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Training and Development

Posted by | December 8, 2023 |

Job Description

Position:                                 Training and Development

Department:                          Metropolitan Parent Center

Position reports to               Director, MPC

Introductory Period:            As per agency policy and procedure (Employee Manual)

Exemption Status:                This position is exempt and is not eligible for overtime pay for hours work in excess of 35 during a single calendar week (Monday-Sunday)

Scope of Position:   Under the supervision of the Director MPC, Trainer will provide the following primary services

  • ·         Parent Training and Information Center, PTIC, training to diverse audiences
  • ·         Individual consultation, information, and referral
  • ·         Outreach                                             

Scheduled Hours:   In person, this position doesn’t offer remote option, full-time Monday-Friday (some Saturdays/year for outreach events)

Sinergia’s Metropolitan Parent Center, one of the three federally funded Parent Training and Information Centers (PTIC) in New York City seeks a Trainer to join its Parent Center staff, which provides information and training especially to families of students with disabilities throughout New York City.

We are seeking a full-time team member who is knowledgeable about New York Early Intervention (birth through 3), Early Learning, and K-12 Public Education systems and who supports cultural diversity, belonging, and inclusion for students with disabilities. The right candidate will be effective in providing training to adult learners, including youth with disabilities, and in being a collaborative partner with others in various systems for children, youth, and young adults (0-26) with disabilities

Position Summary: A Parent Trainer’s role is to provide seamless support to families by providing pertinent information to guide and educate them in assessing choices and making decisions regarding their child/youth with special educational needs. The Parent Trainer provides evidence-based informational resources, training, and one-to-one support, as needed, and facilitates collaborative partnerships with local, regional, and state nonprofits, for-profit and government entities, and their representatives for system change. Trainer will document and evaluate the quantity and quality of programming delivered.

Primary Responsibilities for PTIC Training: 

·         To develop and or update existing curricula as needed, in English and Spanish, for training for parents, professionals, and self-advocates on the educational system related to IDEA, the Individual Disabilities Education Act.

·         Scheduling and presenting live sessions, hybrid, and standalone webinars, including the “Advocacy for Parents Providing Leadership in Education”, APPLE Academy, MPC curriculum for parent leadership classes.

·         Assist with the distribution of materials to individuals requesting information or inquiring about training opportunities.

·         Identifying and scheduling guest presenters

·         Physical setup of in-person or virtual / hybrid workshops, conferences, or resource information at fairs

·         Promote the mission and goals of Sinergia through outreach to families, health care providers, educators, hospitals, schools, agencies, and others.

·         Represent the agency and the Metropolitan Parent Center in outreach activities such as community resource fairs and round tables among other opportunities to do advocacy.

·         Maintaining complete and up-to-date records of training attendance, evaluation, and other data points in Salesforce as required in Parent Center’s work plan.

Primary Responsibilities for Individual consultation, information, and referral:

·         Consultation incidental to training – provide consultation services to workshop attendees including information and referral, and record promptly case interactions in database.

Shared Responsibilities:

·         Outreach:  As needed and assigned participate in outreach events and activities, generate content for social media and website

·         Networking:  As needed and assigned, participate in community meetings, provider groupings, etc.

·         Representation of agency:  As needed and assigned, represent Sinergia at government agency meetings, local and regional conferences, etc.

·         Under the Program Director’s guidance, sit on committees, taskforce groups, councils, and other community meetings. Collaboration with educators and professionals and other community agencies who provide special education, early intervention, transition, and related services.

·         Attend required programs and all staff meetings and training and workshops and assigned state and national professional development events.

·         Traveling as needed for company events and training.     

Professional Conduct:   

·         Adhere to expected work hours/shifts and to maintain punctuality when reporting to work.

·         Maintain absolute confidentiality about all individuals served and personnel records.

·         Maintain a timely record of contacts and actions taken in Salesforce.

·         Abide by all agency policies as outlined in the employee manual.

·         Maintain good work habits and teamwork relationships with the rest of the Metropolitan Parent Center team and agency staff in general.

Required Qualifications:

·         Possess knowledge of rules and regulations regarding the implementation of the Individuals with Disabilities Education Act (IDEA), Section 504, Early Intervention, Special Education, section 504, and youth transition services. (Training will be provided to fill knowledge some gaps)

·         Pass a background check.

·         Preference is given to a parent/guardian or a family member of a person with disabilities.

·         Bilingual English – Spanish

·         Have some connections into the disability community and local groups.

·         Demonstrate ability and commitment to facilitate online parent groups and webinars through program social media pages, web conferencing and related cloud-based platforms

Skills Required:

·         Excellent verbal and written communication skills, in English and Spanish

·         Experience working with families of individuals with intellectual / developmental disability.

·         Leadership, Classroom Management, Project Management

·         Curriculum development, lesson planning, and implementation

·         Possess excellent organizational skills, be able to manage their time, and meet deadlines working independently.

·         Have experience with public speaking and facilitating parent group conversations.

·         Have strong customer service skills. Be able to communicate with people of all demographics. (Written and verbal communication skills)

·         Research Skills, Navigating Databases, Microsoft 365

·         Preference is given to those with a master’s degree in a relevant field (Social Work/Human Services, Education, Program Management, etc.) or a Bachelor’s degree or five years of related work experience instead of a degree

What We Offer:     

·         Competitive salary and benefits package.

·         Opportunities for career advancement, including participation in regional and national conferences.

·         A supportive and collaborative work environment.

·         An opportunity to make a difference in the lives of individuals with special needs and their families in New York City.

Salary range: $60,000-$65,000

If you are a creative, driven, and enthusiastic individual with a passion for training, we would like to hear from you. Join us in helping our team reach their full potential. Apply today via Careers@sinergiany.org and be a part of our exciting journey.

Sinergia Inc is an equal-opportunity employer. We welcome candidates of all backgrounds to apply.

*NOTE* this job description is not intended to be all-inclusive. Employees may perform other related duties as negotiated to meet the ongoing needs of the organization. Job descriptions are revised periodically to meet the needs of the organization.

 

Comments Off on 2K Lead Teacher

2K Lead Teacher

Posted by | December 7, 2023 |

Job Overview:

  • Work Schedule: 37.5 hours per week, regular, full time. Typical hours are Monday to Friday 8am-3:30pm, 9am-4:30pm, or 10:30am-6pm
  • Pay: Annualized salary between $51,901- $68,652 depending on education & certification
  • Location: Fully onsite in the Lower East Side

Program Overview:

The Henry Street Early Childhood Center aims to provide a challenging and inventive curriculum along with stimulating activities for children ages two to four years old. Our classrooms are designed to expand, awaken and enlighten the minds of every child who attends, and we provide age appropriate support in social, emotional, physical, cognitive and language development skills for our children in order to establish and provide the highest quality early childhood education in a secure environment.

Job Summary: 

As Lead Teacher, your goal will be to ensure a nurturing, safe, and healthy environment to help students develop socially, intellectually, and emotionally. You will develop and implement age-appropriate curricula, activities, and lesson plans in the classroom. Your support will also include supervising an Assistant Teacher and Teacher’s Aide, maintaining accurate and up-to-date records and progress reports, and participating in meetings and events.

Qualifications:

  • Hold an Associate’s degree in Early Childhood Education required , Bachelor’s degree in Early Childhood Education; Bachelor ‘s Degree/Master’s Degree in Early Childhood Education or active plan to obtain Master’s Degree preferred
  • New York State Certification preferred (B-2 or N-6)
  • Minimum of 3 years of experience working with preschool children (2-5 years of age)
  • Demonstrated proficiency in planning appropriate Early Childhood classroom activities aligned with NYS Common Core Standards and DAP, observing children’s behaviors, maintaining educational records and conferring with parents
  • Must have knowledge of progressive approaches to Early Childhood education and experiences with the Creative Curriculum
  • Mastery of child development including typical and atypical language, cognitive, motor, social, and self-help skills development
  • Desire to work with a diverse population of children and families (including, but not limited to families and children in transitional housing, first generation speakers of languages other than English)
  • Exceptional supervisory and leadership skills; ability to motivate others
  • Excellent communication, organizational and interpersonal skills
  • Self-motivated; ability to multi-task and work efficiently and effectively under deadlines
  • Well-versed in DOH/DOE contractual and licensure requirements relative to classroom layout, curriculum, lesson plans, and service delivery to Henry Street children and families
  • Knowledge of federal, state, and local rules and regulations which govern childcare (including but not limited to Early Learn, Head Start, DOH Article 47 standards)
  • Experience working with groups and/or families from diverse cultural, linguistic, economic, and ethnic backgrounds
  • Bi-lingual (English/Spanish, English/Mandarin or English/Cantonese) a plus
  • Current CPR/First Aid Certification

Responsibilities:

  • Age-appropriately provide students with a nurturing, safe, and healthy environment to help them develop socially, intellectually, physically, and emotionally
  • Develop engaging activities and lesson plans in accordance with the Creative Curriculum and the NYS Pre-Kindergarten Standards for the Common Core
  • Provide services to all children and families with respect, confidentiality and dignity
  • Exhibit knowledge of and sensitivity to the educational and socio-economic needs of the children and families served in the program
  • Create and post visual and written documentation to highlight the voice of the children and communicate the learning and growth that they experience daily
  • Relate to families in a holistic fashion to address matters such as education, social services, health, nutrition, and family issues
  • Nurture and uphold positive working relationships with parents and Henry Street team members
  • Ensure parent involvement and/or awareness in program planning through regular, open communication (i.e. parent meetings and events, newsletters, daily notes, conferences, etc.)
  • Supervise and collaborate with Assistant Teacher and Teacher Aide regarding program development, planning and implementation and delegate their responsibilities professionally
  • Consistently update and maintain children’s progress reports, daily health logs, incident logs, accident reports, lesson plans, and weekly child observation notes, etc.; comply with other requirements for documentation and recordkeeping
  • Solve problems quickly and efficiently
  • Maintain an open, frequent dialogue with the Education Director and Program Director regarding all matters pertaining to the Early Childhood classroom, students, parents, etc.

Essential Physical Job Functions:

  • Ability to climb 2 flights of stairs
  • Ability to lift up to 25 pounds
  • Ability to stand, stoop, or bend for long periods of time
  • Must be able to work onsite in the Lower East Side
  • Fully vaccinated against COVID-19
Comments Off on Middle School Operations Coordinator at Small Progressive Charter School – Spring 2024

Middle School Operations Coordinator at Small Progressive Charter School – Spring 2024

Posted by | December 4, 2023 |

About the Position:

We are looking for a temporary Family Leave Middle School Operations Coordinator for Spring 2024 (February/March/April).

About Us:

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

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

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

Benefits and Compensation:

  • ●  Single and family dental, vision, and health care
  • ●  Pre-tax commuter benefits

    Qualifications:

  • ●  Experience with technology (Google Suite, Microsoft, Chromebooks, Audio/Visual Equipment, etc)
  • ●  Prior work experience with children
  • ●  Demonstrated ability to collaborate
  • ●  Demonstrated ability to prioritize and problem-solve independently
  • ●  Demonstrated ability to prioritize student achievement while creating a nurturing and encouraging school environment
  • ●  Previous school operations experience preferred
  • ●  Experience using online database systems including Google Apps, PowerSchool SIS, ATS

    Community Roots seeks individuals who:

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

      Operations Coordinator responsibilities will include:

    • ●  Supporting all families, students, and teachers as needed and requested
    • ●  Performing general main office duties such as answering phones, photocopying, faxing, emailing and

      scanning

    • ●  Supervising morning arrival/afternoon dismissal of students and the cafeteria during lunch/recess
    • ●  Organizing school busing/transportation and metro card distribution

      o Ensurethatschoolinformationisup-to-dateinOPT

    • ●  Supervising ordering, deliveries and distribution of materials to classrooms as needed
    • ●  Filing packing slips
    • ●  Performing basic management and troubleshooting for all school Apple computers, Chromebook carts,

      projectors, sound bars, printers, copiers, document cameras, speakers

    • ●  Managing Google Chrome Suite and deploying apps to student computers as necessary
    • ●  Managing office appliances and supervising troubleshooting when issues arise
    • ●  Organizing transportation schedules with OPT and field trip transportation
    • ●  Managing all facilities, custodial and permit related issues
    • ●  Managing all extended use permits and coordinating with School Safety office as needed
    • ●  Supervising all School Foods needs, including the maintenance of school meals, tracking records and

      compliance needs

    • ●  Coordinating classroom/teacher coverages

      o Ensure lessons and materials are available for all classes when a teacher is out
      o Notify teachers when they have a coverage due to an absence, trip or meeting
      o Support teachers in classrooms as needed, including covering classes when teachers are out

    • ●  Coordinating school field trips: includes ordering transportation and lunches
Comments Off on Spanish speaking, Reggio- inspired Early Ed Maestre

Spanish speaking, Reggio- inspired Early Ed Maestre

Posted by | November 30, 2023 |

 

Mi Casita began as an inspired home-based bilingual daycare/preschool in 2011. The preschool expanded to a three classroom school and opened its doors full-time in January 2020. Located on the border of the Brooklyn neighborhoods of Clinton Hill and Bedford-Stuyvesant, Mi Casita Preschool and Cultural Center is dedicated to Spanish immersion for young children and to creating an environment where creativity is honored and cultivated. 

The role of Head Teacher in this environment is vital to the mission of the school. We are seeking highly motivated, creative bilingual educators, who through reflective teaching and purposeful interactions, create an environment where children are fully engaged in the educational process of inquiry, observation, and reflection. We are looking for an applicant who resonates with the idea of educators as futurists, and who is looking to collaborate with fellow like-minded educators.

 

  • Short and Long-term subs
  •  2024-25 Head Teacher

 

The Head Teacher’s responsibilities include:

Classroom Management

  • Creating a thoughtful classroom environment that inspires play and curiosity and fosters the physical, social, emotional and intellectual growth of the children;
  • Observing and documenting classroom interactions through individual and whole group assessments, photographs, dictation, etc. 
  • Collaborate with the teaching team to maintain the everyday function of the classroom.

Curriculum Design & Collaboration

  • Have an in-depth understanding of many progressive emergent curriculums (i.e. Reggio Emilia philosophy, Montessori, Waldorf);
  • Designing and implementing emergent curriculum through Reggio Inspired documentation and Learning Stories, with the ability to curate the physical classroom environment to promote learning;
  • A deep understanding of how to implement equity and social justice principles into the everyday experience of the children; 
  • A deep understanding of how to recognize and disrupt oppressive narratives in society and ourselves;
  • Routinely meet with teaching team to create meaningful and relevant emergent curriculum; 
  • Critically analyze child observations and collaborate with teaching team to guide curriculum;
  • Performing and analyzing ongoing developmental assessments. 

Communication

  • Maintain regular communication with families, verbally, through our preferred platform, or by email correspondence (individual emails, weekly newsletters, etc.);
  • Sharing classroom documentation through newsletters, displays throughout the classroom, and in shared spaces;
  • Planning and facilitating bi-annual parent teacher conferences;
  • Meeting with parents and administration to find avenues of support for individual children when needed.

 

Hours/ Salary:

 

Subs positions:  $22-$27 hourly

When available, the Head Teacher position is a full-time position with full health benefits, a 401(k) with matching, and a starting salary range currently at $47,000-$60,000 based on a combination of factors. 

 

Qualifications:

  • A sense of true joy and enthusiasm for teaching and learning; 
  • Bachelor’s degree or higher in Early Childhood Education or related field; 
  • Fully bilingual in both English and Spanish;
  • Strong written and verbal communications skills, as well as proven problem-solving skills;
  • Strong organizational and classroom management skills;
  • Familiarity with a variety of early childhood educational approaches (Reggio Emilia, Montessori, Waldorf, project-based learning, learning stories etc.) and a willingness to hybridize;
  • Knowledge on principles and policies of safety and age-appropriate activities for children;
  • The ability to multitask and adhere to timelines;
  • Demonstrate a commitment to Mi Casita’s mission.

 

Comments Off on Training and Development

Training and Development

Posted by | November 27, 2023 |

Job Description

Position:                                 Training and Development

Department:                          Metropolitan Parent Center

Position reports to               Director, MPC

Introductory Period:            As per agency policy and procedure (Employee Manual)

Exemption Status:                This position is exempt and is not eligible for overtime pay for hours work in excess of 35 during a single calendar week (Monday-Sunday)

Scope of Position:   Under the supervision of the Director MPC, Trainer will provide the following primary services.

  • ·         Parent Training and Information Center, PTIC, training to diverse audiences
  • ·         Individual consultation, information, and referral
  • ·         Outreach                                             

Scheduled Hours:   In person, this position doesn’t offer remote option, full-time Monday-Friday (some Saturdays/year for outreach events)

Sinergia’s Metropolitan Parent Center, one of the three federally funded Parent Training and Information Centers (PTIC) in New York City seeks a Trainer to join its Parent Center staff, which provides information and training especially to families of students with disabilities throughout New York City.

We are seeking a full-time team member who is knowledgeable about New York Early Intervention (birth through 3), Early Learning, and K-12 Public Education systems and who supports cultural diversity, belonging, and inclusion for students with disabilities. The right candidate will be effective in providing training to adult learners, including youth with disabilities, and in being a collaborative partner with others in various systems for children, youth, and young adults (0-26) with disabilities

Position Summary: A Parent Trainer’s role is to provide seamless support to families by providing pertinent information to guide and educate them in assessing choices and making decisions regarding their child/youth with special educational needs. The Parent Trainer provides evidence-based informational resources, training, and one-to-one support, as needed, and facilitates collaborative partnerships with local, regional, and state nonprofits, for-profit and government entities, and their representatives for system change. Trainer will document and evaluate the quantity and quality of programming delivered.

Primary Responsibilities for PTIC Training: 

·         To develop and or update existing curricula as needed, in English and Spanish, for training for parents, professionals, and self-advocates on the educational system related to IDEA, the Individual Disabilities Education Act.

·         Scheduling and presenting live sessions, hybrid, and standalone webinars, including the “Advocacy for Parents Providing Leadership in Education”, APPLE Academy, MPC curriculum for parent leadership classes.

·         Assist with the distribution of materials to individuals requesting information or inquiring about training opportunities.

·         Identifying and scheduling guest presenters

·         Physical setup of in-person or virtual / hybrid workshops, conferences, or resource information at fairs

·         Promote the mission and goals of Sinergia through outreach to families, health care providers, educators, hospitals, schools, agencies, and others.

·         Represent the agency and the Metropolitan Parent Center in outreach activities such as community resource fairs and round tables among other opportunities to do advocacy.

·         Maintaining complete and up-to-date records of training attendance, evaluation, and other data points in Salesforce as required in Parent Center’s work plan.

Primary Responsibilities for Individual consultation, information, and referral:

·         Consultation incidental to training – provide consultation services to workshop attendees including information and referral, and record promptly case interactions in database.

Shared Responsibilities:

·         Outreach:  As needed and assigned participate in outreach events and activities, generate content for social media and website

·         Networking:  As needed and assigned, participate in community meetings, provider groupings, etc.

·         Representation of agency:  As needed and assigned, represent Sinergia at government agency meetings, local and regional conferences, etc.

·         Under the Program Director’s guidance, sit on committees, taskforce groups, councils, and other community meetings. Collaboration with educators and professionals and other community agencies who provide special education, early intervention, transition, and related services.

·         Attend required programs and all staff meetings and training and workshops and assigned state and national professional development events.

·         Traveling as needed for company events and training.     

Professional Conduct:   

·         Adhere to expected work hours/shifts and to maintain punctuality when reporting to work.

·         Maintain absolute confidentiality about all individuals served and personnel records.

·         Maintain a timely record of contacts and actions taken in Salesforce.

·         Abide by all agency policies as outlined in the employee manual.

·         Maintain good work habits and teamwork relationships with the rest of the Metropolitan Parent Center team and agency staff in general.

Required Qualifications:

·         Possess knowledge of rules and regulations regarding the implementation of the Individuals with Disabilities Education Act (IDEA), Section 504, Early Intervention, Special Education, section 504, and youth transition services. (Training will be provided to fill knowledge some gaps)

·         Pass a background check.

·         Preference is given to a parent/guardian or a family member of a person with disabilities.

·         Bilingual English – Spanish

·         Have some connections into the disability community and local groups.

·         Demonstrate ability and commitment to facilitate online parent groups and webinars through program social media pages, web conferencing and related cloud-based platforms.

 

Skills Required:

·         Excellent verbal and written communication skills, in English and Spanish

·         Experience working with families of individuals with intellectual / developmental disability.

·         Leadership, Classroom Management, Project Management

·         Curriculum development, lesson planning, and implementation

·         Possess excellent organizational skills, be able to manage their time, and meet deadlines working independently.

·         Have experience with public speaking and facilitating parent group conversations.

·         Have strong customer service skills. Be able to communicate with people of all demographics. (Written and verbal communication skills)

·         Research Skills, Navigating Databases, Microsoft 365

·         Preference is given to those with a master’s degree in a relevant field (Social Work/Human Services, Education, Program Management, etc.) or a Bachelor’s degree or five years of related work experience instead of a degree

What We Offer:     

·         Competitive salary and benefits package.

·         Opportunities for career advancement, including participation in regional and national conferences.

·         A supportive and collaborative work environment.

·         An opportunity to make a difference in the lives of individuals with special needs and their families in New York City.

Salary range: $60,000-$80,000

If you are a creative, driven, and enthusiastic individual with a passion for training, we would like to hear from you. Join us in helping our team reach their full potential. Apply today via Careers@sinergiany.org and be a part of our exciting journey.

Sinergia Inc is an equal-opportunity employer. We welcome candidates of all backgrounds to apply.

*NOTE* this job description is not intended to be all-inclusive. Employees may perform other related duties as negotiated to meet the ongoing needs of the organization. Job descriptions are revised periodically to meet the needs of the organization.

