Parents

Full-Time ESOL Teacher for Immigrant Parents

Posted by | April 8, 2019 |

LOCATION: Sunset Park, Brooklyn, NY

START DATE: August 2019

Literacy Partners (www.literacypartners.org) is seeking a dynamic teacher to help us strengthen and grow our English classes for parents of young children in Sunset Park, Brooklyn.

Founded in 1974, Literacy Partners is an adult literacy program based in New York City with a unique focus on parents of young children. Our intensive classes and workshops help immigrant and low-income parents boost their capacity to use literacy and language skills to achieve their goals and to promote their children’s healthy development. Last year, we served 722 adult students and 594 children in collaboration with Head Start programs, school districts, and other community partners.

Our classes our designed for parents of young children and emphasize parent-child connection, reading with children, and early childhood development topics. We focus on parents in order to have a two-generation impact: helping low-income, immigrant parents gain the skills they need to create a better life for themselves while advancing their children’s cognitive development. Our curriculum and class practices are informed by the latest brain science related to child development and how people of all ages learn, along with the importance of creativity, community organizing, and empowerment.

 

Our teachers create a supportive, creative, and participatory space where parents explore ways of learning with their children and promoting their healthy development. Within this context, we are intentional about building literacy and language skills as well as confidence and personal connections among the parents in our classes. We know that as parents improve their literacy and language skills, they will transfer them to their children, and we know this process works better in a supportive community environment. One of the ways we measure our success is the extent to which our classes lead to measurable benefits for the children of our students.

We are looking for an outstanding teacher with:

  • Passion for community learning and social justice, and a focus on results and tangible impact,
  • Previous success in helping adult students to accomplish goals and improve skills,
  • Experience in leading ongoing, participatory groups with goals, structure, and intention,
  • Dynamic facilitation skills and the ability to design and teach relevant content,
  • Desire to innovate and be part of a multidisciplinary team, and
  • Great sense of humor.

Job responsibilities include:

  • Leading one lower level and one higher level English for Parents classes in Sunset Park.
  • Collaborate with other ESOL teachers to develop and execute lesson plans that integrate reading with children, connection between parent and child, health literacy, and financial literacy.
  • Ensure lessons are logically sequenced, level appropriate, and address various learning styles.
  • Maintain a class atmosphere that is safe and conducive to learning.
  • Include all students in lessons, elicit responses from less vocal students, work one-on-one with students as needed.
  • Work with support services staff to ensure that students’ extracurricular needs are met (e.g., referring students for assistance, coordinating with counselors to arrange and prepare workshops, and integrating materials and information in the classes).
  • Supervise volunteer tutors and teaching assistants.
  • Report on key indicators of students’ progress through the use of BEST Plus testing, registration information, and surveys.
  • Meet with community staff members, attend staff and teacher meetings, and participate in professional development opportunities.

 

Job qualifications:

  • Minimum two-year experience teaching ESOL to adult students (preferably parents of young children)
  • Master’s Degree in a related field of study
  • Bilingual a plus, but not required (Mandarin, Spanish, Arabic)

In addition to highly qualified adult literacy teachers, we are interested in hearing from parenting coaches, educators, parent organizers, workshop facilitators, Theater of Oppressed practitioners, artists, educators, cultural workers for social change, and people from other related disciplines.

Compensation: $50,000 plus excellent benefits, including 5 weeks paid vacation over the summer.

Comments Off on Associate Director – Humanities 7-12 (History), Greenfield

Associate Director – Humanities 7-12 (History), Greenfield

Posted by | April 5, 2019 |

Start Date:                          Immediate

Team:                                   Greenfield

Location:                             Brooklyn, NY or Providence, RI

 

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.

 

About Greenfield

In 2015, Achievement First launched an innovative school model that we call Greenfield. Greenfield is ground-up redesign of the middle and high school with the goal of dramatically increasing college persistence.  In fall 2019 we will open our fifth Greenfield Campus. Achievement First’s Greenfield schools provide rigorous, high-quality instruction within a nurturing school community focused on developing self-motivated learners, problem-solvers and leaders. Greenfield is currently focused on grades 5-7 and growing to 8th grade in 20-21 and HS in the 21-22 school year. Our students benefit from:

  • Self-directed work powered by a Personalized Learning Platform.
  • Rigorous and rewarding core academic classes.
  • Twice daily enrichments of scholar choice.
  • Hands-on, experiential learning that deepens and extends what students learn in the classroom through two-week long expeditions three times a year.
  • Social emotional learning and small-group mentoring to develop social-emotional skills and goal setting skills.
  • Student curated dream teams that consist of teachers, family members and other significant influencers in a scholar’s life. This team works to help scholars achieve scholar goals.
  • Intervention built into the fabric of the school day.
  • An awesomely powerful community where school, home and the broader community link arms in support of scholar development and achievement.

 

At Greenfield, we strive to ensure all scholars:

  • Are Academically Prepared: Our students will ALL achieve at the highest levels – they’ll be competitive with the best students in the US and abroad.
  • Are Academically Independent: Students can become the agents of their success through ownership and personalization.
  • Possess Social Emotional Strength: Habits of success can and should be taught. Students need to experience the joy and excellence that comes from enrichment outside of traditional academics.
  • Personal Why: A deeply personal drive to achieve grounded in personal interests and motivation.

 

 

The Greenfield Literacy & Humanities Program

Greenfield’s Literacy and Humanities program operates from a long term goal of both facilitating an authentic love for reading and adequately preparing students to be successful in high school AP Literature and AP History courses. With this goal in mind, our middle school students actively work toward mastering common core standards, strengthening their ability to critically evaluate literature and increase their world knowledge by exploring a wide range of diverse and engaging content including topics about various cultures, beliefs and origins. Our program is grounded in several core components:

  • Core Instruction: Student critically analyze a variety texts and novels including source documents to build their schema, authentically practice literacy strategies and respond to texts in both oral and written forms.
  • Collaborative Discussion: Students engage in robust debates utilizing their texts and world knowledge to both strengthen their claims and arguments and learn from their peers.
  • Self-Directed Learning: Students expand their world knowledge and deepen their context around a topic through engaging with online modules. Once students have completed their required modules, they have an opportunity to go deeper and learn more about a topic of their choice.