 

Comments Off on K-2nd grade ICT Teacher

K-2nd grade ICT Teacher

Posted by | November 20, 2023 |

Kindergarten-2nd Grade ICT Teacher

 Position Responsibilities:

The Kindergarten-2nd Grade ICT Teacher provides students (K-2) with a safe and healthy learning environment that will nurture, motivate and challenge all children to achieve the highest level of academic excellence and to develop into mindful, responsible, contributing participants in their education and communities.

Curriculum and Planning

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

In the Classroom

  • Maintain a productive, safe, and disciplined learning environment in which classroom values, teaching points, process charts, and student work are clearly displayed
  • Maximize instruction time by keeping the flow of classroom activities moving smoothly and efficiently throughout the day
  • Uphold all school policies within the classroom
  • Infuse VOICE values, rigor, and joy into lessons
  • Integrate feedback and goal-setting into lesson delivery
  • Provide the differentiation and accommodations needed for the growth and success of all students; go above and beyond to ensure that all students are meeting appropriate standards
  • Model strong written and verbal skills
  • Invest time in knowing students and demonstrate an active interest in their well-being; use kind, firm body language to convey authority and care
  • Review and comply with guidelines of students’ IEPs, attend IEP meetings, follow IDEA reporting requirements, and provide information about student performance and services received

Communication and Collaboration

  • Fully embrace VOICE’s mission and values and promote them to students, parents, and colleagues
  • Collaborate as part of an interdisciplinary team coordinating all instructional activities with teachers, assistants, and instructional leaders
  • Develop and maintain a positive working relationship with co-teacher to foster student growth and positive teacher-student relationships
  • Proactively seek assistance or advice when faced with challenging teaching situations;
  • Maintain positive relationships with and support the learning of all staff members
  • Appropriately give and receive feedback to/from students, parents, faculty, staff, and administration
  • Keep families well-informed of student performance and progress
  • Provide feedback and guidance to classroom assistants

Professionalism and Work Day Expectations

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

Reflect on professional practice through self-analysis and engagement in informal and formal feedback processes

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

Position Qualifications:

Attitude and Focus

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

Skills and Knowledge

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

Educational Background and Work Experience

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

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

Compensation and Benefits:

Salary range is $70,000 to $100,000. Compensation is competitive and based on experience and education.

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

Comments Off on 3rd-5th grade ICT Teacher

3rd-5th grade ICT Teacher

Posted by | November 17, 2023 |

Position Responsibilities:

The 3rd-5th Grade ICT Teacher provides students (3-5) with a safe and healthy learning environment that will nurture, motivate and challenge all children to achieve the highest level of academic excellence and to develop into mindful, responsible, contributing participants in their education and communities.

Curriculum and Planning

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

In the Classroom

  • Maintain a productive, safe, and disciplined learning environment in which classroom values, teaching points, process charts, and student work are clearly displayed
  • Maximize instruction time by keeping the flow of classroom activities moving smoothly and efficiently throughout the day
  • Uphold all school policies within the classroom
  • Infuse VOICE values, rigor, and joy into lessons
  • Integrate feedback and goal-setting into lesson delivery
  • Provide the differentiation and accommodations needed for the growth and success of all students; go above and beyond to ensure that all students are meeting appropriate standards
  • Model strong written and verbal skills
  • Invest time in knowing students and demonstrate an active interest in their well-being; use kind, firm body language to convey authority and care
  • Review and comply with guidelines of students’ IEPs, attend IEP meetings, follow IDEA reporting requirements, and provide information about student performance and services received

Communication and Collaboration

  • Fully embrace VOICE’s mission and values and promote them to students, parents, and colleagues
  • Collaborate as part of an interdisciplinary team coordinating all instructional activities with teachers, assistants, and instructional leaders
  • Develop and maintain a positive working relationship with co-teacher to foster student growth and positive teacher-student relationships
  • Proactively seek assistance or advice when faced with challenging teaching situations;
  • Maintain positive relationships with and support the learning of all staff members
  • Appropriately give and receive feedback to/from students, parents, faculty, staff, and administration
  • Keep families well-informed of student performance and progress
  • Provide feedback and guidance to classroom assistants

Professionalism and Work Day Expectations

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

Reflect on professional practice through self-analysis and engagement in informal and formal feedback processes

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

Position Qualifications:

Attitude and Focus

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

Skills and Knowledge

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

Educational Background and Work Experience

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

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

Compensation and Benefits:

Salary range is $70,000 to $100,000. Compensation is competitive and based on experience and education.

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

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School Psychologist

Posted by | November 7, 2023 |

SCHOOL PSYCHOLOGIST

JOB DESCRIPTION

 

MISSION OF THE SCHOOL

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

 

DESCRIPTION OF THE SCHOOL

Compass Charter School is an inquiry-based, progressive elementary school that opened in the fall of 2014 in Fort Greene, Brooklyn. We are committed to providing an experiential and democratic elementary experience to all children, with intentional access for children who typically do not get access to progressive education (children with special needs, children from economically disadvantaged backgrounds, and English language learners).

Our Integrated Curriculum centers sustainability in all forms: environmental, racial, and economic justice. Our staff works interdependently in collaborative teams and engages in professional inquiry (instructional coaching, reflection, restorative and trauma-informed practices). Compass enrolls approximately 330 students in pre-kindergarten through fifth grade.

 

THE OPPORTUNITY

Compass Charter School is seeking a School Psychologist to join our team. The School Psychologist will work closely with students, staff, and families to provide supports that contribute to mental health, wellbeing, and the growth of social-emotional skills. We are looking for an experienced school psychologist whose expertise is collaborating with other professionals, managing and coordinating teams of people, and providing guidance and supervision to aspiring social workers. The school psychologist will also be a key member of our schoolwide MTSS Team and participate in schoolwide data analysis and problem solving. The school psychologist will also support students through mandated and intervention counseling services, family consultation, and collaboration with classroom teachers. The School Psychologist will complete some psychoeducational evaluations. 

 

QUALIFICATIONS:

 

  • New York State School Psychologist Certification 
  • Master’s Degree in School Psychology
  • 5 years of clinical experience as a social worker with elementary-aged children 
  • 5 years of experience working in an elementary school setting, preferred
  • Experience leading professional development for staff required
  • Strong philosophical alignment to Compass mission and vision
  • Strong interpersonal skills
  • Strong written and oral communication skills
  • Knowledge of the school neighborhood and nearby social services
  • Ability to work collaboratively with teachers, leaders, and coordinators
  • Able to oversee and manage multiple programs and projects simultaneously
  • Ability to collaborate with learning support team, student support team, classroom co-teachers, and related service providers to ensure that all mandated services are being provided in accordance to IEPs
  • Reflective practitioner in a state of constant professional growth and a willingness to share their craft with others
  • Has own passions and interests
  • Commitment to integrating social-emotional curriculum into the culture of the school, units of study, and teachers’ daily lesson plans
  • Experience working with children with special needs in ICT classrooms preferred
  • Commitment and knowledge of experiential and inquiry-based teaching and learning
  • Educational philosophy aligns with the mission and vision of Compass
  • Experience creating and implementing social-emotional curriculum
  • Experience working with children with special needs
  • Strong knowledge of child development
  • Commitment to working with families from diverse backgrounds

 

RESPONSIBILITIES:

 

  • Support the social-emotional growth of students with special needs, English Language Learners, and at-risk students
  • Provide counseling services as mandated on student IEPs
  • Provide counseling services to at-risk students with parent consent
  • Conduct psychoeducational assessments, classroom observations, and Functional Behavioral Assessments 
  • Develop and monitor behavior intervention plans and data collection methodologies
  • Collaborate with teachers, co-leaders, and directors to plan and create a safe and nurturing school culture and community
  • Provide professional development for teachers and school staff regarding social-emotional development
  • Maintain confidentiality with student information and records
  • Provide mental health, social service, and wellness resources for families
  • Actively participate in and lead Child Study Team, MTSS  meetings, and CSE meetings
  • Use data from a variety of sources to determine when a student needs intervention
  • Actively participate in a professional learning community, including professional literature circles, peer coaching, reflection meetings, planning meetings, data meetings, and staff meetings
  • Actively participate in the school’s decision-making process
  • Regularly communicate with families, students, and community partners through phone, email, or face-to-face conversation
  • Maintain positive relationships with students and staff
  • Create a positive and safe classroom culture and community
  • Create and carry out a vision for the mental health program in collaboration with the Student Support Team at Compass
  • Regularly communicate with teachers about students on caseload and help to identify students who may benefit from counseling services
  • Conduct risk assessment, crisis intervention and mediation as needed
  • Work closely with the leadership team to ensure compliance with IEPs
  • Observe in classrooms to gather information about specific students and provide suggestions to teachers for how to incorporate strategies into the classroom
  • Support student attendance improvement initiatives
  • Ensure compliance in mandated reporting, confidentiality, and schoolwide policies
  • Collaborate with the MTSS Team to design and implement school-wide social-emotional curriculum 
  • Provide mental health, social service, and wellness resources for families
  • Communicate with families about student progress and provide community mental health referrals for families when requested
  • Create and lead workshops for families surrounding social-emotional, parenting and mental health issues
  • Collaborate with members of the Compass mental health team to provide professional development for teachers and school staff regarding mental health and social-emotional development
  • Partner with local institutions of higher education to develop and manage a social work internship program at Compass
  • Provide supervision to school psychology interns at Compass
  • Regularly communicate with families, students, and community partners through phone, email, or face-to-face conversation
  • Maintain positive relationships with students and staff
  • Collaborate with teachers, directors, and leaders to plan and create a safe and nurturing school culture and community
  • Support the school community with other duties upon request

 

COMPENSATION

Compass is a unionized charter school and the salary for this position ranges from 65K to 128K based on education level and years of experience. 

 

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School Social Worker

Posted by | November 7, 2023 |

SOCIAL WORKER

JOB DESCRIPTION

 

MISSION OF THE SCHOOL

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

 

DESCRIPTION OF THE SCHOOL

Compass Charter School is an inquiry-based, progressive elementary school that opened in the fall of 2014 in Fort Greene, Brooklyn. We are committed to providing an experiential and democratic elementary experience to all children, with intentional access for children who typically do not get access to progressive education (children with special needs, children from economically disadvantaged backgrounds, and English language learners).

Our Integrated Curriculum centers sustainability in all forms: environmental, racial, and economic justice. Our staff works interdependently in collaborative teams and engages in professional inquiry (instructional coaching, reflection, restorative and trauma-informed practices). Compass enrolls approximately 330 students in pre-kindergarten through fifth grade.

 

THE OPPORTUNITY

Compass Charter School is seeking a Social Worker to join our team. The Social Worker will work closely with students, staff, and families to provide supports that contribute to mental health, wellbeing, and the growth of social-emotional skills. We are looking for an experienced social worker whose expertise is collaborating with other professionals, managing and coordinating teams of people, and providing guidance and supervision to aspiring social workers. The Social Worker will also be a key member of our schoolwide MTSS Team and participate in schoolwide data analysis and problem solving. The Social Worker will also support students through mandated and intervention counseling services, family consultation, and collaboration with classroom teachers. 

 

QUALIFICATIONS

  • Master’s Degree in Social Work required
  • LMSW or LCSW in the state of New York required
  • School Social Work Certification required
  • 5 years of clinical experience as a social worker with elementary-aged children 
  • 5 years of experience working in an elementary school setting, preferred
  • Experience leading professional development for staff required
  • Able to oversee and manage multiple programs and projects simultaneously
  • Educational philosophy aligns with the mission and vision of Compass
  • Experience creating and implementing social-emotional curriculum
  • Experience working with children with special needs
  • Experience collaborating with children, families, colleagues, and administrators
  • Skilled in collaborating with others 
  • Strong knowledge of child development
  • Strong written and oral communication skills
  • Strong interpersonal skills
  • Commitment to working with families from diverse backgrounds
  • Knowledge of the school neighborhood and nearby social services
  • Reflective practitioner in a state of constant professional growth and a willingness to share their craft with others
  • Has own passions and interests

 

RESPONSIBILITIES

 

  • Create and carry out a vision for the mental health program in collaboration with the Student Support Team at Compass
  • Provide individual or group counseling services as mandated on student IEPs
  • Provide individual or group counseling services to at-risk students with parent consent
  • Support the social-emotional growth of students with special needs and at-risk students at Compass
  • Develop, monitor, and analyze behavior intervention plans and data collection methodologies
  • Regularly communicate with teachers about students on caseload and help to identify students who may benefit from counseling services
  • Conduct risk assessment, crisis intervention and mediation as needed
  • Conduct FBAs as needed
  • Work closely with the leadership team to ensure compliance with IEPs
  • Participate in Child Study Team meetings, MTSS meetings, and CSE meetings as needed
  • Observe in classrooms to gather information about specific students and provide suggestions to teachers for how to incorporate strategies into the classroom
  • Maintain confidentiality with student information and records
  • Support student attendance improvement initiatives
  • Ensure compliance in mandated reporting, confidentiality, and schoolwide policies
  • Collaborate with the MTSS Team to design and implement school-wide social-emotional curriculum 
  • Provide social-emotional intervention as needed through MTSS process
  • Provide mental health, social service, and wellness resources for families
  • Communicate with families about student progress and provide community mental health referrals for families when requested
  • Create and lead workshops for families surrounding social-emotional, parenting and mental health issues
  • Collaborate with members of the Compass mental health team to provide professional development for teachers and school staff regarding mental health and social-emotional development
  • Partner with local institutions of higher education to develop and manage a social work internship program at Compass
  • Provide supervision to social work interns at Compass
  • Actively participate in a professional learning community, including professional literature circles, peer coaching, reflection meetings, planning meetings, data meetings, and staff meetings
  • Actively participate in the school’s decision-making process
  • Regularly communicate with families, students, and community partners through phone, email, or face-to-face conversation
  • Maintain positive relationships with students and staff
  • Collaborate with teachers, directors, and leaders to plan and create a safe and nurturing school culture and community
  • Support the school community with other duties upon request

 

COMPENSATION

Compass is a unionized charter school and the salary for this position ranges from 65K to 128K based on education level and years of experience.

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Deputy Press Secretary

Posted by | November 7, 2023 |

Deputy Press Secretary

About The State University of New York :

The State University of New York is the largest comprehensive system of higher education in the United States, and more than 95 percent of all New Yorkers live within 30 miles of any one of SUNY’s 64 colleges and universities. Across the system, SUNY has four academic health centers, five hospitals, four medical schools, two dental schools, a law school, the state’s only college of optometry, and manages one US Department of Energy National Laboratory. In total, SUNY serves about 1.4 million students amongst its entire portfolio of credit- and non-credit-bearing courses and programs, continuing education, and community outreach programs. SUNY oversees nearly a quarter of academic research in New York. Research expenditures system-wide are nearly $1.1 billion in fiscal year 2022, including significant contributions from students and faculty. There are more than three million SUNY alumni worldwide, and one in three New Yorkers with a college degree is a SUNY alum. To learn more about how SUNY creates opportunities, visit www.suny.edu.

Job Description:

The State University of New York (SUNY) is searching for a Deputy Press Secretary to join its Office of Press and Communications in either its Albany or NYC office.

SUNY is seeking an exceptional communications professional with excellent writing skills to be a vital member for the SUNY System Administration media relations team. Charged with supporting SUNY’s Chancellor and leadership team to promote SUNY as a world-class institution of high quality, accessible, and affordable education. This candidate can expect to travel in advance of the Chancellor to manage visits and events across New York State on a weekly basis.

The Deputy Press Secretary – in coordination with government affairs and creative and marketing teams – will:

  • Develop, manage, and organize communications activities statewide and nationally
  • Write and issue press releases, opinion pieces, statements, and media advisories on behalf of SUNY’s Chancellor and Board of Trustees
  • Assist with press inquiries in alerting senior leaders, drafting proposed responses, and talking points on deadline
  • Partner to develop an ongoing media strategy for the Chancellor, one that includes national speaking engagements and placements in Sunday programs
  • Interact with top New York State, higher education, and national media
  • Develop and manage communications to highlight SUNY’s overall leadership in research
  • Assist Press Secretary with crisis communications, and communicating policy initiatives
  • Respond to daily media inquiries
  • Manage the daily news clips
  • Coordinate closely with other departments, in particular Government Relations and Marketing
  • Lead on internal communications at System and with campuses

Requirements:

Minimum Qualifications: 

  • Experience in public relations, media, journalism, or related field
  • Strong writing and editing skills are required
  • Demonstrated project and team management experience
  • Able to multi-task and work in a deadline-driven environment
  • Established statewide contacts in TV, newspaper, and radio outlets

Additional Information:

Salary is dependent on a variety of factors, including but not limited to, experience, education, training, and certifications. The range for this position is $80,000-$100,000.

Excellent Benefit Package which includes: NYS health insurance, free dental and vision coverage, competitive retirement options, tuition assistance, parental leave at full pay, and generous vacation, sick, and holiday time.

Applicants must be currently authorized to work in the United States on a full-time basis.

The Deputy Press Secretary will report to Assistant Vice Chancellor for Media Relations and Press Secretary.

Travel to any of the 64 campuses in the SUNY system is expected with some overnights.

State University of New York System Administration is an affirmative action, equal opportunity employer and does not discriminate on the basis of race, color, national origin, religion, creed, age, disability, sex, gender identity, sexual orientation, familial status, pregnancy, predisposing genetic characteristics, military status, domestic violence victim status, criminal conviction, or retaliation.

Pursuant to Executive Order 161, no State entity, as defined by the Executive Order, is permitted to ask, or mandate, in any form, that an applicant for employment provide his or her current compensation, or any prior compensation history, until such time as the applicant is extended a conditional offer of employment with compensation. If such information has been requested from you before such time, please contact the Office of Employee Relations at (518) 474-6988 or via email at info@oer.ny.gov.

Comments Off on Manager of Social Work

Manager of Social Work

Posted by | November 6, 2023 |

About StreetSquash

StreetSquash was founded in Harlem in September 1999 as the second squash and education program in the United States. A comprehensive youth enrichment program, StreetSquash combines academic tutoring, squash instruction, community service, college preparation, leadership development, and mentoring for young people ages 11-24. What began as an after-school program with 24 middle school students and two staff members has expanded to serve upwards of 500 participants from 6th grade through college graduation, and entry into the workforce. Learn more about us at www.streetsquash.org.

 

About the Position

StreetSquash is seeking a driven, innovative Manager of Social Work with a primary focus on adolescent counseling and family engagement, who has a passion for supporting young people and putting them on the path to achieving their higher education and career goals. The Manager of Social Work will be expected to oversee and be present at weekday sessions until 6:30 pm and select special events potentially on weekends. This position reports to the Program Director (PD). 

 

Position Responsibilities

Programmatic Responsibilities

  • Provide and train Social Workers on bio-psycho-social assessments and treatment, and family sessions
  • Develop and lead weekly social-emotional curriculum and enrichment programming
  • Communicate regularly with all staff and interns about student action plans
  • Support students and families in their academic and personal growth through programming and relationship-building including one on one counseling, school visits, home visits, group work, action planning, casework, crisis intervention, family sessions, etc.
  • Network with external stakeholders and other service providers to refer students and families as needed
  • Lead and participate in Family Leadership Board initiatives including meetings, forums, and fundraising efforts
  • Work closely with Social Work team to meet the needs of participants
  • Work collaboratively with the Program Director, Executive Team, and Social Work team to resolve programmatic concerns

Managerial Responsibilities

  • Serve as a member of the senior leadership team to oversee the Social Work department, implement organizational plans, execute defined strategies, maintain a solution-focused approach as a leader within the organization, and resolve programmatic issues and concerns
  • Work closely with the PD to oversee development and implementation of social-emotional and health and wellness programming to ensure consistency, high quality, and mission alignment
  • Work with the PD to ensure full participant enrollment and high attendance to achieve full space utilization and maximum impact. Support recruitment efforts accordingly.
  • Manage a team of 1-2 full-time social workers and 2 interns; 
    • Assess staff and interns strengths and provide regular, direct feedback regarding individual performance, areas for growth, and plans for improvement
    • Support PD with talent management including hiring, evaluations, retention and promotions, and performance improvement plans
    • Lead supervision meetings and department meetings
    • Maintain consistent high standards for staff performance and program execution and hold them accountable for excellent programs on a daily basis
  • Build positive staff culture and work environment
  • Network with other organizations and external services to refer students and families as necessary
  • Fulfill other responsibilities assigned by members of the executive management team

Administration

  • Oversee social work and team budget in conjunction with the PD
  • Collaborate with the Manager of Operations & HR to ensure staff adherence to data management systems in order to generate accurate data and program insights
  • Collaborate with the Development and Communications Department to support the creation of organizational collateral, partnership-building, program marketing, and stewardship
  • Ensure that the social work department tracks and analyzes participant enrollment data and trends for StreetSquash related to student persistence, success, graduations, etc.

 

Requirements

  • Licensed Master of Social Work (LMSW) required (NYS), LCSW preferred
  • 2+ years of management experience
  • 3+  years of professional work experience in providing therapy to youth and adolescents; ability to establish and strengthen relationships with participants and partners
  • 3+  years of professional work experience with parents/caregivers and family engagement
  • Knowledge of NYC Public Schools, transfer schools, and special education desirable
  • Sensitivity to different cultures and communities; demonstrated ability to work well with diverse or marginalized populations; can bring in allies across diverse communities 

Qualifications & Experience

We are seeking candidates with a deep commitment to healthy youth development who are results-oriented and have strong collaboration skills. You should have:

  • Must have a commitment to work from a strength-based, youth and family development perspective
  • Drive for success in efforts to achieve organization and departmental goals
  • Solid organizational abilities, including planning, program development and task facilitation
  • Able to understand program data and the purpose of its usage; use data to identify programmatic trends and develop responsive practices for improving programs
  • Clear and compelling in both verbal and written communications, enjoys motivating a team around a common goal
  • Ability to establish and strengthen relationships with participants and partners
  • Proven ability to make good, proactive decisions in potentially emotionally-charged situations and/or in the absence of complete clarity; comfortable taking risks
  • Passion for young people and enjoyment of spending time with them, coaching or tutoring them, and pushing them to set and achieve goals in all aspects of their lives
  • Other languages proficiency a plus
  • Google Suite, Zoom, and Salesforce experience a plus, or demonstrated experience to learn new systems
  • Valid driver’s license for travel

 

Commitment: StreetSquash values long-term, deep, impactful work with students. It takes years to cultivate relationships and staff retention is a critical component of organizational success. This is not a transitional role or a temporary stepping stone. Candidates should be prepared to commit for the long haul, just as we are committed to supporting our staff to develop and grow.  