For more information about Achievement First please visit our website at www.achievementfirst.org.

 

 

Position Summary

The Associate Director of Humanities will serve as a member on the broader ELA team and co-own achievement results. In collaboration with his/her colleagues, they are responsible for realizing the Greenfield ELA/History vision through strong design, high quality school support and strong partnership with all stakeholders.  The Associate Director of Humanities will spend the bulk of their time designing assessments, building project-based learning tasks for our history curriculum, enriching our self-directed learning program, and coaching deans and teachers toward executing exemplar ELA/History instruction. The Associate Director of Humanities (History) will report to the ELA Team Lead.

 

Responsibilities will include but are not limited to:

  • Execution Support: ~ 20% of the role is focused on driving strong execution results in partnership with schools. This robust execution support includes:
    • Professional Development: Plan, lead and execute both leader and teacher facing professional development for our History and Self Directed Learning program to drive student engagement and achievement.
    • Ongoing Coaching and Support: Collaborate with our regional superintendent and the ELA Lead to provide exemplar resources and direct coaching as needed in order to meet program execution goals.
    • Build and Maintain Relationships & Diverse and Inclusive Networks: Collaborate with Achievement First’s broader network support team to maximize network-wide best practices including serving as the liaison for the history program to streamline teacher support, training and logistics. Foster a collaborative workspace where a diversity of views, backgrounds and perspectives are valued. Fully leverage the diversity of our network, families and community partners.

 

  • High School Planning: ~20 % of the role is focused on leading and supporting the development of our high school History program::
    • Support Vision Setting: Support in building the vision for the high school Greenfield History program by conducting research around best practices, curriculum content, student experience and skill development.
    • Ensure Alignment and Inclusiveness: Ensure curriculum is tightly aligned to the skills and topics that will set up students to be successful on the AP US History exam. However, the curriculum must also provide balance in that it provides a diverse set of perspectives and counter narratives.
    • Support Strategy, Evaluation and Iteration: Observe execution of the model to inform ongoing strategy iterations and support the development of our high school program.

 

  • Curriculum Design: ~60 % of the role is focused on revising our existing History and Self Directed Learning curriculum to incorporate feedback and best practices, build student centered tasks and diversify the curriculum to include a variety of perspectives and identities. Program design responsibilities include:
    • Design Robust Curriculum, Tools and Resources: Design and oversee the revision of existing History and Self Directed Learning curricular materials based on feedback from Greenfield school staff and anecdotal and achievement data from Greenfield students.
    • Ensure Alignment and Inclusiveness: Ensure curriculum is tightly aligned to the skills and topics that will set up students to be successful on the AP US History exam. Ensure the curriculum must also provide balance in that it provides a diverse set of perspectives and counter-narratives.
    • Support Codification and Scaling: Revise and help codify best practices to aid in scaling of the Greenfield model.
    • Row with the Team: Report to and serve as a critical thought partner to ELA Team Lead; Ensure strong partnership with our operations team who publishes curriculum to schools; Travel to Greenfield team meetings and to visit our Greenfield schools as needed to observe, prototype, or work with small groups of students/teachers to learn about the strengths and weaknesses in our model.
    • Student Centered Projects: Design end of unit projects that allow students to build their skills in oral presentations, research, use of multimedia, discourse, critical thinking and historical writing skills.

 

Skills and Characteristics and Beliefs

  • Coaching and Professional Development: You have a strong sense of what it takes to leverage a curriculum to achieve rigorous outcomes and the ability to plan and lead professional development and coach execution towards those outcomes.
  • Communication: You have strong skills in working across multiple stakeholders with a variety of perspectives, this includes both the ability to present information clearly and the equally important ability to listen carefully. You are adept at explaining a challenge and moving towards resolution.
  • Design Heart: You love to design and plan challenging, hands-on, multi-modal curricula. You have experience in unit and lesson planning, with a focus on clear daily and unit outcomes.
  • Project Management & Organization: You have strong project management skills (including project planning and execution) that allow you to successfully manage your time and drive toward key priorities. You have exceptional organizational skills and are able to execute tasks with an acute attention to detail.
  • Entrepreneurial Drive and Innovative Spirit: You are an entrepreneurial and ambitious educator with a passion for innovation and an eagerness to strategically redesign schools.
  • Dynamic: Innovation requires a commitment to continuous reflection, flexibility and improvement. You embrace change, are a team player, are flexible and adaptive, and strive for continuous development and creative solutions.
  • Embody the values of servant leadership: Excerpt from The Center for Servant Leadership, “A servant-leader focuses primarily on the growth and well-being of people and the communities to which they belong. The servant-leader shares power, puts the needs of others first and helps people develop and perform as highly as possible”.
  • Purpose Driven: We lead and operate with the deep belief that the purpose is greater than the process. This means we place “why” at the front of everything we do and we do whatever it takes to provide those we serve with the tools to not only “fish” for themselves but of a deep understanding of the impact of those tools.
  • Excellence: Our students deserve the best. In order to provide them with opportunities they deserve, we must execute with precision, produce high quality materials, model professionalism and leadership for our organization as well as hold one another accountable so that we are our collective best selves.
  • Cultural Awareness and Sensitivity: Our work must always be filtered through a lens of cultural awareness and sensitivity. We constantly ask ourselves how our work and interactions honor the background of those we serve. As a result, it a priority to reflect on our own experiences, attitudes and potential biases.

 

 

Educational Background and Work Experience

  • Bachelor’s degree from a competitive college or university, master’s degree preferred
  • A minimum of 5  years of relevant work experience as an educator or in a related field working directly with schools, preferably as a coach, school leader, program designer, or design consultant
  • Experience with secondary History strongly preferred.
  • Proven record of success
    • Training and coaching school level administrators, teachers, and support staff
    • Implementing and/or designing History curriculum
  • School leadership at the dean or coaching level strongly preferred.

 

 

 

Special Work Requirements

Some evening and weekend work may be required. The position is based in Brooklyn, NY or Providence, RI.  Moderate travel between Brooklyn, NY, New Haven, CT and Providence, RI will be necessary.

 

Compensation

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

 

 

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Staff Accountant

Posted by | April 4, 2019 |

Become Chalkbeat’s next Staff Accountant!

Chalkbeat, the growing nonprofit news organization covering public education in America, is seeking a staff accountant to assist with Chalkbeat’s day-to-day financial operations in accordance with standard accounting procedures. The staff accountant reports directly to Chalkbeat’s director of finance.

Key responsibilities for this role include:

  • Process accounting transactions in accordance with GAAP and Chalkbeat accounting policies and procedures
  • Maintain electronic filing system for accounting backup documentation
  • Maintain financial tracking systems
  • Act as the expert expense reporting system superuser and train staff on how to report expenses incurred on behalf of Chalkbeat
  • Coordinate grant track activities, including tracking spending against grant awards and preparing grant reports
  • Assist with general accounting functions such as setting up new vendors, depositing cash receipts and setting up new grants
  • Prepare and record standard and ad hoc journal entries using Intacct
  • Reconcile balance sheet accounts
  • Prepare monthly financial statement variance analysis
  • Prepare quarterly financial summaries for team leads
  • Track in-kind donations and pro bono services and record value in Intacct
  • Coordinate annual audit process and tax preparation
  • Coordinate annual budget construction and related ad hoc analysis
  • Assist team leads in understanding their budgets and actual spending
  • Coordinate updates to finance policies and procedures documentation and the team desk guide
  • Backup junior staff accountant functions as needed

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

  • Bachelor’s degree in accounting
  • Three to five years of accounting experience required
  • Non-profit accounting experience preferred; ideally experience at an organization with multiple sites or cost centers
  • Knowledge of Intacct (a plus) or other accounting software (a must)
  • Demonstrated proficiency in Microsoft Excel
  • Demonstrated knowledge of financial reporting and audit support
  • Superior attention to detail, with excellent analytical skills
  • Ability to follow policies and procedures
  • Interpersonal skills for building relationships with key internal and external stakeholders
  • Comfort working in a virtual environment, commitment to maintaining efficient, effective systems for a growing organization, and a view of finance as a positive support to our mission, not a bureaucratic obstacle to serving the needs of our team.

Bonus points if you’ve got:

  • Master’s degree and/or CPA license
  • Prior supervisory experience a plus
  • Passion for our mission is a plus
  • The position will be based at our New York office, conveniently located near Penn Station.

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

Posted by | April 4, 2019 |

Chalkbeat, the growing nonprofit news organization covering public education in America, is seeking a junior staff accountant to assist with Chalkbeat’s day-to-day financial operations in accordance with standard accounting procedures. The junior staff accountant reports directly to Chalkbeat’s Director of Finance.  

Key responsibilities for this role include:

  • Process accounting transactions in accordance with GAAP and Chalkbeat accounting policies and procedures
  • Code and record accounting transactions using Intacct
  • Maintain electronic filing system for accounting backup documentation
  • Maintain financial tracking systems
  • Assist with general accounting functions such as processing invoices, cash receipts, collections and accounts payable
  • Prepare and record standard and ad hoc journal entries using Intacct
  • Reconcile banking transactions to employee expense reports and follow-up with staff about missed receipts
  • Create monthly financial statement package
  • Assist with annual audit process and tax preparation
  • Assist with annual budget construction and related ad hoc analysis
  • Assist with scheduling team meetings

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

  • Bachelor’s degree in accounting
  • One to two years of accounting experience required
  • Non-profit accounting experience preferred; ideally experience at an organization with multiple sites or cost centers
  • Knowledge of Intacct (a plus) or other accounting software (a must)
  • Demonstrated proficiency in Microsoft Excel
  • Demonstrated knowledge of financial reporting and audit support
  • Superior attention to detail, with excellent analytical skills
  • Ability to follow policies and procedures
  • Interpersonal skills for building relationships with key internal and external stakeholders
  • Comfort working in an environment where many staff work remotely, commitment to maintaining efficient, effective systems for a growing organization, and a view of finance as a positive support to our mission, not a bureaucratic obstacle to serving the needs of our team
  • Passion for our mission a plus

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

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

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 ASSISTANT PRINCIPAL, DRAMA & TECH THEATER STUDIOS

ASSISTANT PRINCIPAL, DRAMA & TECH THEATER STUDIOS

Posted by | April 4, 2019 |

Applicants must apply via Department of Education website.
Application link open May 1 thru May 15 only!
Application deadline: May 15, 2019 at 12 midnight EST. 

Candidates must have significant real-world theater/entertainment experience & High School level Assistant Principal educational certifications that meet or convert to the NYC DOE standards. 

Applicants must posses New York State School Building Leader (SBL) certification in Theatre. 

The ideal candidate has extraordinary aptitude for teaching drama to talented and bright students; can manage a thriving Tech Theatre program: is a team leader; and is excellent at community fundraising, building relationships, and engaging with industry professionals including LaGuardia alumni.

You will teach acting classes, manage the stellar faculty, oversee professional-quality productions including the All School Musical in the fall, Rising Stars Talent Show and the Spring Drama Festival. These are full productions with auditions, your Tech Theatre students building the sets, and the Instrumental Studio musicians accompanying the performances. 

 
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Math and Science Instructor

Posted by | April 3, 2019 |

Our fundamental belief at Freudigman & Billings is that children learn best in the context of supportive relationships. We are committed to helping students better understand how they learn and how they can take ownership of that learning. Our team provides educational solutions for adolescents and children through individual assessment, personally tailored learning programs, and one-on-one coaching.

 

Subject instruction provides support in all varieties of coursework. These services reinforce understanding, provide support with weekly homework assignments, prepare students for exams, and develop analytical skills. The ideal candidate not only has a background in math and science, but also possesses an inherent curiosity about the process of developing individualized educational plans. Impeccable organizational skills, the ability to think critically, and appropriate professional judgment are necessary qualities to excel in this position.