Compensation & Benefits: StreetSquash offers competitive compensation, commensurate with experience. Salary is $70,000 to $80,000. Full benefits include employer-supported health coverage, monthly MetroCard or equivalent transit stipend, monthly cell phone stipend, FSA, paid federal holidays, 20 days of paid vacation plus 5-day holiday break, 40 hours of sick time, 3 personal days (after 3 months of employment), and 401k contributions (after 3 months of employment)

Application Process: Only complete applications will be reviewed and only shortlisted candidates will be contacted. Final applicants will be requested to consent to a pre-employment background check and employment verification. A background check is required to extend a job offer.

StreetSquash is an equal-opportunity employer with a commitment to diversity. We encourage all qualified applicants to apply. No knowledge of squash is necessary for this position.

Comments Off on Clinical Professor – Secondary Education & Youth Services

Clinical Professor – Secondary Education & Youth Services

Posted by | November 6, 2023 |

FACULTY VACANCY ANNOUNCEMENT 

Job Title: Clinical Professor – 300009 

Job ID: 6177 

Location:  Regular/Temporary:  Regular 

Performs teaching and research duties, which may include clinical instruction.  Clinical Professors are highly experienced practitioners or teachers who hold full-time, non-tenure track positions. 

In support of the campus mission, strategic plans and values, Queens College seeks to fill one Clinical Professor vacancy in the Department of Secondary Education and Youth Services (SEYS), beginning January 27, 2024.  

QUALIFICATIONS  

Bachelor’s degree and a record of achievement in a profession or field of expertise related to teaching assignments.  Also required is the ability to cooperate with others for the good of the institution. Visit our posting for a complete the position. 

COMPENSATION  

CUNY offers faculty a competitive compensation and benefits package covering health insurance, pension, and retirement benefits, paid parental leave, and savings programs. We also provide mentoring and support for research, scholarship, and publication as part of our commitment to ongoing faculty professional development. Salary is commensurate with academic accomplishments and experience within the range of $50,512 – $90,000.00.  

EQUAL EMPLOYMENT OPPORTUNITY  

CUNY encourages people with disabilities, minorities, veterans, and women to apply.  At CUNY, Italian Americans are also included among our protected groups.  Applicants and employees will not be discriminated against on the basis of any legally protected category, including sexual orientation or gender identity. EEO/AA/Vet/Disability Employer 

Comments Off on Budget Analyst/Economist

Budget Analyst/Economist

Posted by | October 25, 2023 |

The New York City Independent Budget Office (IBO), a nonpartisan city agency, is recruiting for analytic staff with budget, policy, and economic skills (“IBO Analysts”). IBO’s responsibility under the City Charter is to provide analyses and issue public reports on city budgetary and policy matters in order to enhance the understanding and decision making of elected officials and the public. IBO Analysts will be expected to conduct research and respond to external questions and requests related to an assigned portfolio of select New York City agencies and/or revenue streams. Duties include preparing written reports, presentations, infographics, and testimony for City Council hearings. An IBO Analyst position offers a unique opportunity to work with city financial and administrative data to study and inform public policy.

Qualifications and Skills:

Candidates should be analytic, demonstrate skills in quantitative research and high-quality rigorous policy analysis, and have the ability to write about complicated research and policy issues using plain language for a wide range of audiences. Experience using R, SAS, or similar coding packages to process and prepare large complex datasets is preferred. A commitment to impartial, rigorous analysis of public policy questions is essential.

Candidates should be comfortable interacting with elected officials, government agency staff, policy advocates, among others. An ability to work independently, juggle multiple assignments, collaborate on projects within and across teams, and meet deadlines is critical. Subject-area knowledge or professional experience in any of the following topic areas should be specified in the cover letter:

  • New York City’s budget
  • Municipal finance
  • Economics and/or forecasting
  • Pre-K through 12th grade education policy research
  • Social and community services
  • Criminology or the criminal legal system
  • Public safety
  • Infrastructure and land use

An undergraduate degree in economics, political science, public administration, urban planning, or a related field is required. A graduate degree in a related field or relevant work experience is preferred. Your complete level of education should be indicated in your cover letter or resume.

The salary range is $60,000-$90,000, commensurate with education and work experience.

Other Information:

New York City residency must be established within 90 days of appointment and is required for the first two years of city service, after which employees may reside in Nassau, Orange, Putnam, Rockland, Suffolk, or Westchester Counties. Foreign nationals must have a valid permanent resident card (“green card”) or renewable work permit.

The City of New York is an inclusive equal opportunity employer committed to recruiting and retaining a diverse workforce and providing a work environment that is free from discrimination and harassment based upon any legally protected status or protected characteristic, including but not limited to an individual’s sex, race, color, ethnicity, national origin, age, religion, disability, sexual orientation, veteran status, gender identity, or pregnancy.

As a current or prospective employee of the City of New York, you may be eligible for federal loan forgiveness programs and state repayment assistance programs. Please review the notice to see if you may be eligible for programs and how to apply at nyc.gov/studentloans.

IBO maintains hybrid work schedules.

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High School Assistant Principal (Queens)

Posted by | October 25, 2023 |

The Assistant Principal is the assistant instructional leader and is ultimately responsible for assisting the Principal in ensuring that the school provides students with the skills, knowledge and experience necessary to succeed academically and socially. To do this, the assistant principal must have the skills needed to adeptly assist in facilitating and collaborating with faculty and staff; experience teaching using alternative pedagogy; ability to identify and use diagnostic and formative assessments; and ability to engage in and support classroom and organizational level inquiry to inform decision making. The assistant principal in conjunction with the guidance counselor will lead a grade group cohort from 9th-12th grades.

Successful candidates will have demonstrated alignment with the New Visions mission to empower young people by challenging them academically and providing them with the support they need to excel.

This position will start in late December/ early January 2023.

 

Essential Job Functions:

Curriculum, Instruction and Assessment

  • Assist in delivering the academic preparation and requisite support for all students to be prepared to succeed in college and career
  • Reinforce and institutionalize the implementation of New Visions Charter School practices through regular observation, coaching, and evaluation
  • Foster connections between academic learning, the community, and the natural world
  • Will be responsible for teaching, co-teaching, and model teaching in the classroom

Staff Development

  • Assist in creating a professional community that focuses on instruction and assessment as the primary vehicles for improving student achievement and school culture
  • Motivate teachers to continue to develop their content knowledge and instructional repertoire, and provide the resources needed for them to do so

School Culture

  • Assist in building a school culture that evidences high expectations for courtesy, respect, compassion, and an intellectually engaged environment for both students and adults
  • Ensure a safe, supportive, and productive environment for students, staff, and families
  • Model effective instructional practices in staff meetings, professional development sessions, and team meetings
  • Cultivate strong partnerships with community organizations and regional and national partners
  • Oversee extra-curricular activities, Saturday School, and after-school programs
  • Cultivate strong partnerships with community organizations and regional and national partners
  • Implement behavior/discipline modification plan for grade group cohort in conjunction with the guidance counselor

Required Education and Experience:

  • Master’s degree in Education, School Leadership, or Education Administration/Management
  • 7+ years experience (teaching, counseling, leadership) at the high school level, with a history of improving student outcomes
  • 2+ years of coaching and supervising educators
  • New York State School Building Leader or School District Leader certification required
  • Experience in an urban public school is strongly preferred

Required Knowledge and Skills:

  • Demonstrated leadership capabilities, including management and team-building skills
  • Experience with supervising, evaluating, and professional development of teachers and teachers-in-training
  • Experience implementing pedagogical strategies and developing a curriculum relevant to the New Visions Charter School model including, but not limited to challenge-based curriculum, inquiry, data-based decision making, analysis of student performance on an ongoing basis, alternative use of time through scheduling and programming, systems of adult learning
  • Rigorous approach to problem-solving – collecting all relevant information, consulting diverse perspectives, and creating feedback systems
  • Passion for creating a school community that supports the development and achievement of all students, particularly those underserved and at-risk in other school settings
  • Recognition of self as a learner, able to identify areas for growth, and commitment to working in these areas
  • Experience and zeal for working in an entrepreneurial environment
  • Commitment to democratic governance and collaborative, data-based decision-making
  • Excellent interpersonal and communication skills
  • Experience working on school culture and discipline{[
  • Demonstrated commitment to the school’s vision and mission
  • Knowledge and experience supporting advisory for SEL and academic support

Physical Requirements:

  • Light lifting may be required

Supervisory Reports:

  • ELA, Social Studies, World Language, PE/Health, GLT 11

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

Salary Information
While the majority of new hires’ starting salaries shall be expected to be placed in the first half of the range(s) to allow space to grow in the job, for those who already have significant relevant experience at that level of the job, placement at the higher end of the range(s) is possible.
Pay Range
$121,500$175,000 USD
Comments Off on High School SPED Teacher (Queens, Brooklyn, Bronx)

High School SPED Teacher (Queens, Brooklyn, Bronx)

Posted by | October 25, 2023 |

Why Teach With Us?

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

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

Advantages of teaching at a New Visions school include:

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

Who You Are

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

What You’ll Do

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

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

What We’re Looking For

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

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

 

Salary Information

The New Visions faculty career ladder is highly competitive and designed to be a leader in the education space. Our innovative approach rewards high performance and supports fair and equitable pay practices across the New Visions Charter High Schools.  Placement on our faculty ladder accounts for a combination of experience, credentials, and the faculty member’s expertise and impact on students (including review of lesson and unit plans, live demo lessons, and examples of student achievement data).  Once employed at New Visions, faculty that exemplify high performance are able to advance through our career ladder quickly, and there are additional opportunities for teachers to increase their pay through the acquisition of additional certifications and through various leadership opportunities (such as Lead/Master Teacher and SPED Coordinator roles.)

Pay Range
$67,250$133,024 USD
Comments Off on Program Coordinator

Program Coordinator

Posted by | October 18, 2023 |

About us:

The Simon Wiesenthal Center (SWC) is a global Jewish human rights activist organization that confronts anti-Semitism, hate, stands with Israel, defends the safety of Jews worldwide, and teaches the lessons of the Holocaust for future generations.  It is an accredited Non-Governmental Organization (NGO) at the United Nations, UNESCO and the OSCE, the Organization of American States, the Latin American Parliament, and the Council of Europe.  The SWC is headquartered in Los Angeles with offices in New York, Chicago, Miami, Toronto, Paris, Jerusalem and Buenos Aires. The Museum of Tolerance Los Angeles, founded in 1993, is the educational arm of the SWC. Moriah Films is the Center’s two-time Academy Award®-winning film division and the Museum of Tolerance Jerusalem is scheduled to open in 2024.

About the role:

The SWC (New York City Office), together with the Center’s educational arm, the Los Angeles based Museum of Tolerance (MOT), seeks a full time Program Coordinator for the planning, development, implementation, and follow-up activities for all educational programs conducted in the NE Region.

About you:

You are passionate about working with young people and educators, to make lasting social change.

This position will report to the Program Director and is based in New York City.

Responsibilities:

  • Plan, schedule and coordinate delivery of educational programs in collaboration with the Program Manager.
  • Coordinate workshops, schedule staff and provide information and educational materials to Site Coordinators and Facilitators for program delivery.
  • Attend workshops regularly to ensure program quality, troubleshoot problems and to connect with key school administrators.
  • Correspond with schools, prepare and send confirmation letters, provide educational materials and survey links as needed.
  • Ensure program presentation materials are up to date across online platforms, SWC laptops and hard drives.
  • Contribute to organization and maintenance of outreach lists for schools, administrators and key community partners within grant-funded districts, in collaboration with Program Manager.
  • Outreach to designated schools in grant-funded districts to schedule targeted number of workshops, in collaboration with Program Manager.
  • Provide coordination and administrative support as needed for training programs.
  • Maintain detailed database of program activities and generate reports from the data in accordance with requirements for grants and reporting purposes.
  • Assist in coordinating community programs and other public events hosted by the Simon Wiesenthal Center.
  • Participate in regular update meetings with SWC/MOT team to deliver updates on program bookings and troubleshoot any problems that have arisen during program delivery.
  • Organize virtual programs as needed, utilizing Zoom or Google Meet.
  • Assist in creation of marketing materials for programs as needed.
  • Deliver workshops as needed.
  • Other duties as determined by Program Director.

Experience and Skills:

  • Associate Degree or Bachelors in education, arts, or a related field.
  • 2 years experience in program coordination or management.
  • Personality profile to fit into a safe, inclusive, open and collaborative culture that requires teamwork and significant interaction with employees at all levels.
  • Ability to thrive in a fast-paced, agile environment where you will handle many detailed tasks.
  • Strong organizational and data entry skills.
  • Ability to generate various reports from program data entered in Excel and other databases.
  • Excellent written, verbal and interpersonal skills are essential.
  • High degree of flexibility, can adapt easily to changing environment and tasks.
  • Ability to work well independently as well as provide supporting role on team.
  • Highly motivated, detail-oriented, shows initiative, and has ability to priotize and problem solve.
  • Proficiency in Microsoft Word, PowerPoint, Excel and Zoom (mandatory), Outlook, Adobe Acrobat.
  • Strong presentation and group facilitation skills.
  • Experience working in schools or in the education field a plus.

Our Benefits:

We value our people and offer a collaborative and engaging culture. As a SWC employee, you will enjoy work/life balance, generous time off and comprehensive benefits and programs.

The Simon Wiesenthal Center embraces inclusivity and values our diverse community. We are committed to building a team based on qualifications, merit and business need. We are proud to be an equal opportunity employer and do not discriminate on the basis of race, religion, color, national origin, gender, sexual orientation, age, marital status, veteran status, or disability status.

Click Here to Apply

Comments Off on Grade 6-12 SEL Curriculum Writer & Professional Development Trainer (P/T)

Grade 6-12 SEL Curriculum Writer & Professional Development Trainer (P/T)

Posted by | October 10, 2023 |

Youth Communication equips and empowers educators to engage struggling youth and build social and emotional learning skills, using our true, teen-written stories in youth-facing SEL curricula and educator professional development.

Our stories, developed in a rigorous writing program, are uniquely compelling to youth whose voices are missing from mainstream content. The stories model social and emotional learning and show teens how to make positive changes in their lives. When they read the stories, adolescents learn about the lives of others, their own strengths, and that they are not alone in the world with their challenges. The stories also give educators in our professional development sessions an important view of students’ lives, strengths, resources, and communities, which is critical if educators are going to be culturally responsive.

Our award-winning curricula and professional development are created around these stories. They turn classrooms and programs into dynamic and encouraging learning environments by helping educators and youth workers become more compassionate and effective at building the skills that teens need to lead successful, meaningful lives.

Job Description:

We are looking for an experienced educator to act as curriculum writer and professional development trainer. As a curriculum writer, they will use our existing curricular model to create lesson plans for these programs. They will a use a pre-determined list of stories/session goals to create and revise story-based sessions. As a professional development trainer, they will use our existing professional development agendas to deliver training to schools, afterschool organizations, and other community/education organizations. This position will report to the Managing Director of Education Programs; training duties will be assigned and feedback will be given by the Director of Training.

Responsibilities include, but are not limited to:

**General Duties**

  • Models social and emotional competencies in the areas of self-awareness, self-management, relationship skills, social awareness, and responsible decision-making.
  • Represents the organization and upholds its mission and educational philosophy.
  • Communicates well with internal and external stakeholders, paying particular attention to cross-cultural communication and power dynamics.

**Curriculum Writing Duties**

  • Creating approximately 20 lesson plans using pre-selected stories, learning objectives (both SEL and literacy), and collaborative learning activities. These plans include:
    • A pre-reading activity meant to activate students’ prior knowledge and engagement;
    • A reading and discussion of one of YC’s true, teen-written stories, including critical-thinking discussion questions about the social and emotional learning present in the story;
    • A post-reading activity that applies lessons from the story to students’ lives;
    • Reflection questions for teacher/facilitators; and
    • A writing extension activity (e.g., letter to self, a true story from their lives, a speech).
  • Incorporating best practices from anti-racist and culturally responsive teaching into lesson plans.
  • Proofreading and revising of session plans—those they write as well as those of other curriculum writers.
  • Assisting on other curriculum projects, including writing questions for teen-written stories, creating scope and sequence documentation, creating discussion guides for YC-published anthologies.

**Professional Development Training Duties**

  • Training a wide range of educators and youth workers throughout NYC.
  • Effectively facilitating our CRE workshops as well as our curriculum orientation and follow-up training series to support the effective implementation of Youth Communication curricula and CRE workshops.
  • Engages in self-reflection and is responsive to coaching by Director of Training to improve facilitation skills.
  • Collects evaluation and participation data for each training.

Qualifications:

**General Skills**

  • At least 3 years working directly with teens as a teacher in urban secondary school setting within the last five years.
  • Life experience similar to the NYC public school students we serve.
  • The ideal candidate will have experience and knowledge of:
  • Social and emotional learning within a strengths-based approach to working with youth.
  • Anti-racist and culturally responsive teaching practices.
  • Writing and asking critical thinking questions about texts.

**Curriculum Writing Skills**

  • A degree in education with a focus on curriculum and instruction, strongly preferred.
  • Experience writing lessons and curricula to be used in a middle or high school classroom.
  • Excellent writing, editing, and proofreading skills, including attention to conforming to existing YC style and lesson templates.
  • Experience running middle-/high-school advisory sessions, including creating lessons for advisory, strongly preferred.

 

**Professional Development Training Skills**

  • At least one year’s experience delivering professional development to adult educators.
  • A group facilitation style that is highly interactive, supportive, and compassionate.
  • Comfortable planning trips and transporting training materials to workshop locations.
  • Eager and able to follow our clearly scripted training plans and to modify when necessary.

Pay:

This position is a half-time position at $40-45 per hour (based on experience), Monday through Thursday from 11 a.m. to 4 p.m. (There is some flexibility to this schedule.) We are a hybrid workplace; we are in our Midtown West office on Tuesdays and Thursdays.

Comments Off on Middle School Living Environment Teacher 2023 – 2024 School Year

Middle School Living Environment Teacher 2023 – 2024 School Year

Posted by | October 10, 2023 |

Beginning with Children (BwC) is a Brooklyn based school management organization founded by school reform leaders Joe and Carol Reich over 30 years ago on a deep belief in the power of education. BwC supports two New York City Public Charter Schools and an alumni and college success program that provides education and academic supports for students from Pre-K to college.

Our schools, Beginning with Children Charter School 2, Community Partnership Charter School, and Community High School are located in Bedford Stuyvesant, Clinton Hill, Williamsburg, and downtown Brooklyn, where approximately 90% of our families qualify for free/reduced lunch. Our hard-working families, face high rates of low-wage employment, and find it increasingly difficult to break the cycle of poverty and continuing injustice which plague these neighborhoods. At BwC we know that academic success and college completion have proven to be the most effective way to promote social and economic mobility. We are committed to creating strong centers of learning that transform the lives of students and families and revitalize communities.

Beginning with Children continues to post-secondary and college success through its alumni program, the Legacy Network. The success of BwC Scholars is the product of caring, committed and talented educators who work collaboratively with families to meet the needs of our students. As we continue to develop our Professional Learning Community we invite talented and innovative educators to join us in our mission to provide quality instruction to every child in every classroom.

Our Schools

Beginning with Children schools empower scholars to meet high academic standards throughout their education and embrace a set of core values that are essential to success in life. Our graduates will be independent thinkers who are committed to succeeding in college preparatory programs and becoming active and engaged citizens in their communities.

Our teachers are certified in their assigned grade and/or content area. Teachers demonstrate mastery of content and provide engaging instruction that inspires our students to learn. All teachers share accountability for the academic success of our students. As a professional learning community, we work collaboratively to enhance student learning and build a positive school culture.

BwCCS2 Mission

BwCCS 2 is a nurturing community that fosters a love of learning and the development of character for students in grades K-8. Our students achieve academic excellence and are prepared to succeed in top performing high schools and colleges. BwCCS 2 students develop and use G.R.I.T. (Good Judgment, Resilience, Integrity, and Teamwork) for personal and community improvement.

Open Position: Living Science Middle School Year

Responsibilities:

  • Support students’ academic and socio-emotional development
  • Set student performance and growth goals and work to achieve those goals
  • Collaborate with leadership to implement the School’s mission and goals
  • Align the core curriculum with Common Core State Standards.
  • Participate in the implementation of systems to assess student achievement.
  • Model the school’s mission, values and standards for professional behavior.
  • Perform other related duties as required and assigned
  • Prepare all students for success with New York State Living Environment Regents Science exams
  • Place an equal emphasis on developing scientific thinkers by inviting students to ask questions, develop models, carry out investigations and analyze data
  • Guide students in applying their subject matter knowledge and skills through evidence-based scientific explanations and arguments and by challenging them to address real-world problems that impact the community students live in
  • Help students see the relevance of Science in their everyday lives, as well as equip their students with the tools necessary to be critical consumers and innovative problem solvers within modern-day society

Qualifications:

  • New York State certification (preferred)
  • Excellent oral and written communication skills.
  • Strong interpersonal skills.
  • Ability to communicate effectively with diverse constituencies, including students, parents, trustees, BwC representatives, community members, and donors.
  • Understand the nuances of urban school environments and school culture.
  • Experience teaching middle school.
  • Master’s degree.
  • Minimum 1 year teaching experience.
  • Experience teaching English as a Second Language or Speech is a plus
  • Bilingual (Spanish) a plus.
Comments Off on Program Director – Early Childhood

Program Director – Early Childhood

Posted by | October 10, 2023 |

Overview: The program is seeking a visionary, energetic leader to act as Program Director for our play-based child care program which serves children 2 to 5 years old, including Pre-K for All. We offer a full day, full year program and are proud of our strong partnerships with families and the local community. The program provides a nurturing and stimulating environment that prepares children with academic and social skills needed to succeed in school and life. We are looking for a director who is excited about leading a high quality, culturally responsive preschool that blends public and private funding to ensure a robust and meaningful experience for children, staff and families.

Responsibilities:

Management

  • Lead the daily operations and management of the Program to ensure that all licensing, funding and University Settlement standards and expectations are met
  • Supervise and support staff including Education, Clinical and Family Service, Fiscal, Custodial and Culinary Staff to perform their jobs to meet the highest standards of quality
  • Conduct outreach, and tours and be the lead on communication with current and prospective families
  • Ensure compliance with Head Start Performance Standards on all aspects of family services, community engagement, enrollment and eligibility.
  • Communicate with administrative departments such as Fiscal, Human Resources, Technology and Development in order to support the daily and ongoing needs of the Program

Fiscal

  • Manage resources effectively and within budget to ensure that the site operates effectively and efficiently, and is compliant with all federal and state laws and funder requirements
  • Manage site finances within approved budget with the assistance and support of the Senior Program Director
  • Demonstrate an understanding of the monthly financial reports, identifying trends and discrepancies
  • Communicate and clarify the monthly financial reports to assist the board in their oversight of the Center budget
  • Follow finance policies and procedures to ensure timely compliance
  • Provide contract information to the Finance Department to assist with, and ensure the accuracy of, monthly financial statements

Leadership and Coaching:

  • Lead all staff to live the mission of Children’s Corner/University Settlement in their daily work and interactions
  • Support staff at all levels to identify areas for growth and to improve their practice and delivery of services
  • Use reflective supervision to mirror the respectful, reflective relationships staff have with children and families
  • Represent our Children’s Corner/University Settlement in advocacy and policy conversations across New York City and beyond
  • Other duties relevant to the program operation as requested by Supervisors

Qualifications:

  • Master’s degree in Early Childhood or Childhood Education
  • Permanent/Professional NYS Teaching Certificate (N-6 or Birth-2nd Grade) a plus
  • 3-5 years’ proven success in supervision and management
  • Proficient in Microsoft Word, Excel
  • Excellent written and oral communication skills
  • A collaborative attitude and interest in supporting the overall goals of the program and University Settlement
  • Previous experience or training on coaching or reflective supervision is desired

Hours: 35 hour work week, 3 days for 8AM-4PM and 2 days for 10AM-6PM schedule

Additional. Generous benefits package

We are committed to building a diverse and inclusive community. We support a broadly diverse team who will contribute to our organization. We are an equal employment opportunity for all regardless of race, color, citizenship, religion, national origin, sex, sexual orientation, gender identity or expression, age, disability, veteran or reservist status, or any other category protected by federal, state, or local law.

Comments Off on Program Director – Early Childhood

Program Director – Early Childhood

Posted by | October 10, 2023 |

Overview: The program is seeking a visionary, energetic leader to act as Program Director for our play-based child care program which serves children 2 to 5 years old, including Pre-K for All. We offer a full day, full year program and are proud of our strong partnerships with families and the local community. The program provides a nurturing and stimulating environment that prepares children with academic and social skills needed to succeed in school and life. We are looking for a director who is excited about leading a high quality, culturally responsive preschool that blends public and private funding to ensure a robust and meaningful experience for children, staff and families.

Responsibilities:

Management

  • Lead the daily operations and management of the Program to ensure that all licensing, funding and University Settlement standards and expectations are met
  • Supervise and support staff including Education, Clinical and Family Service, Fiscal, Custodial and Culinary Staff to perform their jobs to meet the highest standards of quality
  • Conduct outreach, and tours and be the lead on communication with current and prospective families
  • Ensure compliance with Head Start Performance Standards on all aspects of family services, community engagement, enrollment and eligibility.
  • Communicate with administrative departments such as Fiscal, Human Resources, Technology and Development in order to support the daily and ongoing needs of the Program

Fiscal

  • Manage resources effectively and within budget to ensure that the site operates effectively and efficiently, and is compliant with all federal and state laws and funder requirements
  • Manage site finances within approved budget with the assistance and support of the Senior Program Director
  • Demonstrate an understanding of the monthly financial reports, identifying trends and discrepancies
  • Communicate and clarify the monthly financial reports to assist the board in their oversight of the Center budget
  • Follow finance policies and procedures to ensure timely compliance
  • Provide contract information to the Finance Department to assist with, and ensure the accuracy of, monthly financial statements

Leadership and Coaching:

  • Lead all staff to live the mission of Children’s Corner/University Settlement in their daily work and interactions
  • Support staff at all levels to identify areas for growth and to improve their practice and delivery of services
  • Use reflective supervision to mirror the respectful, reflective relationships staff have with children and families
  • Represent our Children’s Corner/University Settlement in advocacy and policy conversations across New York City and beyond
  • Other duties relevant to the program operation as requested by Supervisors

Qualifications:

  • Master’s degree in Early Childhood or Childhood Education
  • Permanent/Professional NYS Teaching Certificate (N-6 or Birth-2nd Grade) a plus
  • 3-5 years’ proven success in supervision and management
  • Proficient in Microsoft Word, Excel
  • Excellent written and oral communication skills
  • A collaborative attitude and interest in supporting the overall goals of the program and University Settlement
  • Previous experience or training on coaching or reflective supervision is desired

Hours: 35 hour work week, 3 days for 8AM-4PM and 2 days for 10AM-6PM schedule

Additional. Generous benefits package

We are committed to building a diverse and inclusive community. We support a broadly diverse team who will contribute to our organization. We are an equal employment opportunity for all regardless of race, color, citizenship, religion, national origin, sex, sexual orientation, gender identity or expression, age, disability, veteran or reservist status, or any other category protected by federal, state, or local law.

Comments Off on Program Director – Early Childhood

Program Director – Early Childhood

Posted by | October 10, 2023 |

Overview: The program is seeking a visionary, energetic leader to act as Program Director for our play-based child care program which serves children 2 to 5 years old, including Pre-K for All. We offer a full day, full year program and are proud of our strong partnerships with families and the local community. The program provides a nurturing and stimulating environment that prepares children with academic and social skills needed to succeed in school and life. We are looking for a director who is excited about leading a high quality, culturally responsive preschool that blends public and private funding to ensure a robust and meaningful experience for children, staff and families.

Responsibilities:

Management

  • Lead the daily operations and management of the Program to ensure that all licensing, funding and University Settlement standards and expectations are met
  • Supervise and support staff including Education, Clinical and Family Service, Fiscal, Custodial and Culinary Staff to perform their jobs to meet the highest standards of quality
  • Conduct outreach, and tours and be the lead on communication with current and prospective families
  • Ensure compliance with Head Start Performance Standards on all aspects of family services, community engagement, enrollment and eligibility.
  • Communicate with administrative departments such as Fiscal, Human Resources, Technology and Development in order to support the daily and ongoing needs of the Program

Fiscal

  • Manage resources effectively and within budget to ensure that the site operates effectively and efficiently, and is compliant with all federal and state laws and funder requirements
  • Manage site finances within approved budget with the assistance and support of the Senior Program Director
  • Demonstrate an understanding of the monthly financial reports, identifying trends and discrepancies
  • Communicate and clarify the monthly financial reports to assist the board in their oversight of the Center budget
  • Follow finance policies and procedures to ensure timely compliance
  • Provide contract information to the Finance Department to assist with, and ensure the accuracy of, monthly financial statements

Leadership and Coaching:

  • Lead all staff to live the mission of Children’s Corner/University Settlement in their daily work and interactions
  • Support staff at all levels to identify areas for growth and to improve their practice and delivery of services
  • Use reflective supervision to mirror the respectful, reflective relationships staff have with children and families
  • Represent our Children’s Corner/University Settlement in advocacy and policy conversations across New York City and beyond
  • Other duties relevant to the program operation as requested by Supervisors

Qualifications:

  • Master’s degree in Early Childhood or Childhood Education
  • Permanent/Professional NYS Teaching Certificate (N-6 or Birth-2nd Grade) a plus
  • 3-5 years’ proven success in supervision and management
  • Proficient in Microsoft Word, Excel
  • Excellent written and oral communication skills
  • A collaborative attitude and interest in supporting the overall goals of the program and University Settlement
  • Previous experience or training on coaching or reflective supervision is desired

Hours: 35 hour work week, 3 days for 8AM-4PM and 2 days for 10AM-6PM schedule

Additional. Generous benefits package

We are committed to building a diverse and inclusive community. We support a broadly diverse team who will contribute to our organization. We are an equal employment opportunity for all regardless of race, color, citizenship, religion, national origin, sex, sexual orientation, gender identity or expression, age, disability, veteran or reservist status, or any other category protected by federal, state, or local law.

Comments Off on Program Director – Early Childhood

Program Director – Early Childhood

Posted by | October 10, 2023 |

Overview: The program is seeking a visionary, energetic leader to act as Program Director for our play-based child care program which serves children 2 to 5 years old, including Pre-K for All. We offer a full day, full year program and are proud of our strong partnerships with families and the local community. The program provides a nurturing and stimulating environment that prepares children with academic and social skills needed to succeed in school and life. We are looking for a director who is excited about leading a high quality, culturally responsive preschool that blends public and private funding to ensure a robust and meaningful experience for children, staff and families.

Responsibilities:

Management

  • Lead the daily operations and management of the Program to ensure that all licensing, funding and University Settlement standards and expectations are met
  • Supervise and support staff including Education, Clinical and Family Service, Fiscal, Custodial and Culinary Staff to perform their jobs to meet the highest standards of quality
  • Conduct outreach, and tours and be the lead on communication with current and prospective families
  • Ensure compliance with Head Start Performance Standards on all aspects of family services, community engagement, enrollment and eligibility.
  • Communicate with administrative departments such as Fiscal, Human Resources, Technology and Development in order to support the daily and ongoing needs of the Program

Fiscal

  • Manage resources effectively and within budget to ensure that the site operates effectively and efficiently, and is compliant with all federal and state laws and funder requirements
  • Manage site finances within approved budget with the assistance and support of the Senior Program Director
  • Demonstrate an understanding of the monthly financial reports, identifying trends and discrepancies
  • Communicate and clarify the monthly financial reports to assist the board in their oversight of the Center budget
  • Follow finance policies and procedures to ensure timely compliance
  • Provide contract information to the Finance Department to assist with, and ensure the accuracy of, monthly financial statements

Leadership and Coaching:

  • Lead all staff to live the mission of Children’s Corner/University Settlement in their daily work and interactions
  • Support staff at all levels to identify areas for growth and to improve their practice and delivery of services
  • Use reflective supervision to mirror the respectful, reflective relationships staff have with children and families
  • Represent our Children’s Corner/University Settlement in advocacy and policy conversations across New York City and beyond
  • Other duties relevant to the program operation as requested by Supervisors

Qualifications:

  • Master’s degree in Early Childhood or Childhood Education
  • Permanent/Professional NYS Teaching Certificate (N-6 or Birth-2nd Grade) a plus
  • 3-5 years’ proven success in supervision and management
  • Proficient in Microsoft Word, Excel
  • Excellent written and oral communication skills
  • A collaborative attitude and interest in supporting the overall goals of the program and University Settlement
  • Previous experience or training on coaching or reflective supervision is desired

Hours: 35 hour work week, 3 days for 8AM-4PM and 2 days for 10AM-6PM schedule

Additional. Generous benefits package

We are committed to building a diverse and inclusive community. We support a broadly diverse team who will contribute to our organization. We are an equal employment opportunity for all regardless of race, color, citizenship, religion, national origin, sex, sexual orientation, gender identity or expression, age, disability, veteran or reservist status, or any other category protected by federal, state, or local law.

Comments Off on Program Manager, FIRST Lego League

Program Manager, FIRST Lego League

Posted by | September 29, 2023 |

About NYC FIRST

For over 20 years, NYC FIRST has been one of the largest and most impactful K-12 STEM education organizations in New York City, running immersive, hands-on robotics leagues and STEM education programs that serve approximately 7,000 students annually.  NYC FIRST traditionally works with over 600 robotics teams that participate in three different leagues across the five boroughs of New York City and the Hudson Valley.  We also have two STEM Centers – one at Cornell Tech and one in partnership with the New York Public Library in Washington Heights.

NYC FIRST envisions a future where every young person has access to rigorous and inspiring STEM education and succeeds academically and in their career.   We run mentor-based robotics and STEM education programs across the five boroughs that help students build the skill set, mindset and community to get ahead in the STEM pipeline. 

 

About the Position

NYC FIRST is seeking a Program Manager with a passion for STEM education to support the FIRST LEGO League (K-8) programs. The Program Manager for FIRST LEGO League is responsible for the successful administration, support, and growth of the elementary school and middle school programs in New York City.  This position will work with key internal (Advancement, STEM Centers, and Operations) and external (FIRST, implementation partners, event partners, vendors, and volunteers) stakeholders and manage an events committee to carry out large-scale competitions. Evening and weekend work are required during the competition season.

The Program Manager will report to and work closely with the Director of FIRST Programs, and will be responsible for the following:

  • Program Planning and Management
    • Act as the primary representative for the administrative and programmatic aspects of FIRST LEGO League (FLL), establishing trust among a large group of volunteers and participants.
    • Facilitate team support for the FLL competition season, ensuring timely and accurate communication with team coaches.
    • Collaborate with FIRST, the volunteer committee, and partner organizations to plan and manage the FLL events.
    • Interact with and make use of all of the different FIRST and NYC FIRST data systems.
    • Recruit new schools and volunteers to grow the FIRST LEGO League programs
  • Teaching and Learning
    • Develop curriculum and resources for over 200 teachers and teams.
    • Plan and conduct professional learning workshops for 300 coaches and students in the FLL programs 
    • Plan and conduct training for FLL volunteers
    • Conducting site visits of FIRST LEGO League partner sites
  • Partnership Management
    • Oversee daily relationships with external partners, including schools, city agencies, community organizations, and libraries.
    • Work with the Advancement team to gather data and information from partners for reports
    • Collaborate with staff to create opportunities for FIRST LEGO League teams to engage with NYC FIRST STEM Centers

 

Job Requirements

  • Bachelor’s degree or equivalent work experience in education, STEM or youth development preferred. FIRST experience is a plus.
  • Strong project management and event planning skills.
  • Experience working with volunteers or serving as a volunteer.
  • Comfort working on a small dynamic, creative, goal-driven, multi-functional team.
  • Ability to work evenings and weekends during the competition season.
  • Highly responsive to internal and external communication in-person, and via email and phone
  • General comfort level with technology tools and platforms.
  • Experience and passion for serving underserved and underrepresented youth and communities.
  • Excellent interpersonal communications skills and comfort with public speaking with diverse groups of stakeholders.

 

Location

This position is located in New York City and requires extensive travel around NYC during the competition season.

 

Compensation

$65K – $70K, health/dental/vision insurance, opportunity to participate in a 401K, 4 weeks of PTO, and a welcoming workplace.

 

EQUAL OPPORTUNITY EMPLOYER

NYC FIRST is an equal opportunity employer. We encourage BIPOC, women, gender non-conforming folx, and individuals from the many communities we serve to apply. We do not discriminate against any employee or applicant for employment on the basis of race, color, religion, gender, gender expression, age, national origin, disability, marital status, sexual orientation, veteran or military status.

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Manager, District Implementation

Posted by | September 21, 2023 |

NYC FIRST

For over 20 years, NYC FIRST has inspired and empowered K-12 students from diverse communities across New York City each year to engage with STEM and robotics in meaningful and joyful ways.  We create learning experiences that encourage young people to think critically and creatively and to persevere.  Each year, our programs are significant drivers of equity and excellence, impacting the lives of thousands of students and teachers.  We do this through robotics leagues, district-wide programs, credit-bearing courses, build sessions and more, all supported by our STEM Centers.  

NYC FIRST’s vision is centered on a network of STEM Centers that broadens resources, delivers opportunity and sets young people on pathways to success academically and professionally.  They centralize valuable resources, including computing and software, fabrication equipment, and, most importantly, expert and experienced staff and mentors, all done in a highly cost-effective structure.

 

About the Position

NYC FIRST seeks an organized, professional, and detail-oriented Manager, District Implementation to support the successful implementation and execution of two of our robotics programs – FIRST LEGO League and FIRST Tech Challenge – in district-wide programs in New York City, with an initial focus on District 3, in Harlem and the Upper West Side.  The person in this position will spend a significant amount of time in Harlem and Upper Manhattan neighborhoods.  Primary work location is the NYC FIRST STEM Center in Washington Heights. The Manager, District Implementation will report to and work closely with the Director of FIRST Programs.

 

Manager Responsibilities

  • Project and Community Management 
    • Liaise with district, school and internal stakeholders.
  • Ensure professional and timely stakeholder management of school teachers and administrators, NYC FIRST community members, and others.
  • Build and maintain a community of teachers and experts who participate in and support schools and students.
  • Plan and execute large-scale community events for all stakeholders.
  • Create, maintain, and report on records of site visits and school support.
  • Teaching and Learning
    • Work with NYC FIRST staff to plan and conduct professional development workshops and meetings for volunteer mentors, school teachers, students, and additional stakeholders.
    • Prepare written materials, event communications, and presentation slides to support the above work.
    • Conduct school site visits and assist teachers in other ways throughout the year in implementing FIRST LEGO League and FIRST Tech Challenge in classrooms.
    • Work with NYC FIRST staff to help lead professional development sessions for teachers.
    • On occasion, help with hosting class field trips to NYC FIRST STEM Centers.
  • Research and evaluation
    • Collaborate with staff and independent experts to create tools for and conduct effective project evaluations and research.
    • Assist in data collection and stakeholder surveys.
    • Liaise with external evaluators.
  • Additional duties as required

 

Requirements/Qualifications

  • Knowledge of the NYC teaching and learning ecosystems, including teacher professional development.
  • Knowledge of educational needs of communities served by NYC FIRST, with a focus on and commitment to Harlem and Upper Manhattan.
  • Experience with best practices implementing a program across many schools. 
  • Demonstrated commitment to NYC FIRST’s mission as well as STEM education access and equity.
  • Comfortable working in a startup-like environment that requires a high level of self-motivation, independence, and strong judgment in decision-making.  
  • Growth Mindset and an ability to build rapport with colleagues and stakeholders.
  • Desire to learn new skills.
  • Knowledge of FIRST robotics a plus.
  • Spanish language fluency a plus.
  • Natural collaborator, eager to learn from experienced STEM Center leaders.

 

Compensation

$65K – $70K,health/dental/vision insurance, opportunity to participate in a 401K, 4 weeks of PTO, and a welcoming workplace.

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Executive Director, Girls on the Run NYC

Posted by | September 20, 2023 |

Organization Summary:

Girls on the Run NYC is a local nonprofit organization dedicated to creating a world where every girl knows and activates her limitless potential and is free to boldly pursue her dreams. We inspire girls to be joyful, healthy, and confident using a fun, experience-based curriculum that creatively integrates running. Our program creates a safe place for girls to grow in confidence and strengthen their self-worth through an introduction to identifying and processing emotions, goal setting, cooperation, healthy decision-making, and self-respect, while training for a 5K event.

 

Girls on the Run believes that all girls and communities should have access to our programs. We strive to eliminate barriers to participation, to continue creating programming that engage all communities, to be intentional about staff and volunteer diversity and to promote a culture of inclusion across the organization. We warmly welcome the participation of any child who identifies as “girl,” non-binary, or gender expansive in our programs. We are committed to leveraging our intellectual, financial, and human resources to advance strategies to be inclusive, equitable and accessible to all. 

 

Our council currently serves 1,400 girls across the five boroughs of New York City. Please visit our website to learn more: https://www.gotrnyc.org

 

Position Summary:

The Executive Director of GOTR NYC will work with community leaders, schools and school systems, non-profit partners, families and girls, and volunteers to create significant impact in our community.  The ideal candidate will have a passion for youth, experience in fundraising and grant writing, business acumen and will have successfully managed community impact programs, including evaluation and measurement.

 

Principle responsibilities include (but are not limited to):

 

  • Strategic Planning
    • Provide strategic direction and leadership of the overall program through careful implementation and continuation of the Strategic Plan.
    • Develop a comprehensive council growth plan that reflects creative program and site development strategies with an intentional focus on growing access and diversifying communities served.
    • Collaborate with the Board to identify and plan for infrastructure growth parallel to growth of the program.

 

  • Fund Development
    • Develop sustainable revenue plan with a focus on grant writing and individual donor development and stewardship to exceed $700,000 annually of a $1 million budget.
    • Drive the charity endurance athlete peer-to-peer fundraising program with the development manager.
    • Develop and sustain sponsorship relationships with local, corporate, and national partners.
    • Serve as ambassador to raise awareness by building and maintaining relationships with city-wide and community-based organizations including corporate groups, social service agencies, service groups, local media, fitness and wellness organizations, and other community partners.

 

  • Operational Administration
    • Manage the organization with a business mindset by overseeing, maintaining, and identifying areas of improvement for efficient systems and strategies.
    • Oversee all aspects of finance and budgeting in collaboration with the Board and staff.
    • With the Board Finance Committee, execute all financial, operational, and programmatic reports to Girls on the Run International and to state and local funding agencies in a timely manner.
    • Leverage data to monitor GOTR Key Performance Indicators (KPIs) and track progress toward meeting organizational goals.
    • Oversee the season culminating 5K experience each Fall and Spring Season.