 

Duties and Responsibilities

  • Report to the Director of Subject Tutoring, who reports to the Director of Educational Services
  • Ability to teach at the AP level in several of the following content areas: Calculus, Statistics, Physics, Biology, Chemistry, Environmental Science, Economics
  • Collaborate with Director of Subject Tutoring as necessary in order to generate and execute specific plans for each student
  • Coordinate with other colleagues, such as a student’s Ed Therapist or Test Prep Instructor, in order to provide coordinated services.
  • Assist the Director with creating math and science curriculum and other special projects
  • Maintain confidentiality and security of client information
  • Attend weekly staff meetings and client case reviews

 

 

Requirements

  • Exceptional written and verbal communication skills
  • Self-motivated and driven to help students succeed
  • Aptitude for building relationships with students and colleagues
  • Ability to thrive and be confident in a fast-paced environment
  • Ability to pass a background check
  • Reliable transportation
  • Weekday availability between 12:30pm and 9pm and Sunday availability between 11am and 7:30pm

 

Desired Skills

  • Customer service experience
  • Prior tutoring and/or teaching experience
  • Experience with Standardized Tests (ACT, SAT, SAT Subject Tests) a plus
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Executive Director

Posted by | March 29, 2019 |

Executive Director

Start Date:  Spring /Summer 2019

Location: Neighborhood Charter School Network: Central Office (Harlem & Bronx)

The Neighborhood Charter School: Harlem is one of the highest performing charter schools in New York City.  In August 2019 NCS will open a second school in the Bronx and both schools will move into brand new facilities built specifically for our needs.  NCS is seeking a dynamic, proven Executive Director. The ED, under the direction of the Board of Trustees, will provide overall leadership and direction for the Neighborhood Charter Schools, including the network leadership team and two K-8 schools, NCS: Harlem and NCS: Bronx. The ED will be responsible for managing all aspects of the Schools, including the educational program, financial operations, legal compliance, authorizer and NYC Department of Education relationships, facilities, student and staff recruitment, high school placement, fundraising and community relations.  The ideal candidate has demonstrated leadership experience in these areas and proven academic success.

Mission of NCS

Our mission is to provide the children of Harlem and Bronx with new educational opportunities through a rigorous, comprehensive K-8 program that cultivates the intellectual, social and emotional development of each child. Our students, who 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.

Responsibilities of the Executive Director

  1. Leadership –
  • Ensures that people and resources are allocated appropriately to achieve the Schools’ missions and the goals and requirements set out in their charters.
  • Establishes, develops and leads an effective leadership team in a manner that engages and empowers others to take action and responsibility to achieve results.
  • Articulates mission, values, and behavioral expectations that drive student achievement and social and emotional development.
  • Builds a school culture defined by the Schools’ LIGHT values and inclusion of all students, including ASD students, other students with IEPs and ELL students.
  • Assumes responsibility for his/her own professional growth and development and sets an example for others by seeking and reflecting on feedback.
  • Fosters and models a culture of continuous learning and improvement for staff and students.
  1. Board Relationship –
  • Works collaboratively with the Board as stewards of the Schools’ charters.
  • Works with the Board President and committees to prepare for Board meetings.
  • Provides timely communication, information, dashboards and recommendations to the Board on all significant school related matters.
  • Alerts the Board promptly to potential problems.
  1. Organizational Planning and Oversight –
  • Drives a collaborative planning process with the Schools’ leadership teams that results in the development of yearly academic goals aligned with the charter goals and ongoing school improvement.
  • Ensures that frameworks and practices are in place to assure regular cycles of long-range  planning.
  • Assures an ongoing process of data collection to gain information that assists the Schools leadership teams in determining the needs of students.
  • Develops, articulates, and maintains policies and procedures that are consistent with the Schools’ mission and goals.
  • Ensures legal and charter compliance.
  • Works with the staff, CSBM, Finance Committee, and Board to prepare budgets, monitor progress, and initiate changes as appropriate.
  • Ensures a robust student recruitment process to assure adequate enrollment of all populations required to be served by the Schools’ mission, charter and applicable law.
  • Develops and maintains a thoughtful and robust counseling and high school placement program to assure that all 8th grade students have the option to attend a high school that is academically rigorous and appropriate for their interests and abilities.
  1. Administration and Human Resources—
  • Works to ensure that the principles of integrity and excellence guide all school operations.
  • Ensures compliance of all policies and procedures with relevant laws.
  • Supervises the hiring of all personnel and, where necessary, termination.
  • Ensures that job descriptions are developed and that regular performance reviews for all staff are completed and documented.
  1. Fundraising and Marketing—
  • Works with the Board to advance a plan that guides all fundraising and marketing strategies employed by the Schools.
  • Establishes positive relationships with individual donors and institutional funders, and pursues available grants from foundations, corporations and government grant programs.
  • Serves as primary spokesperson to all audiences (government, media, funders, and community partners).
  1. Community and Parent Relations –
  • Ensures active parent engagement that supports students’ success and the NCS community.
  • Develops and nurtures community relationships and maintains a positive image of NCS in the community.
  • Establishes and makes use of working relationships with peer schools and develops and maintains connections with local and state officials, the Schools’ authorizer and the NYC Department of Education.
  1. Facilities –
  • Assures that adequate facilities for the Schools are procured and maintained.
  • Manages the Schools’ relationship with realtors, developers, contractors, architects, vendors, banks and others involved in the procurement, construction and maintenance of the Schools’ facilities.

Qualifications

  • Demonstrated success as a school leader
  • Experience working in an urban area with an unyielding belief in the power of good schools to change lives
  • Personal and professional dedication to public education and high expectations for all scholars
  • Excellent communication and organization skills
  • Ability to work in a fast-paced, no excuses environment
  • Self-starter and motivated to “think outside of the box” and innovate
  • Ability to support and encourage others
  • Ability to work long hours, which includes early arrival and late departure
  • Have high expectations for self and other staff members
  • Ability to establish a warm rapport with staff, families, community and scholars
  • Excellent public speaking abilities

Compensation

Generous salary including a comprehensive onboarding package

 Neighborhood Charter Schools is an equal opportunity employer

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Middle School ELA Teacher

Posted by | March 29, 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!
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Middle School Math Teacher

Posted by | March 29, 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!
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Middle School Special Education Teacher

Posted by | March 29, 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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Chief Executive Officer (CEO)

Posted by | March 29, 2019 |

Organization Summary:

Independence Charter School West (ICS-West) is a community-based K-5 public charter school of academic excellence, located in Southwest Philadelphia and serving a diverse community of learners. ICS-West provides an intellectually-stimulating curriculum with a global focus designed to develop independent, thoughtful global citizens. We emphasize second language acquisition and integrate arts, ideas, and histories from around the world.