 

  • Staff and Volunteer Leadership
    • Provide direction, oversight and professional development opportunities for Program, Development, and Operations staff, as well as leadership to the volunteer coaches, and committee leadership.
    • Develop coach recruitment and retention efforts that result in coaches representing the diversity of girls served.
    • Cultivate and steward key relationships with community organizations and site liaisons, coaches, parents, participants, and volunteers.
    • Maintain strong relationship with the Board of Directors and Girls on the Run International.

 

  • Build Community Presence
    • Oversee special events planning and execution such as the Season-End 5k events, virtual summits, etc.
    • Ensure community engagement and communication is consistent with the GOTR brand and core values.

 

 

Required Qualifications:

  • BA/BS or comparable work experience, with 10 years of demonstrated executive leadership experience managing four or more staff, preferably in a non-profit community impact environment.
  • Demonstrated experience in fundraising, grant writing, setting and managing budgets, and financial forecasting.
  • Passion for the Girls on the Run mission and comfortability delivering presentations to large groups.
  • Ability to effectively communicate issues surrounding girl empowerment, self-esteem, body image and whole-person health.
  • Strong technological proficiency to navigate an array of web-based software.
  • Must be available nights and weekends as needed for GOTR events, funding opportunities and ambassador engagements.
  • Readiness to embrace the work of inclusion, diversity, equity, and access.
  • Reliable transportation.
  • A flexible and adaptable team-player with a sense of humor.

 

Benefits, Salary and Work Environment:

This is a full-time position based in New York City with an expectation of 80% or more of your time in person at the office, at program sites, or in the community.

  • Ongoing in-person and virtual interactions in community
  • Frequent interaction with external stakeholders

 

This position is offering a salary of $120,000 to $140,000 annually, depending on experience. In addition, Girls on the Run offers generous PTO, retirement plan with employer match; medical, vision, and dental insurance with employer coverage of majority of the premium, and life insurance.

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After School Administrative Assistant/Support Staff, 2023-2024

Posted by | September 12, 2023 |

About Community Roots:

Community Roots Charter School is a rigorous learning community where learning is embedded in meaningful real world contexts; 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 elementary school (grades K-5) After School Administrative Assistant/Support Staff who is energetic, reliable, and conscientious. This position will report to the Elementary School Director of Restorative Practices and Afterschool. 

 

Community Roots Charter School seeks individuals who:

  • Believe in and are capable of high levels of collaboration and communication
  • Believe that communicating and building relationships with children’s families is essential
  • See themselves as active learners committed to ongoing professional development
  • Believe that all children have the right to an exceptional education
  • Understand that children learn in different ways
  • Are committed to ensure 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

 

Required Qualifications:

  • High School Diploma or higher
  • Flexibility to work outside of job description parameters, when needed
  • Experience working with diverse teams and individuals 
  • Belief in CRCS mission and philosophy
  • Strong belief in and ability to collaborate
  • Demonstrated ability to prioritize and problem solve independently

 

Preferred Qualifications:

  • Experience working with school age children
  • Strong administrative/organizational skills 

 

Main responsibilities will include:

  • Managing rosters
  • Distributing snacks
  • Student support during academic and enrichment periods
  • Schedule: M/T/Th/F, 2:30PM – 5:15PM

 

Salary and Benefits:

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

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SPED Teacher at HUM High School!

Posted by | September 7, 2023 |

This position is for HUMANITIES HIGH SCHOOL located in Marble Hill, Bronx.

Why Teach With Us?

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

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

Advantages of teaching at a New Visions school include:

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

Who You Are

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

What You’ll Do

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

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

What We’re Looking For

  • Bachelor’s degree from an accredited college or university is required; Master’s degree is preferred
  • A valid New York State SWD CertificationThere are limited opportunities for qualified teachers who do not possess a NY State certification to work in one of our Charter High Schools

To learn more about NYS Certifications, visit: http://eservices.nysed.gov/teach/certhelp/CertRequirementHelp.do

  • Proven track record for planning lessons with clear learning objectives and a means for assessing whether those objectives have been met
  • Strong organizational and communication skills
  • Demonstrated content knowledge and familiarity with Common Core State Standards
  • Demonstrated success in tailoring instruction to the needs of diverse learners
  • Ability to work collaboratively with others to achieve common goals
  • Experience working with educational technology

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

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Program Associate

Posted by | September 6, 2023 |

Mission

At LitWorld, our mission is to strengthen children and communities through the power of their own stories. We are committed to creating a world of equity and opportunity by harnessing the transformative potential of children’s stories, diverse reading and writing experiences, and mentor relationships. As a 501(c)3 nonprofit organization, we address the challenge of illiteracy globally by collaborating with grassroots organizations to implement innovative solutions that empower young people. LitWorld empowers children to lead lives filled with independence, hope, and joy.

Position Overview

Lit World is looking for passionate, creative leaders who are inspired by our mission and committed to supporting our young people. The Program Associate will report directly to the Program Director. The individual in this role will contribute to curriculum development, partnership management, and program implementation. With a focus on addressing partner needs and facilitating curriculum adaptation. The ideal Program Associate thrives in a dynamic, collaborative, and fast-paced environment.

The Program Associate will work closely with local NYC communities to ensure the successful implementation of LitClubs, fostering a safe and nurturing environment for participants. They collaborate with site coordinators to support LitClub sessions and advocate for the LitWorld mission to promote self confidence, leadership, and community strength through our program.

Program Associates operate in a hybrid environment, attending in-person for programs at school and partner sites, and with the option of attending most team meetings remotely.

Key Responsibilities

  • Collaborate closely with the Program Director and Operations Program Manager to support the enhancement, refinement, and piloting of both new and existing curriculum and training materials.
  • Manage and nurture strategic partnerships, ensuring effective communication, coordination, and collaboration with local NYC partners.
  • Work closely with the program team to streamline and harmonize program implementation across different sites.
  • Facilitate cross-partner communication, fostering leadership opportunities for Partnership Coordinators.
  • Lead training sessions for program leaders, empowering them with the necessary tools and skills for success.
  • Maintain project timelines and milestones, ensuring timely delivery of program objectives.
  • Participate in and contribute to the planning and execution of visits to LitWorld programming locations (some travel required).
  • Collect and analyze data and anecdotes to support program measurement, evaluation, and reporting.
  • Collaborate with the communications team to effectively share impactful stories from the field.
  • Plan and organize local programming events to engage communities.
  • Contribute to strategies for program expansion and deepening in collaboration with partners.
  • Assist in the planning, preparation, and execution of major LitWorld events, including fundraising initiatives and advocacy days.

Qualifications

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

  • What you’ve accomplished (required):
    • Bachelor’s degree
    • 2+ years of classroom teaching and/or youth development experience in historically marginalized schools or community-based programs
    • Demonstrated experience in program management, curriculum design and implementation
  • Skills you have developed and knowledge you have acquired:
    • Ability to manage and leverage relationships across multiple stakeholder groups
    • Strong organizational skills and an exceptional attention to detail with demonstrated success managing multiple projects at once
    • Exceptional written and verbal communication skills.
    • Ability to effectively collaborate across diverse stakeholders
    • Familiarity with Salesforce or similar databases is an advantage
    • Preference for bilingual/multilingual candidates
  •  How you work and what you value:
    • Deep commitment to diversity, equity and inclusion
    • Self-motivated, flexible, and entrepreneurial
    • Ability to work independently and collaboratively in a fast paced environment

IMPORTANT: This role requires a background check and proof of vaccination.

Compensation and Benefits

  • The salary for this position is $65,000, commensurate with experience.
  • 401(k) and health insurance (medical, dental and vision) plans.
  • Full time employees receive paid federal holidays, generous PTO which includes personal and sick time.
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Executive Director, 82nd Street Academics

Posted by | September 1, 2023 |

Who we are

82nd Street Academics is a long serving, community organization, based in Jackson Heights, that serves to complement public education in the Western Queens area of New York. We opened our doors as a summer school program in 1974 before adding an after school achievement program in 1997 and eventually becoming incorporated as a nonprofit in 2003. 82nd Street has built a strong community presence and now has multiple sites throughout Queens serving over 1,000 students.

We pride ourselves on being a complement to public education and are committed to ensuring that our students, regardless of home language or other societal barriers, have access to quality higher education.

We believe that our organization’s growth has provided both opportunities and challenges and as we move into this next phase of leadership, we are looking to create a balance between our strong academic programs with equally strong non-profit management, creating a clear roadmap for the organization’s growth and leadership in the community.

About the Executive Director role

The 82nd Street Academics board is seeking a leader who can build on our strengths in advancing public education while also collaborating with the staff and the Board to set our future direction. The Executive Director (ED) will lead our organization ensuring sustainability and continued superior academic results, retaining talented staff, and growing and strengthening partnerships with our community of students and families. The ED will report to the Board of Directors of 82nd Street Academics and will be charged with leading and working with our program leadership and all of our stakeholders to advance our commitment to getting students in our community prepared early for next steps beyond high school.

Key Responsibilities – The “What”

Visionary Leadership

  • Ensure that the 82nd Street’s mission and vision are clearly articulated and understood fully by staff, partners and stakeholders.
  • Ensure our students’ academic success and social/emotional health; keep students at the center of all decision-making.
  • Work with the board to move the organization forward and lead the development and implementation of 82nd academics strategy, using research, data and analytics, and metrics of success.

Creating and Managing Effective Systems & Operational Structures

  • Assess and develop strategies to strengthen each aspect of the organization’s model, structures, and policies.
  • Create effective systems to hold self and others accountable for high standards of performance.
  • Ensure maximum resource utilization, budget management, and maintenance of the organization.
  • Lead and oversee budget and contract management as well as fundraising and grant writing.
  • Ensure compliance with fiscal management, funding sources and reporting.
  • Develop and implement creative and effective marketing strategies to promote the program, maintain its competitiveness in the community and meet enrollment targets.

Build and Sustain Supportive Conditions for Strong Staff Culture

  • Foster and support a collaborative learning culture based on trust, compassion and mutual respect.
  • Institute equitable practices that support staff and create the conditions where staff are supported and able to do their best work, focused on academic rigor and high standards, on behalf of the students they serve.
  • Create an environment that develops and supports staff in measuring student academic success and preparing students to succeed.
  • Launch effective talent management strategies to attract, retain and develop high performing staff and foster conditions for professional growth and a path to advancement through continuous feedback, coaching and development.

Maintaining a Strong Community Presence and Partnerships

  • Maintain open, transparent and ongoing systems of communication with various stakeholder groups to ensure that priorities and expectations are clear.
  • Ensure effective and efficient decision-making processes that include the expertise and perspectives of stakeholders and build buy-in throughout the organization.
  • Maintain visibility and foster an environment of increased trust with the Board, staff and community.
  • Manage a collaborative relationship with the Board, maintaining open, timely and ongoing communication, and providing support and guidance as needed. Lead and organize board meetings and drive agenda.

Managing & Developing the Leadership Team

  • Actively mentor, coach and develop the existing senior leadership team, ensuring that functional areas are led by strong, mission-aligned colleagues.
  • Ensure team members have the resources and independence to execute their role and programs effectively.
  • Implement strategies to recruit, develop and retain highly effective leaders, with a particular emphasis on diversity, fair and equitable practices, and opportunity for growth and succession planning.

Competencies for Success – The “How”

Systems Level Leadership and Effective Execution

  • Create, implement, and institutionalize effective policies, systems, and organizational structures to optimize school and student success and ensure operational excellence and strong compliance of a mature non for profit organization.
  • Continuously identify opportunities for cross-functional, cross-school collaboration to ensure that a thoughtful and coherent strategy is propelling 82nd Street forward.
  • Build an organizational culture that accelerates learning and raises expectations for every student, and fosters collaboration with parents to support student development.
  • Lead team in leveraging outcome data in decision-making, and adopting research based, culturally responsive, and proven programmatic models.
  • Lead with student-centered decision-making, ensuring holistic student support.
  • Demonstrate cultural fluency, sensitivity, and a strong equity lens to meet the needs of our diverse students and staff.

Strategic Change Leadership

  • Learn and assess the 82nd Street community, culture, structures and systems to inform forward planning.
  • Build on the program’s successes and strengths, and commit to continuous improvement through analysis, inquiry, and assessment of results and strategic priorities.
  • Lead innovative practice, entrepreneurial thinking, and organizational design efforts, and secure buy-in for a clear and compelling vision and priorities to execute.

Strong Team Leadership

  • Effectively balance the tension between individual program leaders’ needs and vision with the need for coherence across programs.
  • Direct, develop and support our team to advance the vision for academic programming, operational excellence and financial sustainability.
  • Assess team and individuals’ skills, identify individual professional learning needs, and provide feedback and support to improve practice, build capacity, and maximize talent.
  • Lead with a strong focus on goals, accountability and results; set clear metrics for success.
  • Lead teams to collaborate with each other and with stakeholders, including parents and families.

Extraordinary Influencer and Connector

  • Communicate effectively, tailoring messages for the audience, context, and mode of communication.
  • Listen with an open mind, seeking understanding of stakeholders’ perspectives before establishing a direction forward.
  • Build positive relationships and coalitions primarily with staff, students, parents and families, community partners, Board, authorizers, and funding partners.
  • Navigate politically complex structures, relationships and dynamics to enable thoughtful decisions and positive outcomes for students.

Experience we’re looking for

  • Experience delivering high-energy and inspirational leadership with a clear track record of effective nonprofit management and a focus on equity, excellence and access for all students.
  • 5+ years of senior leadership; experience in change/turnaround leadership is helpful.
  • Experience working in conjunction with a Board of Directors to identify priorities, establish goals, monitor progress, and produce outcomes in service to stakeholders.
  • Proven skills and experience in strategic planning, communicating a vision and goals to others, and effectively implementing action plans throughout an organization.
  • Track record of building and managing highly competent and functional teams.
  • Demonstrated experience building consensus and trust within an organization.
  • Knowledge and familiarity of schools or education preferred, but not required.
  • Experience in DYDC and DOE funded after school and preschool programs preferred, but not required.

Benefits

Salary is competitive, and commensurate with prior experience within the range of $170,000 – $220,000. In addition, a comprehensive benefits package is included. We look forward to discussing details with you as the interview process progresses.

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High School Computer Science Teacher

Posted by | September 1, 2023 |

Why Teach With Us?

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

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

Advantages of teaching at a New Visions school include:

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

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

Who You Are

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

What You’ll Do

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

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

What We’re Looking For

  • Bachelor’s degree from an accredited college or university is required; Master’s degree is preferred
  • A valid New York State Computer Science Certification 
  • Proven track record for planning lessons with clear learning objectives and a means for assessing whether those objectives have been met
  • Strong organizational and communication skills
  • Demonstrated content knowledge and familiarity with Common Core State Standards
  • Demonstrated success in tailoring instruction to the needs of diverse learners
  • Ability to work collaboratively with others to achieve common goals
  • Experience working with educational technology
Pay Range
$67,250$132,406 USD

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

Who We Are

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

We operate ten public charter schools in the Bronx, Brooklyn, and Queens and, as a trusted partner of the NYC DOE, we help 1,600 public district schools plan for the success of over a million students citywide.   In 2020-21, graduation rates in our Charter and Affinity networks were 95.4% and 89.2% and our support for postsecondary readiness has expanded exponentially.

 

Equal Employment Opportunity

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

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

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

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After School Math Teacher (Fall 2023)

Posted by | September 1, 2023 |

As an After-School math teacher you will guide the success of middle school students by lesson planning and teaching pre-algebra curriculum that will support their entry into a competitive high school.
After-School Math Teachers will teach at one of our three program locations:

Role Responsibilities & Calendar

YOUR RESPONSIBILITIES WILL INCLUDE:
  • Creating engaging and rigorous daily lesson plans and student-facing materials for 7th grade pre-algebra class based on the BTNY-provided curriculum map
  • Upload completed lesson plans and student-facing materials two weeks before the teaching date
  • Conducting weekly check-ins with your Program Manager
  • Grading student output and tracking student performance
  • Complete training and observations
  • Supporting with logistical aspects of the program and filling in when needed
  • Other duties based on the BTNY site which you are assigned
FALL TEACHING ASSISTANT CALENDAR:
  • September 18 from 4-8pm: BTNY Classroom Teaching Trainings
  • After-School Teaching Schedule:
    • Mondays & Wednesdays from September 27th – December 13th (4:00PM-7:00PM)
  • Between After-School Teaching Days:
    • Lesson plan creation
    • Student-facing material creation (slide decks, handouts, activities)
    • Check-in with your Program Manager to review the curriculum and receive feedback
    • Grading and tracking student work
  • December 22: Final day for role

We’re Looking for Someone Who

WE’RE LOOKING FOR SOMEONE WHO:
  • Can demonstrate experience and results with similar responsibilities to those listed above
  • Is passionate about forming relationships with students
  • Is a current undergraduate or graduate student, or a recent college graduate
  • Can commit to the entire Fall 2023 term (September 1819th – December 22nd) and calendar below
  • Is confident with MS Office (Word, Excel, and PowerPoint in particular), Zoom, Google Drive, and comfortable learning new systems
  • Demonstrates excellence in BTNY’s Core Values:
    • Student-Centered
    • Committed to Social Justice
    • Community-Driven
    • Principled
    • Lifelong Learners
    • All In
Covid-19 Vaccination
Breakthrough New York requires all employees and ongoing volunteers with in-person role responsibilities to be “up to date” with their COVID-19 vaccinations before the start of their in-person role. “Up to date” entails receiving a full vaccine course and at least one booster shot if eligible. Specific deadlines and details will be communicated directly to candidates during the interview process. Candidates in need of an exemption from this policy due to a medical reason or because of a sincerely held religious belief must submit an accommodation request as soon as possible after an offer has been made.

Compensation and Support

  • Math teachers will be compensated at a rate of $29/hour for new hires and $31.00/hour for returners.
  • Math teachers will also receive ongoing professional development support including:
    • Orientation and training
    • Weekly 1:1 check-ins
    • Skill development opportunities in facilitation, teaching, mentorship, relationship building, and professional communication
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Virtual Algebra I Tutor (New York)

Posted by | August 31, 2023 |

Littera Education is looking for virtual Algebra I tutors to join our Fall 2023 tutor pool for the upcoming school year. Availability for at least one full hour (the same hour) on at least two weekdays (the same days) from week to week is preferred.

  • Do you enjoy supporting students and developing their understanding of math concepts?
  • Are you interested in providing high-quality tutoring support?

Once you are matched to students with an assigned schedule, we ask that you commit to that schedule in order to build a strong tutor:student relationship.

Please note, this is a remote contract position and is not full-time. This role is perfect for you if you are interested in earning supplemental income with a flexible schedule that you choose,  we do not guarantee a set number of hours per week. At Littera Education, our mission supports equitable, high-quality tutoring reaching students in school districts across the United States. Our high-dosage tutoring model pairs students with the same tutor for 2-3 sessions a week.

What will you do as a Littera tutor?

  • Indicate the days/times you are availability to to tutor – without minimum or maximum requirements
  • Complete curriculum reviews for the lesson content you would like to use in sessions.
  • Tutor students virtually in a 1:1 – 1:3 setting.
  • Build relationships with students located across the United States.
  • Review provided lesson content materials
  • Impact a student’s learning experience!

Requirements

  • Relevant experience working with school-age learners in some capacity.
  • Relatively consistent calendar ongoing availability that will support a session series from week to week at the same time with the same student(s) in this Littera high-impact tutoring program.
  • A confident knowledge of at least one of the following: algebra I, algebra II, geometry, or pre-algebra.
  • Ability to effectively instruct and engage students with clear communication and interpersonal skills.
  • A high comfort level with online virtual tools and technology.
  • Desktop or Laptop using the Chrome browser, a video camera, a reliable/stable internet connection. We recommend a hard-wired high-speed internet connection and a noise canceling headset with microphone
  • You must reside in New York (note this role is 100% remote)
  • United States residency is required
  • A bachelor’s degree is preferred, but college students are welcome to apply with 1+ years of relevant experience.
  • Once you are matched to students and assigned a schedule, we ask that you commit to that schedule in order to build a strong tutor:student relationship.

What is the process?

  1. Submit your application
  2. Complete a 2 minute video reply sharing your experience with math or algebra
  3. Attend a virtual mock appointment with a 5 minute tutoring demonstration
  4. Review and sign the Tutor Agreement, consent to and pass a background check
  5. Tutors that receive an offer will be asked to successfully complete fingerprinting forms, and schedule an in-person fingerprinting appointment within ten days of signing your tutor agreement.

*Note: All applicants will be required to complete the Littera tutor fingerprinting steps. Previous fingerprinting results are not transferable.

How are tutors scheduled?

Littera tutors set their availability in their tutor dashboard. Sessions are offered at Littera Monday to Friday, with session times generally between 8am ET to 9pm ET. Tutors share the subjects and levels of interest to tutor and open calendar availability. Curriculum is provided for all sessions. Following a complete tutor profile, and a review of the curriculum platform(s), the platform begins to seek to match a tutor with an ongoing program series.

The platform may match a tutor with a tutoring series quickly, or the platform may continue to search for a match for the tutor over a number of weeks, based on the incoming student subjects/levels/schedule, and the tutor profile.

Littera prioritizes a consistent student:tutor relationship. Tutors are matched with the same student(s) a few times each week, for a series of weeks, as part of the tutoring program. Opening consistent calendar availability, week to week, is requested.

Benefits

At Littera Education, our mission supports equitable, high-quality tutoring reaching students in school districts across the United States. Our high-dosage tutoring model pairs students with the same tutor for 2-3 sessions a week.

  • Work 100% remotely with a consistent schedule
  • Choose your own subjects and levels in your tutor profile
  • Set your own availability, no minimums or maximums
  • Substitute tutors are available should you need a day off within a scheduled session series.
  • Following the successful completion of an algebra assessment. when tutoring high school Algebra I sessions: $22 per hour
    • $18 per hour (for non-high school algebra sessions)

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High School Special Education Teacher (ICT/SETSS) 2023 -2024 School Year

Posted by | August 25, 2023 |

Beginning with Children

Beginning with Children (BwC) is a Brooklyn based school management organization founded by school reform leaders Joe and Carol Reich over 20 years ago on a deep belief in the power of education. BwC supports two New York City Public Charter Schools and an alumni and college success program that provides education and academic supports for students from Pre-K to college.

Our schools, Beginning with Children Charter School 2 and Community Partnership Charter School, are located in Bedford Stuyvesant, Clinton Hill and Williamsburg where approximately 90% of our families qualify for free/reduced lunch. Our hard-working families face high rates of low-wage employment, and find it increasingly difficult to break the cycle of poverty and continuing injustice which plague these neighborhoods. At BwC we know that academic success and college completion have proven to be the most effective way to promote social and economic mobility. We are committed to creating strong centers of learning that transform the lives of students and families and revitalize communities.

Beginning with Children continues to post-secondary and college success through its alumni program, the Legacy Network. The success of BwC Scholars is the product of caring, committed and talented educators who work collaboratively with families to meet the needs of our students. As we continue to develop our Professional Learning Community we invite talented and innovative educators to join us in our mission to provide quality instruction to every child in every classroom.

Our Schools

Beginning with Children schools empower scholars to meet high academic standards throughout their education and embrace a set of core values that are essential to success in life. Our graduates will be independent thinkers who are committed to succeeding in college preparatory programs and becoming active and engaged citizens in their communities.

Community High School

Beginning with Children’s Community High School will open in summer 2022 and will provide a robust year-round academic and enrichment program that will teach students to creatively solve complex problems and explore and develop their own special talents through learning opportunities in and outside of the classroom. We are a school whose intent is to create a learning environment – shaped and supported by the living lab that is our city – that will give our students the tools that they need to reach their goals and have successful, rich lives. Our program will include comprehensive college and career advisory services that will help our students succeed in top performing colleges and professional careers.

Open Positions:

  • High School Special Education Teacher (ICT/SETSS)

Responsibilities:

  • With the support of the leadership team, will design and lead year-long core courses, aligned to Regents standards, in teacher’s academic discipline.
  • Will design courses, utilizing a blend of in-person and remote modes, to provide students with rich opportunities for practice and application of the subject-area knowledge they acquire.
  • Will design elective and/or enrichment courses.
  • Will lead an advisory group support students’ academic success, socio-emotional development and post-secondary planning
  • Will work with students at the start of the academic school year to compile a robust assessment portfolio to set goals, measure progress and customize learning experiences.
  • Will hold regular office hours for students and will collaborate with other instructional team members to provide additional support to students with special education or language needs.
  • Collaborate with leadership to implement the School’s mission and goals
  • Participate in the implementation of systems to assess student achievement.
  • Model the school’s mission, values and standards for professional behavior.
  • Perform other related duties as required and assigned.

Qualifications:

  • New York State certification (preferred)
  • Strong writing, presentation and communication skills
  • Strong interpersonal skills.
  • Ability to communicate effectively with diverse constituencies, including students, parents, trustees, BwC representatives, community members, and donors.
  • Understand the nuances of urban school environments and school culture.
  • Secondary school experience
  • Master’s degree
  • Minimum 1 year teaching experience.
  • Experience teaching/co-teaching math/science
  • Bilingual (Spanish) a plus.

Personal Characteristics:

The successful candidate will be:

  • Excited by the challenge of founding a new school.
  • Excited by a non-traditional school calendar and schedule. Our program distributes learning across the calendar year. Our staff and student day is from 9:00 to 5:00.
  • Passionate about providing high quality education to students in an underserved urban community.
  • Relentless in his/her drive to improve the minds and lives of the students in and out of school.
  • Humble, reflective and willing to continually improve.
  • A teacher with maturity, confidence, wisdom and collaborative skills necessary to garner the trust and confidence of board members, faculty, staff, students, parents, and others within the school community.
  • An individual with a high level of integrity and work ethic who can inspire through example.
  • An individual who promotes consistent standards of excellence in teaching and learning throughout the school.
  • Experience teaching Advanced Placement or college-level courses.
  • Experience teaching/leading in a project-based or portfolio-oriented school.

Job Type: Full-time

Salary: $61,500.00 – $96,000.00 per year

Benefits:

  • 401(k)
  • Dental insurance
  • Health insurance
  • Paid time off
  • Vision insurance

 

Schedule: Monday to Friday

Language: English (Preferred)

License/Certification: Teaching Certification (Preferred)

Work Location: In person

Comments Off on Director of Elementary and Middle School Programs

Director of Elementary and Middle School Programs

Posted by | August 24, 2023 |

Director of Elementary & Middle School Programs (Full-time Position)

South Asian Youth Action (SAYA)

South Asian Youth Action (SAYA) is committed to providing its employees opportunities for growth in a supportive community environment. With a flexible schedule and generous benefits package, SAYA provides its employees a healthy work-life balance in a fast-growing youth development nonprofit.

SAYA: Belong. Grow. Thrive.

Organization Description

South Asian Youth Action (SAYA) is an inclusive, South Asian-focused 501(c)3 youth development organization. Through our innovative, holistic approach, we work toward educational equity by providing opportunities and resources to less privileged New York City youth, ensuring they are empowered academically, emotionally, and socially to become engaged community members.

Established in 1996, SAYA provides valuable life skills and holistic, impactful programming to underserved New York City youth. As one of the first South Asian organizations created in the United States, SAYA is the only organization of its kind in the NYC metropolitan area providing inclusive and secular comprehensive youth development services while centering our community’s experiences. Today, SAYA provides programming at eight elementary, middle, and high schools in Queens and Brooklyn, along with our Elmhurst-based community center – serving a growing number of youth across all sites each year.

A key tenet of our work is cultivating vital social and emotional learning (SEL) skills such as belonging, confidence, and self-efficacy through intentionally designed, research-based curricula. Across our organization, services tailored for different age groups include leadership and identity development, academic support that bridges learning gaps, comprehensive college preparation, and activities that nurture creativity and build positive peer connections.

Position Summary

The Director of Elementary & Middle School Programs will provide operational oversight, fiscal management, strategic direction and quality assurance of SAYA’s year-round programming. Responsibilities will include strategic design, delivery, evaluation, and budgeting. They will lead efforts to create cross-site initiatives and priorities. They will implement SAYA’s current strategic initiatives, which include building girls/young women’s and boy/young men’s leadership groups, increasing arts and STEM programming led by specialists, establishing partnerships with Queens and NYC-based cultural institutions and designing ways to support families with the high school application processes. They will provide supervision, coaching and mentorship to all program directors and coordinators of elementary and middle school programs. They will build a culture of collaboration, integrity and high standards across SAYA’s elementary and middle school portfolio.

Reports to: Chief Program Officer

Supervises: Program Directors

Responsibilities:

Team Building and Coaching

  • Supervise and promote the professional development of full-time and part-time employees of SAYA’s elementary and middle school programs.
  • Lead events, meetings and trainings for elementary and middle school full-time and part-time staff that builds camaraderie and provides growth opportunities for staff.
  • Provide curriculum coaching and training to ensure high quality programs across all sites.

Strategy Creation and Implementation

  • Create and implement a visionary strategy across the elementary and middle school portfolio that aims to build cohesion, add innovative offerings and improve operational practices.
  • Ensure quality curriculum design and delivery of programs including oversight in unit and lesson planning; guidance around lesson structure, content, and activities; and support around classroom management and facilitation practices.
  • Work closely with the Chief Program Officer, Executive Director and Development staff on fundraising and program development initiatives, grant proposals and reports, and other projects.
  • Encourage and facilitate continuation of middle school youth involvement in our high school programs.
  • Recruit SAYA program alumni to work in our elementary and middle school programs while they are in college.
  • Lead efforts to create cross-site initiatives and priorities.
  • Develop and implement SAYA’s current strategic initiatives.

Partnership Development

  • Cultivate and maintain relationships with administrators/teachers of  partner schools, as well as funders and government agencies.
  • Identify and develop partnership opportunities to provide youth with a range of resources, supports and enriching programming.
  • Represent SAYA at various external meetings, conferences and forums.

Operations and Evaluation

  • Oversee and improve processes for youth recruitment, enrollment, attendance,data collection and reporting using online platforms such as Apricot, DYCD Connect and GSuite.
  • Develop and monitor operating budgets in close partnership with the Chief Financial Officer and Chief Program Officer.
  • Ensure maintenance of all contractual, regulatory and funding source guidelines and requirements.
  • Be well-versed and current with assessment tools and youth development theories that are consistent with best practices.
  • Collaborate with the colleagues to ensure that we measure the impact of our programming through clear program objectives, data collection and evaluation efforts.

Qualifications

  • Bachelor’s degree plus minimum of 8 years of experience with elementary and middle school youth required.
  • Master’s degree in Social Work, Education or related field strongly preferred.
  • Ability to develop and implement a programmatic vision across multiple locations.
  • Deep understanding of how to connect program goals with budgeting, including budget development and monitoring.
  • Experience supervising and developing a team of professionals.
  • Excellent interpersonal, organizational, oral and written communication skills.
  • Demonstrated ability to work collaboratively and manage multiple priorities and projects effectively.
  • Experience working in the youth development, after school and public education arenas specifically in New York City is a plus.

Key Competencies

Collaboration and Communication

  • Thrive on building relationships with youth, school staff and administration, parents and SAYA colleagues.
  • Develop and maintain partnerships with ease.
  • Enjoy working with and in teams.
  • Comfortable mediating conflicts among various stakeholders.

Creativity

  • Desire to seek continuous opportunities to strategically improve elementary and middle school programs.
  • Demonstrate flexibility and implement programming under various conditions and challenges.

Mentorship

  • Skilled at mentoring staff to support them in developing professional skills.
  • Implements a transformational and adaptable leadership and managerial style.
  • Ability to foresee potential outcomes of managerial decisions on various stakeholders.
  • Comfortable navigating difficult conversations effectively, knowing when to step in and when to allow staff to handle a situation themselves.

Compensation

$90,000-$100,000 commensurate with experience

PTO starting at 25 days

10 paid holidays

12-weeks (60 days) of fully paid FMLA leave

Employer sponsored medical benefits with generous employer contributions for employee and dependents

Optional dental, vision, transit, and FSA benefits

Flexible schedule policies

Additional Information

  • While we value work/life balance, due to the nature of this position, this role will sometimes require work on evenings and weekends.

To apply: Please include your resume and cover letter with your application.

SAYA is an Equal Opportunity/Affirmative Employer.

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Senior Manager, Strategic Project Management

Posted by | August 18, 2023 |

The New School was founded by forward-thinking educators in 1919 to defy the intellectual constraints of a traditional college education.

The New School is a progressive university housing five extraordinary schools—including Parsons School of Design and Mannes School of Music—as well as a renowned continuing education program. It is a place where scholars, writers, artists, designers, and musicians of all ages and at all life stages can collaborate and find the support they need to courageously challenge convention. Our academic centers in New York City and Paris offer over 10,000 students more than 135 degree and non-degree programs designed to prepare them to make a more just, more beautiful, and better world.

Continuing and Professional Education (CPE) drives strategic expansion of the university’s unique approach and mission through year-round academic programs for learners of all ages and phases of their educational journey. CPE serves over 15,000 students directly and via partnerships – on its Greenwich Village campus, in global centers, via hybrid and remote delivery – with noncredit and noncredit courses, certificates, degree and academic partnerships, workshops, and intensives

Management and Support

Reporting to the Assistant Vice President, Business Strategy and Planning, the Senior Manager, Strategic Project Management will serve as a hub of CPE-wide activities, working closely with CPE and university leadership, program and operations directors, marketing and enrollment, colleagues in Finance, Marketing & Communications, and the Provost Office, external partners, and a broad range of stakeholders who support CPE’s strategic growth. This role will learn, design, and iterate project management practices and systems across the CPE portfolio to maintain program success, strengthen team communications, and provide input to the unit’s business and academic strategies.

The New School is strongly committed to diversity and inclusion in the workplace and particularly seeks applications from members of underrepresented groups, as well as candidates who share this commitment.

RESPONSIBILITIES

Strategic Project Management

In collaboration with CPE project and program managers, drive and support project plan development and timelines across CPE and recommend efficient solutions

Maintain and support the design and customization of CPE-wide project management and organizational systems, including Monday.com and Salesforce

In collaboration with CPE leadership, set and evaluate guiding principles, KPIs, metrics, prioritization, and program goals

Support budgeting, resource allocation, financial planning, and projections

Stakeholder Management

Liaise between internal CPE teams, university stakeholders, and vendors and partners on project and program timelines, progress, performance, and key questions

Set and adjust expectations based on progress, risks, and stakeholder feedback

Contribute to the development and delivery of high level presentations to leadership on project status, goals, and impacts

Facilitate team meetings, team communication, and prioritization of resources

Operations & Strategy Support

Centralize and support CPE operations support including vendor agreements, independent contractors, record governance, and coordination with CPE and university systems

Contribute to and coordinate research on a variety of new initiatives and business strategies, providing direction and focus, as directed

MINUMUM QUALIFICATIONS

Education

Bachelor’s degree

Experience

3-5 years of professional experience in project management, education, technology, media, strategic planning, data analysis, and/or communications

Proven ability to and comfort with independently developing and maintaining:

Structured project plans and goals to communicate and deliver on milestones

Financial reports and analyses for tracking and decision-making

Business models to conceive and guide new, growing, and existing activities

Confidential and sensitive communications and materials

Systems to document, track, and appropriately share the above

Demonstrated ability and experience collaborating and coordinating with others in a complex, remote & hybrid, multi-team, multi-office environment

Skills and Mission

Comfort with iterating, adjusting, and making recommendations based on limited or ambiguous information

Demonstrated knowledge of and/or ability to quickly learn Microsoft Office, Google Suite, Workday, Monday.com, Salesforce, and other financial, data, reporting, customer relationship management, and project management systems

Excellent and proactive verbal and written communication skills

Professional and intellectual curiosity; flexibility and creativity; self-directed and collaborative mindset

Demonstrated interest in The New School and its mission, higher education services and strategy, data analysis, and/or project management

PREFERRED QUALIFICATIONS

Master’s degree in a relevant area (e.g., business, management, education, communications)

Demonstrated experience in relevant fields and functions (e.g., business consulting, project management, K-12 or higher education, technology, entrepreneurial or start-up operations, publishing, media management)

WORK MODE

Hybrid/Remote – Employees hired for this position primarily work remotely with the occasional on-campus presence required with advanced notice. Employees in this role will also be expected to use their best judgment to be on campus when necessary in order to best fulfill the responsibilities of their job descriptions.

SALARY RANGE

$70,000 – $80,000

We look forward to receiving your application!

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Assistant Principal

Posted by | August 18, 2023 |

Who We Are

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

 

Who You Are

You’re an experienced educator looking to take on a leadership opportunity at one of our charter high schools.  You thrive in high-energy, fast-paced environments.  You inspire your teams to strive higher than they thought possible. You’re passionate, entrepreneurial and motivated by data and results.  You’re a creative problem solver and open to experimentation to accomplish goals.  You know how to build relationships with students, families and staff and connect them to a common goal.  You believe in our mission to provide best-in-class education to all students and won’t let anything stand in your way of making that a reality.  

 

What You’ll Do

You’ll lead school efforts to provide students with the skills, knowledge, and experience necessary to succeed academically and socially. You will adeptly assist in facilitating and collaborating with faculty and staff, teach using alternative pedagogy, and identify and use diagnostic and formative assessments.  You’ll engage in and support classroom and organizational level inquiry to inform impactful decision-making. You will lead a grade group cohort from 9th-12th grades, in conjunction with the school counselor.  You will challenge young people to succeed academically and provide them with the support they need to excel.

Requirements

  • Master’s degree in Education, School Leadership or Education Administration/Management
  • 7+ years experience (teaching, counseling, leadership) at the high school level, with a history of improving student outcomes 
  • 2+ years coaching and supervising educators
  • New York State School Building Leader or School District Leader certification required
  • Experience in an urban public school strongly preferred

 

Why New Visions?

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

 

Apply Now! 

https://grnh.se/e9f9765e1us

Click on the link above to read the comprehensive job description and submit your application.

Compensation

135000-175000

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

 

Comments Off on Director, K-12 Curriculum Development

Director, K-12 Curriculum Development

Posted by | August 18, 2023 |

The New School was founded by forward-thinking educators in 1919 to defy the intellectual constraints of a traditional college education.

The New School is a progressive university housing five extraordinary schools—including Parsons School of Design and Mannes School of Music—as well as a renowned continuing education program. It is a place where scholars, writers, artists, designers, and musicians of all ages and at all life stages can collaborate and find the support they need to courageously challenge convention. Our academic centers in New York City and Paris offer over 10,000 students more than 135 degree and non-degree programs designed to prepare them to make a more just, more beautiful, and better world.

The New School’s Continuing and Professional Education unit is expanding access to design education within the K-12 space. The K-12 Curriculum Development Director will be an experienced professional who will strategically review and iterate on the university’s existing youth content and programs while also proposing and leading the development of new educational products, primarily in the middle and high school areas. Candidates should demonstrate a desire to collaboratively discover and prototype opportunities within district and state standards and to facilitate new partnerships that expand the university’s impact via youth offerings. The candidate must have experience developing middle and high school curriculum and preferably in art, design, and other creative content areas.

This is an academic administrative role that will report to the Senior Director of Youth and Global in the Continuing and Professional Education unit. The ideal candidate will be a thoughtful administrator committed to excellent youth curriculum and education. They will possess strong interpersonal and communication skills, demonstrate business acumen, and provide exceptional attention to detail. The candidate, in collaboration with leadership, will ensure the highest possible quality of curriculum. This position will be expected to travel intermittently for program development, campus workshops, business development, and conferences.

The New School is strongly committed to diversity and inclusion in the workplace and particularly seeks applications from members of underrepresented groups as well as candidates who share this commitment.

RESPONSIBILITIES

Review, Iterate, and Develop The New School’s K-12 Curriculum

In partnership with Continuing & Professional Education leadership and the Senior Director of Youth and Global, strategically review and assess existing youth offerings (including Pre-College Academy in NYC and China, Summer Intensive Studies in NYC and Paris, the Parsons Scholars Program, Parsons’ partnership with the Newark Board of Education, Mannes Prep, and online classes) to strengthen the curriculum and identify opportunities for educational product development.

Lead the development of new youth curricular initiatives responsive to market research and in consideration of offerings at peer institutions while leveraging the expertise of The New School’s pedagogy and faculty.

Oversee the development of K­-12 curriculum aligned to various state, national, and organizational standards, ensuring high school and college readiness.

Identify appropriate faculty collaborators to co-create with and implement curriculum, programs, licensing, and associated professional development opportunities.

Program Strategy and Project Management

Lead and support collaboration between the Continuing and Professional Education and N Ventures units with opportunity assessment, proposal development, and closing opportunities with the goal of building new business lines and revenue streams.

Conduct needs assessments to determine short and long range projects; effectively communicate the business case to senior leadership.

Monitor Individualized Learning Plan data and data tracking systems to ensure the youth programs are delivering against outcomes including student learning; faculty, family, and partner satisfaction; enrollment; and business targets, among others.

Ensure timelines and budgets are met with associated margins.

Stay informed about and research current trends and practices in the various subject matter fields and disseminate professional information and materials to staff.

MINIMUM QUALIFICATIONS

Master’s degree in Education or equivalent.

5+ years leading K-12 development projects; proven track record of curriculum development and innovation within middle and high school education; expertise in instructional design.

Possess a passion for youth education and a deep commitment to the mission of promoting educational equity, access, and excellence for students of all backgrounds.

Experience in youth development and a commitment to addressing issues that underserved communities face.

Demonstrated ability to develop, communicate, and execute deliverables across complex organizations with multiple constituencies and audiences.

Strong technological proficiency in Microsoft Office applications, the Google Suite, and Canvas. Knowledge of educational technology platforms.

Collaborative and collegial orientation with strong interpersonal and intercultural skills.

Awareness of various K-12 calendars, common core curriculum, AP and IB standards, badging, and 21st century learning domains.

PREFERRED QUALIFICATIONS

Doctorate in Education or equivalent.

K-12 teaching experience.

Experience working in Higher Education; thorough understanding of the Higher Education landscape and the opportunities for expansion into K-12.

Experience developing and implementing pre-college curriculum through university systems and partnerships.

Knowledge of Art and Design Education.

WORK MODE

Hybrid/Remote – Employees hired for this position primarily work remotely with the occasional on-campus presence required with advanced notice. Employees in this role will also be expected to use their best judgment to be on campus when necessary in order to best fulfill the responsibilities of their job descriptions.

SALARY RANGE

$95,000 to $110,000

We look forward to receiving your application!

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Middle School Art, Science, ELA, Math Teachers

Posted by | August 17, 2023 |

About Us

Amani Public Charter School is a stand alone middle school for grades 5-8, located in Mount Vernon, NY. The mission of the Amani Public Charter School is to provide Mount Vernon, New York students in the 5th through 8th grades with the academic skills necessary to succeed in competitive high school programs, college and the career of their choice. Since Amani opened its doors in 2010, it has provided the Mount Vernon community with the option of School Choice.

What we Offer

Amani Public Charter Schools offers competitive salaries commensurate with experience and a comprehensive benefits package. Aside from extensive professional development, all staff members are equipped with a laptop computer, email, and up-to-date technologies in the classroom.

Position Summary

We are seeking an experienced ELA teacher, Math teacher, Science teacher, and Art teacher with a passion for teaching in the 2023-2024 school year.

Teachers at Amani create a classroom environment that fosters scholars’ awareness and appreciation of the role of mathematics in everyday life. You are the leader of your classroom and build strong relationships with scholars in order to push them to achieve the school mission.