ICS West opened its doors in August of 2016. It has grown, adding one grade each year, and will continue to expand until reaching full enrollment serving 900 students in grades K-8. The school is at an exciting juncture as it develops a middle school program, implements major facility improvements, and continues to grow and build our strong instructional program and school community. The Responsive Classroom approach to teaching and the use of trauma-informed practices are important aspects of our instructional program.

 

Position Summary:

The CEO serves as the school’s chief administrative official, providing overall leadership and direction for ICS-West. The CEO will be responsible for driving the current strategic priorities of the organization, as well as setting the direction for the future. The CEO will also lead efforts to build greater awareness locally and beyond of the incredible work that is happening at ICS-West. The CEO will help ensure success for ICS-WEST students through establishing best in class instructional and operational programs (finance, facilities, etc.). In addition to internal leadership, the CEO will serve as a true brand ambassador, deepening existing external relationships, and building new partnerships (leaders from ICS West’s sister campus, district partners, donors, education leaders, etc.). The CEO will report to the Board of Directors and partner closely with the school leadership and other key ICS-West leaders.

 

Duties and Responsibilities:

Executive Leadership

  • In partnership with the Board and other critical stakeholders, align school-wide priorities and set an overarching strategic vision for the organization
  • Uphold and support the school’s commitment to its vision and values by modeling expectations at all times
  • In close partnership with school leadership, provide support/guidance in the development and effective implementation of the school’s instructional program leading to academic success for all students
  • Establish and foster a collaborative relationship with the Board, which is responsible for managing the business and affairs of ICS-West, including attending all Board Meetings, serving as a liaison between ICS-West and the Board, keeping the Board informed of significant issues and events at ICS-West, collaborating on key projects, and seeking advice and expertise from Board Members, as appropriate

 

Management and Operations

  • Serve as the direct manager and partner to the school’s leadership team; provide support and guidance around best practices for managing and developing the entire staff to ensure ICS-West promotes a culture of professional growth and high achievement
  • Serve as a culture carrier for the organization in building positive morale
  • Oversee successful performance management practices to ensure all academic and operational requirements are met
  • Manage an operational budget of $8 million, ensuring effective fiscal stewardship and sustainability for the organization
  • Oversee real estate/facility planning and project implementation, including complete renovation of the middle school building and site improvements
  • Understand and manage charter school law, policy, and protocols
  • Manage external contracts and vendors, including but not limited to oversight of the management contract with ICS West’s sister campus

 

External Relations and Fundraising

  • Advance ICS-West’s public brand by serving as an active and magnetic ambassador for ICS-West’s mission and vision with key stakeholders, including representing ICS-West locally and beyond
  • With support of the Board, play a central role in fostering significant donor relationships, cultivating corporate support and strategic partnerships
  • Form relationships throughout the Philadelphia region (and beyond) that contribute to enriching and collaborative experiences for ICS-West’s students, teachers, families
  • Additional duties as assigned

 

Qualifications:

  • Commitment to ICS-West mission and belief that all students can learn
  • Ability to lead and inspire others to deliver high performance
  • Strong strategic thinking and planning skills, with the ability to leverage qualitative and quantitative information in decision-making
  • Ambitious and innovative mindset with a track record of translating strategy into action and delivering results
  • Exceptional communicator; adept at sharing information both verbally and written in a way that resonates with a variety of audiences, both internally and externally
  • Understanding of the complexity of managing school-based organizations, and the ability to communicate effectively with a full range of stakeholders involved in a school’s community
  • Ability and desire to work with a socioeconomically and racially diverse community with the ability to connect and collaborate across lines of difference
  • Demonstrated professionalism and responsibility, and a strong work ethic
  • A positive, high-energy attitude, and a drive for personal excellence
  • Flexible attitude, ability to work with urgency

 

Education and Experience:

  • Master’s degree in Education or similar field of study
  • Minimum of 10 years professional experience (preferably in a K-8 school setting) with a strong passion for advancing educational achievement
  • Three (3) plus years classroom instruction experience preferred
  • Extensive management experience (preferably leaders and/or educators) with a track record of success in leading and sustaining a high-performing organization
  • Experience cultivating partnerships with individuals and institutions across the public, private, and philanthropic sectors
  • Experience effectively managing complex budgets and the strategic allocation of resources
  • Principal Certification strongly desired
  • Spanish language skills strongly desired, but not required

 

Physical Requirements:

Ability to physically perform the duties and to work in the environmental conditions required such as:

  • Functioning in office space – reaching file cabinets, filing, faxing, scanning, copying, typing, mailing, making phone calls
  • Must be able to sit for up to two hours looking at a computer monitor, using a keyboard/mouse and typing
  • Must be able to lift up to 25lbs on a frequent basis

Compensation:

Salary and benefits will be competitive and commensurate with experience.

Application Instructions:

Send cover letter and resume to CEOHire@icswest.org.

Comments Off on Director of 5-8 Math Innovation, Greenfield

Director of 5-8 Math Innovation, Greenfield

Posted by | March 28, 2019 |

Start Date:                          Immediate Start Available

Team:                                   Greenfield

Location:                             Brooklyn, NY or Providence, RI

 

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.

 

About Greenfield

In 2015, Achievement First launched an innovative school model that we call Greenfield. Greenfield is  ground-up redesign of the middle and high school with the goal of dramatically increasing college persistence.  In fall 2019 we will open our fifth Greenfield Campus. Achievement First’s Greenfield schools provide rigorous, high-quality instruction within a nurturing school community focused on developing self-motivated learners, problem-solvers and leaders. Greenfield is currently focused on grades 5-7 and growing to 8th grade in 20-21 and HS in the 21-22 school year. Our students benefit from:

  • Self-directed work powered by a Personalized Learning Platform.
  • Rigorous and rewarding core academic classes.
  • Twice daily enrichments of scholar choice.
  • Hands-on, experiential learning that deepens and extends what students learn in the classroom through two-week long expeditions three times a year.
  • Social emotional learning and small-group mentoring to develop social-emotional skills and goal setting skills.
  • Student curated dream teams that consist of teachers, family members and other significant influencers in a scholar’s life. This team works to help scholars achieve scholar goals.
  • Intervention built into the fabric of the school day.
  • An awesomely powerful community where school, home and the broader community link arms in support of scholar development and achievement.