Teachers at Amani appreciate feedback and collaboration in order to meet the needs of every scholar. To that end, you will take part in regular data meetings, engage in administrative observations and Professional Learning Communities, and participate in ongoing professional development over the course of the school year.

Responsibilities

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

  • Utilize the provided curriculum to create engaging, rigorous, and differentiated lessons
  • Use standards-aligned formative and summative assessment strategies to assess learner’s progress and use data to plan and adjust ongoing instruction
  • Analyze assessments that measure progress towards these standards and use this assessment data to inform and differentiate instructional practices
  • Create lesson plans that can be implemented in class and/or virtually
  • Create and maintain online classrooms via Google Classroom
  • Attend planning and data meetings with coach and other staff
  • Attend weekly schoolwide professional development
  • Manage online student information systems (SchoolTool, Google Classroom, Kickboard)
  • Provide consistent rewards and/or consequences for student behavior
  • Be accountable for students’ mastery of academic standards
  • Participate in an annual two-week staff orientation and training
  • Create a positive, structured learning environment to ensure that students observe the school’s core values, high expectations, and code of conduct
  • Understand how to manage time,space, transitions and activities for high levels of productivity
  • Communicate effectively and regularly with students, families, and colleagues
  • Participate and support grade-level activities and school-wide functions throughout the school-year

Location and Commitments

  • School day is 7:45 AM – 4PM, Monday through Friday
  • School year runs from second week in August through end of June

Qualifications:

  • Bachelor’s degree in Education or related subject area;
  • NYS Teaching Certification preferred but not required
  • Comfortable with Online Learning
  • Proficiency in Google Suite preferred
  • Proficiency in Google Classroom preferred
  • Previous teaching experience with middle-school aged children preferred

Start date: August 2023

Location: On site

Salary: $60,000 – $75,000/yr

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

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

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Education Manager, Professional Learning

Posted by | August 10, 2023 |

Education Manager, Professional Learning

The Museum of the City of New York fosters understanding of the distinctive nature of urban life in the world’s most influential metropolis. It engages visitors by celebrating, documenting, and interpreting the city’s past, present, and future.

 

The Education Manager, Professional Learning is an essential member of the Museum’s Frederick A.O. Schwarz Education Center and will be responsible for developing curriculum and leading high-quality, interactive, and learner-driven workshops, courses, and tours for K-12 educators and teachers that are aligned with best practices in history, art, and/or civics education. The ideal candidate will have direct experience facilitating professional learning programs and developing content for K-12 educators in a museum, school, or educational non-profit setting. They will demonstrate a commitment to diversity, equity, and inclusion, a passion for advancing equity and addressing structural racism within nonprofit organizations, and a familiarity with Culturally Responsive-Sustaining Education (CRSE) or similar frameworks. In a highly collaborative role, they will work closely with colleagues in the Education Center responsible for student, family, community, and youth programming, as well as with colleagues in the curatorial, collections, and marketing & communications departments and guest scholars, artists, and community advisors. This is a full-time, regular position will report directly to the Director, Frederick A.O. Schwarz Education Center.

 

Roles and Responsibilities:

 

  • Develop and lead in-person and virtual programs for K-12 educators, including workshops, tours, and P Credit/A+ courses
  • Develop lesson plans and supplemental curriculum materials for publication on the museum’s website and distribution to educators, in collaboration with content experts
  • Continue to build a community of K-12 educators who feel valued, respected, supported, and excited by the Museum’s offerings
  • Pilot a Teacher Advisory Committee and evaluate the utility and sustainability of the project
  • Source and coordinate guest speakers, artists, and facilitators to ensure that a wide range of voices and expertise are represented in all materials and programs
  • Maintain strong relationships with the New York City Department of Education, local schools, colleges, and partner organizations
  • Maintain prompt, professional communication with constituents and manage the email inbox for professional learning
  • Evaluate programs and adapt offerings in response to participant feedback
  • Supervise and mentor fellows and staff assigned to professional learning
  • Serve on exhibition planning teams for ongoing and special exhibitions
  • Write program reports and contribute to proposals and reports prepared by the Development department
  • Perform other duties as needed

 

A successful candidate will have:

 

  • Demonstrated success in working directly with educator/teacher audiences
  • Experience developing curriculum or educational materials for K-12 audiences
  • Experience editing and/or providing feedback on lesson plans, essays, and written assignments
  • Advanced Degree or commensurate experience in Museum Education, Public History, Education, History, American Studies, Art History, or relevant field
  • The ability to adhere to deadlines and manage multiple projects simultaneously
  • A commitment to diversity, equity, and inclusion and a passion for advancing equity and addressing structural racism within nonprofit organizations
  • The desire to work in a collaborative, supportive environment
  • The adaptability to work flexibly, including taking the lead on certain projects, working independently on others, and asking for guidance and assistance
  • Excellent written and verbal communication skills
  • Experience with Microsoft Office preferred
  • Bilingual/multilingual skills welcome

Physical Requirements & Work Environment

 

While performing the essential functions of the job, the employee is regularly required to remain in a stationary position 50% of the time and be able to traverse through the office and museum gallery environment. Operate standard office equipment including computers and keyboards for extended periods of time, including substantial movements of the wrists, hands, and/or fingers. Have close visual acuity to perform an activity such as: preparing and analyzing data and figures; transcribing; viewing a computer terminal; and extensive reading. Occasionally work outside events with weather conditions including heat and cold. Travel to offsite locations throughout the five boroughs, including schools. Exert up to 25 pounds of force occasionally and/or negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects. Candidates must be available to work a fixed five-day week schedule, Monday-Friday, with occasional weekend or evening work required.

Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

BENEFITS

 

The salary for this position is $65,000, commensurate with experience. Excellent benefits package, including a defined benefit pension plan as well as a 401K savings plan.

 

HOW TO APPLY

 

Please email your resume and cover letter to the Museum of the City of New York Attention: Human Resources Department to jobs@mcny.org. To be considered, please include Education Manager, Professional Learning within the subject line of your email.

 

Please note that all educators will be required to be fingerprinted through the New York City Department of Education. This cost is covered by the Museum.

 

The Museum of the City of New York is committed to fostering a collaborative and respectful work environment with a staff as diverse as New York City and the audiences who are curious about learning more about its history and engaging in contemporary urban issues. Our staff members are dedicated to working towards a common goal: creating the most dynamic and inspiring city museum in the world.

 

The Museum of the City of New York is an equal opportunity employer. As such, the museum provides equal employment opportunity for all employees and applicants without unlawful discrimination with respect to age, citizenship status, color, creed, disability, ethnicity, gender identification, marital status, military status or veteran, national origin, political association, political/personal convictions, predisposing genetic characteristics, race, religion, sex, sexual orientation, socio-economic status, geographic location, philosophies, or any other classification protected by federal, state or local laws, in all employment decisions, including but not limited to recruitment, hiring, training, compensation, promotion, demotion, transfer, lay-off, and termination, and all other terms and conditions of employment. All employment-related decisions are based solely on relevant criteria including training, experience, and suitability.

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Social Studies Opening at NEST+m

Posted by | August 9, 2023 |

NEST+m is looking for a talented 9-12 Social Studies teacher to join our team!

NEST+m is a vibrant, equity driven, citywide school, serving gifted students in grades K-12. We have a high school Social Studies vacancy for the 2023-2024 school year. We are seeking candidates who share our core values: intellectualism, inclusivity, collaboration, and exploration.

Please visit our website to learn more: nestmk12.net

Salary is determined by the NYC DOE salary step placement.

 

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Portfolio Associate, Out-of-School Learning

Posted by | August 8, 2023 |

About Overdeck Family Foundation:

Overdeck Family Foundation (“the Foundation”) was founded in 2011 by John and Laura Overdeck with the goal of providing all children the opportunity to unlock their potential. The Foundation focuses exclusively on enhancing education, funding efforts both inside and outside of school in the areas of early childhood, informal STEM education, and K-9 programs that include supporting educators and student-centered learning environments. Our grantmaking and strategic support focus on unlocking innovation, evidence, and growth opportunities for organizations that are committed to accelerating key academic and socioemotional outcomes for all children. The Foundation funds both direct impact organizations and ecosystem efforts that clear the path to scale for our grantees and the work that they do.

At the Overdeck Family Foundation, we achieve our impact through collaboration, fostering a culture of curiosity and learning, and living our core values to drive meaningful change. Visit www.overdeck.org for more information.

 

The Portfolio Associate Position:

Overdeck Family Foundation seeks to hire a full-time Portfolio Associate to support its grantmaking focused on out-of-school learning, with a primary focus on the Inspired Minds portfolio and a secondary focus on the Early Impact portfolio. Reporting to the Portfolio Manager, Inspired Minds, the Associate will source new grantees; analyze and synthesize research, data, and field trends to facilitate learning; support grantee data collection and analysis; and efficiently manage the grantmaking workflow of the portfolio. The ideal candidate is results-driven, enthusiastic, a keen learner, flexible, proactive, and collaborative. They should possess strong analytical skills and be able to compile and analyze data effectively to support insights and learning. 

The Inspired Minds portfolio seeks to build the next generation of creative problem-solvers by expanding access to engaging and challenging STEM learning experiences that deepen family engagement, build STEM mindsets, and inspire students with joyful and rigorous learning. 

 

What You’ll Help Us Do:

Facilitate continuous learning, improvement, and data-informed decision-making 

  • Analyze and visualize data to inform decision-making, develop grant recommendations, and facilitate learning with external partners 
  • Maintain an up-to-date, complete database of all current and potential grantees to support analysis, learning, decision-making, and reporting 
  • Synthesize and elevate research, trends, and changes in the national landscapes surrounding STEM, out-of-school time, and philanthropy, to inform portfolio strategy 
  • In partnership with the Foundation’s Strategic Impact and Learning (SIL) team, deepen understanding of grantee impact by creatively and rigorously applying evidence, grantee data, insights from research, and input from experts

Ensure portfolio operations run smoothly

  • Efficiently manage the logistics of the portfolio, including grantmaking, grantee support, and events
  • Utilize the CRM system (GivingData) and internal goals tracker to ensure timely and accurate data management
  • Proactively identify and act on opportunities for operational improvements in collaboration with peer Portfolio Associates
  • Support Portfolio Manager with grantee check-ins, events, and meetings

Find and fund impactful, scalable organizations 

  • Help us develop a more open and diverse pipeline of potential grantees that expand access to engaging and challenging STEM learning experiences 
  • Conduct due diligence research on potential grantee organizations, use your critical thinking and analytical skills to examine organizations’ impact and scale potential, and make recommendations to Portfolio Manager about strategic alignment and organizational fit
  • Contribute to concise and clear grant recommendations to the Foundation’s Board

Support Portfolio Manager to help grantees grow their impact 

  • Partner with internal colleagues and external contractors to plan and coordinate the execution of capacity-building support for our grantees
  • Drive new approaches to support meaningful knowledge sharing and collaboration among our grantees and partners

 

Who You Are:

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

A strategist with a high capacity to compile and analyze data. You are able to adeptly understand a problem, identify potential solutions, and narrow those solutions through a cost-benefit analysis lens. You are able to analyze complex datasets to tell clear and accurate stories.

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

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

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

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

 

What You’ve Done:

Required experience:

  • Minimum of two years of work experience
  • Work experience in education, consulting, data analysis, impact investing, research and/or product management is preferred
  • Subject matter proficiency in out-of-school time learning, STEM, early childhood, or family engagement is preferred
  • Bachelor’s degree or equivalent experience

 

Working at Overdeck Family Foundation:

The base pay for this role is $80,000-$90,000, with potential additional compensation and benefits, including discretionary bonuses, health and dental plans, wellness programs, and 401(k) contributions. The compensation range aligns with our expectations, reserving the top end for qualified candidates who fully meet the required skills, qualifications, and experience. 

Overdeck Family Foundation requires all employees to live within a commutable distance from the office in the SoHo neighborhood of New York City. Each week, employees must work in the office on Tuesdays and additional “team days” for collaboration, with the option to work remotely on all other days. Perks of being in the office include on-site gyms with laundry service, wellness classes, snacks and beverages, and a casual dress code in our beautiful office.

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Community Roots Charter School, Middle School Literacy Specialist, Grades 6-8

Posted by | August 7, 2023 |

About Us:

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

 

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

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

 

Benefits and Compensation:

  • CRCS’ salary scale for 2023-24 ranges from $64,920.00 to $120,513.00
  • 403b employer match of retirement contributions 
  • Medical, dental, vision and mental health insurance for employees and their families
  • Pre-tax commuter benefits
  • Available funding for professional development opportunities
  • Community of teachers and staff who are driven, compassionate and supportive

 

Qualifications:

  • Preference for New York State Teacher Certification
  • Preference for certification in Teaching Students with Disabilities (Special Education) 
  • Prior teaching experience with demonstrated success
  • Belief in CRCS mission and philosophy

 

Responsibilities

  • Implement targeted, research-based literacy interventions (both reading and writing) to individual students and small groups of students in the least restrictive setting
  • Collect and use student data to set goals and monitor progress toward instructional outcomes
  • Collaborate with classroom teachers to administer and review assessment data e.g. school based assessments, reading assessments, NYSESLAT, NYSITELL, proctor state ELA/Math tests
  • Collaborate with classroom teachers to develop and monitor student intervention plans, including classroom based interventions 
  • Hold family conferences to review individual student’s progress at least twice a year and,  if a there is a need, arrange more frequent, regular conferences 
  • Provide families with written narratives to report on individual student’s progress at a minimum of twice a year, in accordance with the schoolwide progress report schedule  
  • Provide push in/pull out Special Education Teacher Support Services (SETSS) 
  • Manage IEP caseload 
    • Remain in frequent communication with families
    • Attend IEP pre-meetings and meetings and contribute relevant information 
    • Report four times a year on IEP goals 
    • Facilitate and/or participate in student centered research and meetings (e.g. Child Study Team, Functional Behavioral Assessments and Behavior Intervention Plans)
  • Community Roots Middle School staff serve as co-Crew Leaders. Responsibilities of a Crew Leader include:
  • Collaborating with co-Crew leader to develop and implement Crew curricula that support students’ learning and is aligned with the school’s mission, core values, priorities and structures, including facilitating a daily Crew of 12-15 students
  • Serving as the academic advisor to a small group of students, supporting their academic and leadership development through the Crew curriculum, and acting as a liaison between the school and their families

 

Community Roots seeks individuals who:

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

 

Comments Off on Facilitator, Combat Hate Program

Facilitator, Combat Hate Program

Posted by | August 2, 2023 |

About us:

The Simon Wiesenthal Center (SWC) is a global Jewish human rights organization that confronts anti-Semitism, hate, stands with Israel, defends the safety of Jews worldwide, and teaches the lessons of the Holocaust for future generations.  It is an accredited Non-Governmental Organization (NGO) at the United Nations, UNESCO and the OSCE, the Organization of American States, the Latin American Parliament, and the Council of Europe.  The SWC is headquartered in Los Angeles with offices in New York, Chicago, Miami, Toronto, Paris, Jerusalem and Buenos Aires. The Museum of Tolerance Los Angeles, founded in 1993, is the educational arm of the SWC. Moriah Films is the Center’s two-time Academy Award®-winning film division and the Museum of Tolerance Jerusalem is scheduled to open in 2024.

About the role:

The Simon Wiesenthal Center (or) The Museum of Tolerance is seeking an experienced, energetic part-time facilitator to deliver Combat Hate workshops in New York City and surrounding regions, to grades 5-12. Combat Hate is a dynamic program that engages students in critical thinking for decoding and rejecting online hate.

About you:

You are passionate about working with students to understand their experiences and build lasting social change.

This position will report to the Associate Director of Education Programs and is based in New York City. Travel to school sites is a requirement. This a part-time position eligible for up to 29 working hours/week.

Responsibilities:

  • Deliver Combat Hate workshops in-person (and virtually as needed) in 5th – 12th grade classrooms in New York City and surrounding areas.
  • Communicate with Associate Director of Education Programs and other staff to provide feedback on program delivery.
  • Participate in mandatory facilitator training and ongoing professional development opportunities.
  • Must be available to travel to New York City school sites and surrounding areas. Hours are flexible and work day can begin as early as 7.30am.

Experience and Skills:

  • Two years experience working in a classroom setting, ideally with late elementary, middle school and/or high school students.
  • Demonstrated dialogue facilitation skills.
  • Ability and desire to work with young people and educators, helping them navigate challenging topics and issues.
  • Comfort and experience as a social media user
  • Knowledge of how the internet is used to spread hateful ideologies, and how this impacts our communities in the USA (preferable).
  • Bachelor’s degree in social science, history, English language arts, human rights or associated fields preferred.
  • Ability to thrive in a fast-paced, agile environment and adapt quickly to last-minute changes.
  • Foreign language skills, particularly Spanish, a bonus.

Our Benefits:

We value our people and offer a collaborative and engaging culture. As a SWC employee, you will enjoy work/life balance, generous time off and comprehensive benefits and programs.

The Simon Wiesenthal Center embraces inclusivity and values our diverse community. We are committed to building a team based on qualifications, merit and business need. We are proud to be an equal opportunity employer and do not discriminate on the basis of race, religion, color, national origin, gender, sexual orientation, age, marital status, veteran status, or disability status.

Click Here To Apply

 

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Associate Director of Education Programs

Posted by | July 28, 2023 |

About us:

The Simon Wiesenthal Center (SWC) is a global Jewish human rights organization that confronts anti-Semitism, hate, stands with Israel, defends the safety of Jews worldwide, and teaches the lessons of the Holocaust for future generations.  It is an accredited Non-Governmental Organization (NGO) at the United Nations, UNESCO and the OSCE, the Organization of American States, the Latin American Parliament, and the Council of Europe.  The SWC is headquartered in Los Angeles with offices in New York, Chicago, Miami, Toronto, Paris, Jerusalem and Buenos Aires. The Museum of Tolerance Los Angeles, founded in 1993, is the educational arm of the SWC. Moriah Films is the Center’s two-time Academy Award®-winning film division and the Museum of Tolerance Jerusalem is scheduled to open in 2024.

About the role:

SWC/MOT seeks to hire an Associate Director of Educational Programs who can collaborate with the educational team at the Simon Wiesenthal Center’s Museum of Tolerance in Los Angeles to sustain and expand the presentation of MOT programs in the NE region, including the Combat Hate Digital Empowerment workshops and assemblies for middle and high school students. The Associate Director will train and supervise staff to present the programs, maintain quality control, and create new programs, curricular resources, and evaluation. The Associate Director will liaise with the Department of Education and Educational District leaders to ensure that programs meet State academic standards and requirements. The Associate Director will also make site visits, conduct workshops as needed, and strategize outreach and recruitment for programs.

About you:

You are a passionate educator who enjoys program and curriculum development to make lasting social change.

This position will report to the Program Director and is based in New York.

Responsibilities:

  • Sustain and expand current MOT educational programs in the NE Region.
  • Build new innovative programs/experiences in conjunction with MOT (LA).
  • Lead or facilitate professional development for educators.
  • Conduct virtual and in-person workshops and follow-up workshops.
  • Produce and review resources, assessments, curriculum, and instructional materials.
  • Supervise the Program Manager in coordinating schedules with schools, youth serving organizations, professional groups and community organizations.
  • Oversee program staff regarding logistical and administrative duties and responsibilities pertaining to the recruitment, preparation, implementation and follow-up of all programs.
  • Facilitate and collect data, data analysis, and evaluation, and maintain all records for grant reports.
  • Provide assistance on data-driven continuous improvement strategies.
  • Work with NY Department of Education and other local, state and national government entities involved to ensure compliance with Academic Standards, and with grant requirements.

Experience and Skills:

  • Master’s degree in Education, Museum Education, History, Sociology or related field.
  • Three or Five years of experience in education and curriculum design.
  • New York professional educators license preferred.
  • Understanding of research-based instructional practices and data-driven performance.
  • Experience producing resources and instructional materials.
  • Experience with leading or facilitating professional development for educators.
  • Knowledge of antisemitism, racism, and current human rights issues, affecting the diverse communities of New York and the NE region.
  • Excellent written and verbal communication skills, as well as demonstrating editing, and proof-reading skills.
  • Proven ability to manage multiple tasks and projects.
  • Self-motivation and the ability to work both independently and collaboratively.

Our Benefits:

We value our people and offer a collaborative and engaging culture. As a SWC employee, you will enjoy work/life balance, generous time off and comprehensive benefits and programs.

The Simon Wiesenthal Center embraces inclusivity and values our diverse community. We are committed to building a team based on qualifications, merit and business need. We are proud to be an equal opportunity employer and do not discriminate on the basis of race, religion, color, national origin, gender, sexual orientation, age, marital status, veteran status, or disability status.

Please apply by clicking on this link

Comments Off on Middle School Social Worker and Middle School Coordinator of Adolescent Programming

Middle School Social Worker and Middle School Coordinator of Adolescent Programming

Posted by | July 25, 2023 |

Community Roots is hiring:  A Middle School Social Worker and Coordinator of Middle School Adolescent Programming who will be both innovative and inspiring in the pursuit of meeting the needs of all students, families and faculty in grades 6-8.  This position will report to the Middle School Co-Directors.