 

At Greenfield, we strive to ensure all scholars excel on our four College Success Factors:

  • Academical Preparation: Our students will ALL achieve at the highest levels – they’ll be competitive with the best students in the US and abroad and fully prepared for the rigors of college coursework.
  • Academical Independence: Students can become the agents of their success through ownership and personalization.
  • Social Emotional Strength: Habits of success can and should be taught. Students need to experience the joy and excellence that comes from enrichment outside of traditional academics.
  • Personal Why: A deeply held and individually developed personal drive to achieve grounded in personal interests and motivation.

 

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

 

The Greenfield Math Program

Greenfield’s Math program aims for students to master Common Core math standards, develop confidence in themselves as mathematicians, and find joy in persevering through challenging tasks to discover mathematical insights and problem-solving strategies.

Our program is grounded in several core components

  • Core Instruction: Students grapple with mathematical concepts to provide a strong foundation and procedural fluency with grade level standards.
  • Problem Solving: Students apply their learnings from core instruction to complex, multi-step, authentic real world tasks that push them to hone their problem solving skills and mathematical practices.
  • Cumulative Review: Students engage in robust review of complex problems from previous units to both retain and extend learning.
  • Small Group Instruction: Students receive personalized, differentiated support (both remediation and extension) to master grade level expectations and to ensure students reach their fullest mathematical potential.
  • Support Diversity, Equity and Inclusiveness: We also strive to ensure our curriculum, tools, resources and student experiences are relevant, affirm student identity and foster a diverse array of perspectives.

 

Position Summary

The Director of Math  is responsible for realizing the Greenfield Math vision through team leadership, partnership with schools and strong design. The Director of Math Innovation will split their time between coaching deans and teachers to execute high quality math instruction and leading a team of designers to both create and revise curriculum and tools to drive instruction.  The Director of Math co-owns achievement results with our design and execution team.  The Director of Math Innovation will also play a critical role in setting the vision for the Math program in 7th and 8th grades (Greenfield will expand to these grade levels in the 2019-20 and 2020-21 school years). The Director of Math will report to the Greenfield Team Lead.

 

Responsibilities will include but are not limited to:

  • Overall: Lead Vision and Direction Setting: Set the vision and direction of the Math team and manage 2-3 designers who make up the team.
  • Execution Support: ~ 50% of the role is focused on driving strong execution results in partnership with schools and the Greenfield Regional Superintendent. This robust execution support includes:
    • Lead School Leader Math Cohort: Lead a cohort of math focused school leaders through weekly coaching, observations and professional development to drive student engagement and achievement.
    • Lead / Partner with Schools to Drive Excellence: Collaborate with our regional superintendent to set math support strategy and make data driven, short-term and long-term program decisions.
    • Build and Maintain Relationships & Diverse and Inclusive Networks: Collaborate with Achievement First’s broader network support team to maximize network-wide best practices. Foster a collaborative workspace where a diversity of views, backgrounds and perspectives are valued. Fully leverage the diversity of our network, families and community partners.
  • Program Design: ~ 50% of the role is focused on leading and supporting our math design team to build a robust program and curriculum. Program design responsibilities include:
    • Build and Lead a Thriving Design Team: Lead an innovative Math design team, coach designers and provide feedback on curriculum and assessments to ensure all team products and experiences meet our quality bar and are delivered to schools on time.
    • Design Robust Curriculum, Tools and Resources: Design and oversee the revision of existing curriculum and creation of new curricular materials based on feedback from Greenfield school staff and anecdotal and achievement data from Greenfield students.
    • Ensure Alignment: Ensure curriculum is tightly aligned to the Common Core State Standards (CCSS), RICAS, SBAC and New York State’s test and that our program builds a deep conceptual understanding that allows students to grapple with complex math tasks which results in standards mastery and (fluency) with mathematical practice.
    • Support Codification and Scaling: Revise and help codify best practices to aid in scaling of the Greenfield model.
    • Row with the Team: Report to and serve as a critical thought partner to Greenfield Team Lead; Ensure strong partnership with our operations team who publishes curriculum to schools; Travel to Greenfield team meetings and to visit our Greenfield schools to observe, prototype, or work with small groups of students/teachers to learn about the strengths and weaknesses in our model.
    • Drive Strategy, Evaluation and Iteration: Observe execution of the model to inform ongoing strategy iterations and support the nascent development of our high school program.

 

Skills and Characteristics and Beliefs

  • Passion: You are passionate about Math content and pedagogy, and you are eager to share this passion with both students, teachers and school leaders.
  • Innovative Leader: You view our program as a work in progress and thrive in an innovative environment where we prioritize constant learning and development.
  • Diversity, Equity and Inclusiveness: You believe our program, curriculum, and scholar experience must foreground role models, experiences, and assets of people of color with a particular emphasis on African Americans and Latinos who represent the majority of our scholars.
  • Coaching and Professional Development: You have a strong sense of what it takes to leverage a curriculum to achieve rigorous outcomes and the ability to plan and lead professional development and coach execution towards those outcomes.
  • Leadership: You have strong skills in people management and leading multiple stakeholders with a variety of perspectives towards a shared outcome: this includes both the ability to present information clearly and the equally important ability to listen carefully. You are adept at explaining a challenge and moving towards resolution.
  • Design Heart: You love to design and plan challenging, hands-on, multi-modal curricula. You have experience in unit and lesson planning, with a focus on clear daily and unit outcomes.
  • Keen Content Eye: You have a deep content knowledge of math. You are a strong critical thinker. You are able to synthesize large amounts of information and work independently to create products that are well-aligned to the program model and vision.
  • High Rigor Bar: You have a deep expertise and content knowledge and have a strong internal compass for rigorous curriculum that is user-friendly for both teachers and students.
  • Project Management: You have strong project management skills (including project planning and execution).
  • Organization: You have exceptional organizational skills and are able to execute tasks with an acute attention to detail.
  • Entrepreneurial Drive and Innovative Spirit: You are an entrepreneurial and ambitious educator with a passion for innovation and an eagerness to strategically redesign schools.
  • Dynamic: You embrace change, are a team player, are flexible and adaptive, and strive for continuous development and creative solutions.

 

Educational Background and Work Experience

  • Bachelor’s degree from a competitive college or university, master’s degree preferred
  • A minimum of 7-10 years of relevant work experience as an educator or in a related field working directly with schools, preferably as a school leader, program designer, or design consultant
  • Experience with secondary Math strongly preferred.
  • Proven record of success
    • Training and coaching school level administrators, teachers, and support staff
    • Implementing and/or designing Math curriculum
  • School leadership at the dean or principal level strongly preferred.

 

Special Work Requirements

Some evening and weekend work may be required. The position is based in Brooklyn, NY or Providence, RI.  Moderate travel between Brooklyn, NY,  New Haven, CT and Providence, RI will be necessary.

 

Compensation

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

 

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Cornerstone Program Director

Posted by | March 27, 2019 |

The Program Director is responsible for developing and managing a comprehensive Bronx-based Cornerstone program serving children, youth and/or adults in educational, recreational, leadership and arts-based programming.

Duties and Responsibilities:

General:

  • Supervise all aspects of the program
  • Establish program goals and outcome measures to determine the success of each program component
  • Maintain enrollment and attendance records as required by all funders
  • Report program statistics and information as mandated by funders and Phipps Neighborhoods
  • Prepare reports as mandated by funders and the Sr Director
  • Ensure that all facilities and materials are well maintained
  • Model appropriate child, youth and adult development practices
  • Perform other duties as assigned by the Sr Director

Staffing and Supervision

  • Oversee Training and supervision of all staff
  • Oversee weekly timesheets and payroll
  • Conduct staff supervision and staff meetings
  • Manage evaluation process of all employees

Budget and Development

  • Manage all related programmatic budgets
  • Provide periodic budgetary updates and reports as requested by the Sr Director and/or fiscal Director

Community and Stakeholder Engagement

  • Maintain and provide oversight of contractual partnerships with private, state and city agencies
  • Serve as a liaison between the Cornerstone Community and Phipps Neighborhoods
  • Establish partnership between Cornerstone and all relevant community groups
  • Develop a Cornerstone Advisory Board and facilitate regular meetings
  • Obtain continual feedback from constituents to establish new programs and services
  • Establish and maintain strategic partnerships between Phipps Neighborhoods and Cornerstone community groups, school administrators, public officials, funders, parents and other critical stakeholders and represent organization to community boards, other institutions, agencies, and organizations

Qualifications:

  • It is essential that the candidate have a very strong background in youth development and management of youth development professionals.
  • The candidate must have a Baccalaureate degree. A master’s degree is preferred.
  • The candidate must have excellent management, administrative and communication skills
  • The candidate must have a strong background in program development and strategic planning.
  • The candidate must be committed to outcome driven performance and have an understanding of designing programs toward that end.
  • Supervisory experience within the field
  • A history of program development and strategic planning responsibilities
  • Excellent oral and written communication skills and computer literacy
  • Bilingual (Spanish speaking) preferred
  • Enthusiasm, creativity and initiative
  • A sense of humor and a sense of urgency
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Manager of Professional Learning

Posted by | March 26, 2019 |

Organizational Overview:

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

Through our signature program Reading Rescue, we provide professional development for teachers, paraprofessionals, and other school community members. Simultaneously, students are provided literacy intervention, particularly students of color in high-poverty neighborhoods. We strive to implement sustainable intervention models that eventually become a core component of the school’s literacy ecosystem. Reading Rescue is currently partnering with 100 New York City schools, reaching over 800 educators and 1200 students, throughout the five boroughs.

Literacy Trust is an organization that values diversity, equity and inclusion. We demonstrate this by ensuring that our programs and offerings reflect our values. Our focus is on promoting self-empowerment for educators by providing additional resources and support, and by providing more students with opportunities to become readers.

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

 

Position Summary:

The Manager of Professional Learning’s primary role is to train, mentor, develop, and mobilize a team of school-based staff (classroom teachers, literacy coaches, and paraprofessionals) to deliver high-quality, one-to-one literacy instruction to low performing students. The Manager of Professional Learning will be responsible for ensuring the current Reading Rescue training package is up-to-date, aligned with the latest reading science, and differentiated to meet the needs of the target audience. The Manager of Professional Learning will also assume all responsibility for creating targeted professional development sessions that promote the use of best practices in classroom instruction for school staff who do not receive formal Reading Rescue training.

 

Key Responsibilities:

  • Become an expert in the Reading Rescue program
  • Organize and execute the Reading Rescue training for all Literacy Trust partnerships
  • Modify current professional development to foster engagement, adult learning, and teach literacy best practices
  • Collect and analyze data about professional development activities to track program quality and effectiveness
  • Work with Literacy Trust staff and partners to determine professional development needs
  • Oversee the maintenance of a database containing records of professional development initiatives
  • In collaboration with Senior Staff, research, develop and manage other professional development opportunities that meet Literacy Trust organizational goals
  • In collaboration with Senior Staff, research, study and share current information on curriculum, teaching practices and instructional strategies relevant to Program Managers and school needs
  • Other duties as required

Requirements

  • Passion for Literacy Trust’s mission and impact, and interest in investing external stakeholders in our work
  • Ability to work independently in an innovative, fast-paced environment
  • Must possess excellent human relations, communication, and organizational skills
  • Willingness to travel across all five (5) boroughs of New York City to deliver professional development
  • Flexibility and adaptability in your work schedule, including early morning, and occasional evenings
  • Possess a strong familiarity with current trends in educational practices and professional development
  • Have excellent instructional methods, participation strategies, delivery techniques and the ability to coach and train teachers and administrators in effective pedagogical strategies
  • Ability to utilize effective interpersonal skills and a variety of strategies and techniques to reach mutually beneficial goals over time
  • Ability to utilize verbal and writing skills to effectively communicate a message particular to an audience and to meet relevant goals, using a clear, concise, and compelling style
  • Spanish speaking preferred
  • US Citizenship or Permanent Resident Status

 

Preferred Qualifications

  • Hold a Masters Degree in education, early literacy or other literacy-related field
  • At least five (2) years experience as a teacher, as well as some experience coaching/instructing adults
  • Knowledge of the New York City elementary education community

 

Benefits:

  • Salary: 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. Additionally, employees have the Department of Education winter break and the first week of July as paid time off.
  • Work-life balance: In case the vacation time or summer Fridays didn’t make it clear, we pride ourselves in supporting staff to have a healthy work-life balance.
  • 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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Program Manager

Posted by | March 26, 2019 |

Organizational Overview

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

We provide professional development to allow teachers, paraprofessionals, and other school community members to utilize our signature literacy intervention program, Reading Rescue. We strive to build sustainable intervention models that eventually become a core component of the school’s literacy ecosystem. Reading Rescue is currently partnering with 100 New York City schools, reaching over 800 educators and 1500 students, throughout the five boroughs.

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

 

The Program Manager’s primary role is to develop a team of school-based educators to deliver high-quality, one-to-one instruction to struggling first-grade readers. The Program Manager manages all aspects of program quality, delivery, and implementation in up to twenty schools.  The Program Manager is an inspiring team leader, is goal-oriented, and is excited by both detail-oriented work and big-picture thinking.

 

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 Department of Education, and external partners.
  • Work collaboratively as an ambassador of the program, especially with school leaders and staff.
  • Establish and maintain 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 and targeted feedback.
  • Lead implementation of our organization’s assessment and curriculum and become an expert on Reading Rescue’s curriculum.
  • Ensure high fidelity to the Reading Rescue model at all school sites.
  • Assess student performance using observations. Analyze data and develop strategies aimed at increasing student achievement.
  • Monitor and assess overall implementation of the program including administrator support for the program.
  • Utilize both qualitative and quantitative data, as available, to ensure the majority of students make significant gains and or reach grade level.

Facilitation of Adult Learning

  • Prepare to facilitate each of the 8 days of the Reading Rescue Professional Development series by internalizing the content.
  • Prepare facilitator materials, activities, and technology prior to each scheduled facilitation day.
  • Facilitate sessions in alignment with Literacy Trust facilitator rubric.
  • Utilize a high level of knowledge and competency in literacy strategies to respond to questions and comments during facilitation.
  • Manage PD accountability systems including attendance, sign in / sign out procedures, and CTLE forms.   
  • Follow-up with instructors to answer any outstanding questions from the session.

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.
  • Other duties as required

Requirements:

  • Deep belief in our mission
  • Master’s degree in education or related subject area
  • 2+ years working with elementary-aged students in an educational setting, teaching experience is strongly preferred
  • Expertise in early literacy
  • Knowledge and understanding of current best practices in literacy
  • 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 mornings, and occasional evenings
  • Excellent computer skills, including MS Office, Keynote and Google Docs
  • US Citizenship or Permanent Resident Status

Preferred qualifications:

  • Direct management experience of tutors and/or school staff
  • Two or more years of experience as a Program Manager or classroom teacher
  • Familiarity with Salesforce
  • Fluency in Spanish or other language other than English
  • Knowledge of and connection to the New York City elementary education community

 

Benefits:

  • Salary: 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. Additionally, employees have the Department of Education winter break and the first week of July as paid time off.
  • Work-life balance: In case the vacation time or summer Fridays didn’t make it clear, we pride ourselves in supporting staff to have a healthy work-life balance.
  • 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.
Comments Off on Elementary and Middle School Teachers

Elementary and Middle School Teachers

Posted by | March 26, 2019 |

Our progressive curriculum includes:

  • An all-school study of the Bronx River
  • Interdisciplinary curriculum with many opportunities for deep and materials-rich studies
  • Math curriculum that uses TERC Investigations, CMP3 and other resources for depth of mathematical knowledge and practices
  • Hands-on science that includes studying forensic evidence related to controversial court cases, dissecting cow eyeballs, analyzing dog DNA, and more.
  • Justice-oriented social studies curriculum that includes studies of contemporary social movements such as Black Lives Matter and combatting the school-to-prison pipeline, studies of colonization and resistance in Latin America, and more
  • Balanced literacy supported by extensive classroom libraries
  • 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 students learn best when they are active participants in their own learning
  • Understand that students 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
  • Frequent small-group instruction
  • A highly collaborative environment where teachers’ voices and opinions really matter
  • Coaches who collaborate closely with 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 certification

Preferred:

    • Special education or ESL certification or experience
  • Proficiency in another language
Comments Off on National Reporter

National Reporter

Posted by | March 22, 2019 |

Chalkbeat is looking for a passionate, enterprising reporter to join our national reporting team.

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. Read more about our mission and values.

We have local reporting teams in seven locations — Chicago, Colorado, Detroit, Indiana, Newark, New York City, and Tennessee. Now, we’re looking for an additional reporter to join our national team to help cover the organizations and ideas that shape what happens in schools across the country.

You’ll be responsible for writing a range of stories. A typical week in your reporting life might include breaking news about a growing charter school network, synthesizing local stories about teachers strikes, and explaining challenges facing refugee students.

You’re a good fit for this position if most of these apply:

  • You’re excited about holding powerful organizations accountable to the public.
  • You’ve thrived as a journalist in a fast-paced news environment.
  • You’ve previously covered education locally or nationally and have more questions than when you got started.
  • You can build sources and generate story ideas.
  • You believe high-quality journalism can make a difference to the lives of students, the work of policymakers, and the strength of our democracy.

The ideal candidate would be based in or willing to relocate to New York City, but we’re open to someone working elsewhere, especially from another Chalkbeat bureau or Washington, D.C., where Chalkbeat has an office. This position will report to Chalkbeat’s national editor.

This is a full-time position with benefits. Chalkbeat offers a competitive salary, commensurate with experience, and a generous benefits package, including a week-long paid winter break.

 

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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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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
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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.

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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.

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

 

Comments Off on Elementary Instructional

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

Comments Off on Science teacher

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!
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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!
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.

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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.

 

 

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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.

 

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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

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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.

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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.

Comments Off on managed service provider

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
Comments Off on Development Officer

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.

 

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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.
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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.
Comments Off on Special Education Instructional Fellow, Relay New York

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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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.

Comments Off on Teaching Artist

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.

Comments Off on Regional Development Director, East

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.

Comments Off on School Outreach Coordinator

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.

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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.

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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

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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.
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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.

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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.

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

$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.
Comments Off on Immediate: High School Placement and Operations Coordinator

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.

Comments Off on Alumni Coordinator (Association Office)

Alumni Coordinator (Association Office)

Posted by | July 12, 2018 |