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

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

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

Benefits and Compensation:

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

Community Roots seeks individuals who:

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

Required Qualifications: 

  • Belief in CRCS mission and philosophy
  • Strong belief in collaboration and ability to collaborate with multiple stakeholders
  • Strong organizational skills
  • Ability to communicate clearly and concisely, both orally and in writing
  • Ability to prioritize and problem solve independently
  • Ability to multitask in a fast-paced environment 
  • Extensive knowledge of adolescent development
  • Experience in therapeutic modalities related to children and families from the communities CRCS serves, including assessment and treatment of trauma
  • Experience working within a school environment or extensive work with teenagers and young adults
  • MSW or Master’s degree in counseling-related discipline
  • Preference for Seminar in Field Instruction completion

 

The Middle School Social Worker and Community Programming Coordinator will be responsible for: 

  • Work with Children:
    • Provide direct services to the school community, which includes:
      • coordinating referrals for counseling 
      • co-creating caseloads for Middle School social work department
      • carrying a caseload of up to 15 students for counseling
      • providing regular one-on-one counseling or group counseling to students and families, including mandated counseling for those students who are to receive services as stated on their IEPs
      • crisis intervention as needed for students and families 
      • managing, tracking, and documenting student interactions and counseling schedule
      • setting goals with students and tracking progress towards those goals
    • Support new students in their transition to the middle school, as needed 
      • Insure that new students adjust to the community through activities  like  “new student” lunch
    • Co-teach 8th grade sexual health class
    • Support high school placement for students on caseload as needed 
    • Support work with alumni as needed

 

  • Work with Families: 
    • Reach out to organizations to provide families with outside therapy in place of or in addition to school services
    • Work as a middle school social work department to co-organize and facilitate mental health related sessions for families with middle school 

 

    • Work with Faculty:
      • Collaborate and communicate regularly with supervisors, colleagues, and teachers to meet students’ needs
      • Participate in any relevant meetings- kid talk, student support team, family meetings, attendance
      • Provide recommendations to the staff and leadership team around approaches to working with struggling students
      • Organize and facilitate mental health related professional development sessions for faculty
  • Collaborate with the ES Social Worker to ensure that staff community building activities include a cross section of the community and communication is clear for all activities
    • Work as middle school social work department to organize and provide check in support for new staff and new teaching teams as needed
  • Serve as a part of the MS Restorative Practice Team, which includes: 
    • Resolving student conflicts using a restorative approach
    • Support students struggling to meet classroom expectations using a restorative approach
    • Communicate with families around restorative approach to conflict resolution
    • Participating in restorative circles and suspension conferences as needed
    • Facilitating restorative circles and conferences as needed 
    • Collaborating with the RP Team  to plan and facilitate professional development for faculty around restorative practices (6-8 and k-8)

 

Adolescent Programming: 

  • Student Community Building and Leadership Opportunities: 
    • Maintain and supervise existing community programming for students (ie. Ambassadors, Morning Reads, PRISM, Girls Club etc.)
    • Outreach to staff for participation in existing and new programs (eg PRISM needs two faculty facilitators)
    • Develop programs that connect students to each other and to school outside of the classroom and create opportunities for student leadership.
    • Support faculty facilitators of adolescent programs as needed

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

  • Collaborating with co-Crew leader to develop and implement Crew curricula that support students’ learning and is aligned with the school’s mission, core values, priorities and structures, including facilitating a daily Crew of 12-15 students
  • Serving as the academic advisor to a small group of students, supporting their academic and leadership development through the Crew curriculum, and acting as a liaison between the school and their families
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Staff Attorney- School Justice Project

Posted by | July 20, 2023 |

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

AFC’s School Justice Project (SJP) provides case advocacy and legal representation to address the educational needs of youth facing school suspension or court involvement. The project also provides training and technical assistance to parents, young people, and the professionals who work with them. In addition, we advocate for systemic reform with respect to school discipline and school climate, as well as the education of court-involved
youth.  SJP is looking for a Staff Attorney to provide direct representation, policy advocacy, community education, and at times, litigation support to ensure that low-income students receive the behavioral and mental health support they need, as well as the legal protections to which they are entitled, so they can stay and succeed in school. This position will report to the Director of the School Justice Project.

DUTIES AND RESPONSIBILITIES

• Provides legal representation and advocacy to families experiencing school-related difficulties such as inappropriate special education placements and services, enrollment issues, or school discipline. Focuses primarily, though not exclusively, on school discipline and mental health.

• Advocates for changes to NYC’s school-justice practices through policy work and, as needed, impact litigation.

• Serves as AFC’s liaison to the Dignity in Schools Campaign – New York, a coalition of students, educators and parents working to dismantle the school-to-prison pipeline.

• Provides training and workshops to parents, professionals, and youth on a variety of education-related topics, including school discipline.

• Drafts and updates informational materials for parents, professionals, and youth as needed.

• Assists with direct representation, training, publications, policy work, and impact litigation in other AFC projects or on other special education related matters, as needed.

• Records contemporaneous and accurate entries in Salesforce database.

• Participates in committees and collaborative efforts to benefit the office as appropriate.

MINIMUM QUALIFICATIONS
• Understanding of and alignment with AFC’s mission. Please review AFC’s work at
www.advocatesforchildren.org.

• Law degree required, with admission to the NYS bar preferred.

• Experience working with communities with low income, communities of color, and/or communities with disabilities required.

• One to three years direct representation or litigation experience strongly preferred.

• Experience and/or knowledge of education, school discipline, disability, or civil rights laws strongly preferred.

• Proficiency in a language other than English, particularly Spanish, preferred.

• Excellent oral and written communication and advocacy skills (including adversarial and negotiation).

• Ability to identify, analyze, and creatively resolve layered and complex problems.

• Strong organizational skills, attention to detail, and client database record-keeping skills.

• Flexibility, initiative, maturity, and cooperative attitude.

• Ability to set priorities, meet deadlines, and work both independently and collaboratively.

• Strong interpersonal skills and ability to engage effectively across cultures, identities, and ethnicities.

• Desire to learn, both as an individual and as part of an organization, and apply diversity, equity, inclusion, and anti-racism principles.

• Ability to attend coalition meetings and events in the evenings at least two times a month.

• Proficient in Microsoft Programs (Outlook, Word, SharePoint, Teams) and Zoom.

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

APPLICATION INSTRUCTIONS
Please e-mail one document that includes a resume and cover letter to SJPAttorney@advocatesforchildren.org with “Staff Attorney – School Justice Project” in the subject line. Candidates should highlight why they are interested in this role at AFC and how their experience aligns with the Staff Attorney position, including any personal or professional experience that demonstrates your connection to the populations that AFC serves. Due to a high volume of applicants, only complete applications from qualified candidates will be contacted. No phone calls please.

This is a full-time position, with a salary in the $76,000 – $84,000 range, depending on experience, and includes a comprehensive benefits package. AFC’s current compensation package includes medical and dental insurance, with a plan option that covers full payment of medical plan premiums for staff and their qualified dependents. AFC has generous time-off policies that include 10 federal holidays, office closure between Christmas and New
Year’s Day, and 15 vacation days and 15 paid time off days in the first year of employment. AFC also offers a 403(b) plan with a fully vested employer match and coverage of the premium cost of life insurance and long- and short-term disability insurance.

Currently, all AFC positions are expected to work at least 2 days a week in the office and remotely on the remaining days. AFC is an affirmative action employer that actively seeks to recruit and retain a diverse staff and especially encourages applications from people of color, persons with disabilities, parents of persons with disabilities, persons of diverse sexual orientations, gender identities or gender expressions and persons of diverse
socioeconomic backgrounds.

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

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Assistant Principal of Culture

Posted by | July 16, 2023 |

Equality Charter School, a nonprofit charter school focused on individual academic and personal success through a nurturing, scholar-centered approach, is seeking an Assistant Principal of Culture to become a member of its educational leadership team.  This is an exciting opportunity to join a prominent and growing charter school in the Bronx providing high-quality education to a diverse community of scholars.

Background:
Equality Charter School was founded to provide equal access to all scholars, providing a path to an excellent education regardless of prior academic performance or social-emotional needs.  It focuses on students with the greatest needs, with more than 25% of its population students with disabilities and 10% English language learners.  Equality is currently a 6-12 public school serving 650 scholars in 2 locations in the Bronx.  It is expanding to become a K-12 school and is in the process of securing a location for its elementary school for a Fall 2023 opening.  At full expansion, the elementary school will serve 540 scholars, with 1200 scholars across all three locations.

Equality Charter School’s values are a relentless pursuit of excellence, commitment to equality, equity and diversity, and a responsibility to ensure systematic growth. Its goal is to operate at the highest level with efficient and effective systems that allow teachers and principals to focus on instruction and academic achievement.

The Position:
Equality Charter School is seeking a smart, hardworking, and highly organized educational professional to join its team as the Assistant Principal of Culture.  This role will ensure that each scholar reaches individual academic and personal success by using a nurturing and scholar-centered approach.  The Assistant Principal will be someone committed to the goals and mission of the School, fitting in well with the professional team.

Specific responsibilities include:

Professional​ ​Leadership

  • The Assistant Principal of Culture & Administration provides professional leadership within the school, community, and education profession to improve student learning and well-being.
  • Builds positive relationships within and between school and community.
  • Promotes leadership potential in colleagues.
  • Participates in professional organizations and activities in all content areas.
  • Contributes to the professional knowledge and expertise about teaching and learning.
  • Practices effective listening, conflict resolution, and group facilitation skills as a team member.
  • Demonstrates punctuality and good attendance for all duties.
  • Adheres to school Board policies and administrative procedures.
  • Seeks and obtains needed resources to support the school’s vision and mission.
  • Maintains a record-keeping system for activities that is effective and efficient and in compliance with local, state, and federal policies.
  • Maintains appropriate confidentiality regarding students’ behavior and performance.
  • Models effective teaching and leadership techniques when conducting meetings, presentations, and classroom observations.

School​ ​Culture/Discipline​

  • Leads the effective implementation of MTSS in collaboration with the leadership team.
  • Uses, models, and assists with a variety of Tier 1 Supports that foster individual responsibility and cooperation.
  • Communicates with and challenges colleagues and students in a supportive manner and provides colleagues and students with constructive feedback.
  • Works with teachers and faculty to create, implement and improve effective Tier 1 supports as part of comprehensive behavior management plans through the Observation-Feedback process.
  • Assists in the development, implementation, and dissemination of Parent Contracts, Student Handbook, and Code of Conduct.
  • Develops and implements a school-wide discipline policy in all areas of the school including classrooms, hallways, cafeteria, and recreational areas in collaboration with administrators and teachers.
  • Monitors and improves, as necessary, the arrival and dismissal systems for students.
  • Oversees all Investigations of discipline issues that occur within the school and maintains current and accurate records of all such incidents.
  • Oversees suspension determination for all incidences and writes/reviews suspension letters. Oversees return from suspension meetings with parents and students and staff
  • Oversees consistent outreach to parents in regard to disciplinary/behavioral and social issues.
  • Reviews, consistently, records of faculty contact with parents in regard to student disciplinary issues.

Administrative​ ​Duties

  • Coaches and supervises all members of the school culture team (Deans, School Counselor(s), and Culture Support Staff).
  • Serves as a member of the administrative team and may serve as the building administrator in the absence of the Principal.
  • Oversees the system and processes related to school and student attendance data.
  • Creates the master schedule and coordinates the scheduling of all students in PowerSchool. Manages all alternate schedules and daily bell schedules.
  • Oversees the academic data entry process by teachers for report cards. Oversees the creation, editing, and distribution of report cards for all scholars.
  • Supports the Principal in the revision and review of the school Safety Plan with staff as needed.
  • Provides initial development of the school’s calendar and finalizes in conjunction with the Principal & Executive Director.
  • Oversees the planning, coordination, and orchestration of school field trips.
  • Assists with the implementation of school board policies and administrative rules and regulations.
  • Oversees the scheduling and attendance monitoring of lunch and afterschool activities.
  • Supports the Principal in gathering research to provide necessary reports to the city and state.
  • Assists school operations in the process of requisitioning, distributing, and accounting for textbooks and instructional equipment.
  • Leads the planning and supervision of Summer School in collaboration with the Instructional Leads and Principal (to include scheduling, staffing, and scholar assignment).

Instructional Oversight

  • Provides supervision of elective teachers within all four Domains of Danielson.
  • Models and co-teaches instructional strategies in meetings with teachers/deans and in classrooms to support teachers (at teachers’ request or based on teachers’ needs).
  • Conducts walkthroughs of all classes.
  • Conducts formal observations of teachers within the department and documents performance.
  • Holds individual and group coaching as per the Support and Collaboration Matrix.
  • Creates lessons and assignments with, or for teachers (at teachers’ request or based on teachers’ needs).
  • Reviews lesson plans and provide feedback by the approved deadline.
  • Ensures feedback is focused on our school goals and instructional priorities and the differentiated needs of scholars, including scholars with disabilities and ELLs.
  • Seeks the support of the Director of Scholar Services to identify methods of differentiating for both SWDs and ELLs.
  • Develops common and consistent instructional strategies – to support academics and management.
  • Collaborates with Directors of Instruction to align instructional strategies, based on lesson plan feedback and observations.
  • Works with teachers to effectively implement consistent instructional strategies.

External​ ​Data​ ​Collection​ ​and​ ​Analysis

  • Supports database instructional decision-making, the Assistant Principal is responsible for the support of the external assessment process and the analysis of data from NYS exams, including Regents exams.
  • Supports the creation of testing schedules and rosters.
  • Supports the creation of testing protocols/procedures.
  • Supports the analysis of state testing data on a school-wide level.
  • Supports Instructional action planning.
  • Remains current on all NYS testing requirements and supports the assessment coordinator with the implementation of NYS ELA, Math and Science assessments, and interim testing, including testing schedule, ordering of materials, etc.

School​ ​Goals

  • Support the school in reaching the annual school goals.

Qualifications:

Applicants for Assistant Principal must meet the following educational, managerial, administrative, and pedagogic experience qualifications:

Master’s degree in education; appropriate licensure from the State of New York

Instructional Leadership

  • Support implementation of rigorous, engaging and coherent curricula.
  • Ensure research-based, effective instruction that yields high quality student work.
  • Ensure that assessment practices are aligned to curricula and inform instruction.

School Culture

  • Establish and maintain structures for positive learning environment, inclusive culture, and student success.
  • Establish and support a culture of learning that communicates high expectations for all learners.

Structures for School Improvement

  • Align resources to support school goals and meet student needs.
  • Foster support for a school-wide theory of action and goals across the school community.
  • Support and evaluate teachers through a research-based, common teaching framework.
  • Engage teacher teams in collaborative practices using the inquiry approach to improve classroom practice.
  • Regularly evaluate school level decisions with a focus on rigorous and engaging curriculum standards.

Prior Pedagogic Experience

  • Assistant Principals must have at least five years of prior full-time experience in a pedagogic position.

Equality Charter School is an Equal Opportunity Employer. Equality Charter School does not discriminate based on race, religion, national origin, color, sex, age, gender identification, sexual orientation, veteran status, or disability. All qualified applications will be given equal opportunity and selection decisions are based solely on job-related factors.

Equality Charter School offers a salary competitive with the NYC DOE scale for Assistant Principals, which is currently between $139,958 and $163, 117, depending on years of experience.

For more information about Equality Charter School please visit their website at www.equalitycharterschool.org

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Program Associate, READ 718

Posted by | July 6, 2023 |

READ 718, Program Associate

About READ 718

READ 718 is a Brooklyn community-based organization providing individualized, evidence-based, one-to-one literacy instruction to children from low-income households in grades 3-8 who have fallen behind in reading. We are committed to closing the literacy gap in Brooklyn and helping to ensure educational access and equity for all Brooklyn children. Our immediate goal is for our participants to leave our program reading at or above grade level; our ultimate goal is to make a substantial impact on our students’ lifelong education and life outcomes by strengthening their fundamental reading skills.

We operate in two centers in Brooklyn (Boerum Hill and Bed-Stuy) as well as remotely.

The Position

The Boerum Hill Program Associate will aid the Program Manager in all aspects of their work. They will take part in conducting reading assessments with new students, will design lesson plans to meet each student’s needs, will communicate effectively with families and volunteer tutors, and will help oversee the implementation of lessons in consultation with volunteers. The position will be in-person at our Boerum Hill literacy center (420 Atlantic Avenue). The Program Associate will be responsible for working with the Program Manager on a variety of tasks including leveling and organizing books in our libraries, data entry, community outreach, volunteer recruitment, family onboarding, and regular communication with families and volunteers. 

 Program-specific Responsibilities:

  • Conduct intake interviews and reading assessments with potential participants to determine eligibility
  • Design 10-week lesson plans for individual students, informed by assessment results and update regularly
  • Assemble all materials pertaining to lesson plans
  • Help manage and give guidance to volunteer tutors
  • Draft student profiles and share information with volunteers and parents
  • Maintain an organized library 
  • Tutor a child for at least 10 weeks and fill in for absent tutors during sessions
  • Assist with volunteer and family recruitment each cycle to help maintain a full program
  • Participate in and help organize events and evening or weekend workshops at the Boerum Hill location
  • Participate in and help organize occasional weekend outreach events

 

General Responsibilities

  • Communicate regularly with parents, guardians, and volunteer tutors about registration and attendance
  • Respond to general inquiries and provide guidance about programs and volunteering to our community
  • Help maintain an organized space; manage office and curriculum supplies
  • Support program manager on a variety of administrative tasks, including crafting the schedule each cycle, communicating regularly with families and volunteers  via phone call, text, and email
  • Maintain a positive and enthusiastic working environment for children, families, and volunteers alike
  • Help with data entry into Salesforce
  • Meet regularly with the Program Manager to discuss goals, tasks, and workload
  • Collaborate with the Program Manager to create/implement community workshops each cycle

Qualifications:

  • BA in Education or related field; background in literacy education strongly preferred
  • Outstanding oral and written communication skills
  • Self-starter and problem-solver with collaborative, positive attitude
  • Passionate about READ 718 mission
  • Excellent organizational and time management skills
  • Strong interpersonal skills
  • Experience working with children in grades 1-8
  • Ability to design lesson plans
  • Fluent in Spanish a big plus

Salary:

$41,600 (please note this is 4 days per week)

Schedule:

Monday-Thursday, 10:30-6:30 pm; occasional evenings and weekends for workshops or events. Health benefits, 401K benefits, 4 weeks paid vacation

Start Date: August 28, 2023

Comments Off on K-12 Teacher – Elementary, Middle, High School Teacher (SY 23-24)

K-12 Teacher – Elementary, Middle, High School Teacher (SY 23-24)

Posted by | June 30, 2023 |

Company Description
Uncommon Schools is a nonprofit network of high-performing, public charter schools providing an outstanding K-12 education in historically under-resourced communities. We have proudly built schools that reflect our student population, with more than 60% of our teachers and staff across our network identifying as a person of color. Uncommon currently manages 53 schools serving more than 20,000 students in five cities: Boston, Camden, New York City, Newark, and Rochester. We are proud that Uncommon graduates persist in and graduate from college at five times the rate of their peers nationally. We achieve this by offering strong academic, co-curricular, and social-emotional learning that prepares students for success in college and beyond.

Job Description
All Uncommon Schools teachers hold primary responsibility for the implementation of Uncommon’s curriculum and the success of our students. Therefore, Uncommon Schools seeks teachers who are committed to becoming best-in-class educators, who are continuously improving instructional practices through collaboration and targeted development within their school community. We are currently seeking both experienced and apprentice teachers for all grades and all subjects for the 22-23 school year.

SPECIFIC RESPONSIBILITIES

Implement curricula and activities to meet our high academic standards
Analyze assessments that measure progress towards these standards and use this assessment data to inform and differentiate instructional practices
Focus constantly on student learning, thinking critically and strategically to respond to student learning needs
Create a positive, structured learning environment to ensure that students observe the school’s core values, high expectations, and code of conduct
Communicate effectively with students, families, and colleagues
Commit to continual professional growth, participating actively in our annual, three-week staff orientation training in August and instructional training throughout the school year
Participate and support grade-level activities and school-wide functions throughout the school-year

Qualifications
Strong applicants for all teaching roles (new and experienced) will possess the following:
Relentless drive to improve the minds, characters & lives of students both in and out of school
Unwavering commitment to urban youth achieving greatness
Belief in and alignment with Uncommon’s core beliefs and educational philosophy is a must
Mastery of and enthusiasm for relevant academic subjects
Evidence of self-motivation, willingness to be a team player, and a strong sense of personal responsibility
Ability and desire to implement feedback from school leaders and colleagues to become a more effective educator in service to our students.
A background in education is not required for new teachers, but strong candidates should show a demonstrated passion for working with K-12 students and prior experience working in schools and/or urban communities is preferred.

Additional qualifications for experienced teachers:
Proven track-record of high achievement in the classroom
Minimum of two years teaching experience in an urban public school or charter school setting preferred
Valid State Certification and Master’s degree are helpful but not required.

Minimum Qualifications:
Candidates must have received a Bachelor’s degree from a college or university before employment begins
Candidates must have also earned a cumulative Grade Point Average (GPA) of 2.75 or higher by the time employment begins
Additional information
Our people are what makes us Uncommon. We believe our compensation philosophy and benefits should reflect our values—equity, transparency, and clarity—to enhance our ability to attract and retain talent and reward their expertise. Our staff receive best-in-class training, coaching, and support to develop and operate mission-driven schools that provide a high-quality education to our students and families.

Compensation for this position: The starting compensation for this role based in New York City is between $64,000 to $96,900. The starting pay will depend on various factors that may include but are not limited to professional experience, education, training, certifications, tenure with Uncommon Schools, and work location. Because we value staff tenure in each role, we do not currently cap salary ranges. Please note: ranges may differ for staff who work from a location other than New York City.

Benefits: We offer comprehensive, flexible, and competitive benefits that support the personal health, wellness, and finances of our staff and their families.

Uncommon believes in the importance of being a diverse, equitable and inclusive organization that enables our students and staff to thrive. We are committed to building an exceptional team that reflects the diverse backgrounds and experiences of our students. We also strive to ensure an inclusive community by creating a space for meaningful dialogue about issues of race and identity for our staff and students. As an equal opportunity employer, we hire without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status or disability. We also ensure that individuals with disabilities receive all privileges and benefits associated with employment and are provided reasonable accommodations for the interview process and to perform core job functions.

Comments Off on Deputy Press Secretary

Deputy Press Secretary

Posted by | June 21, 2023 |

Deputy Press Secretary

About The State University of New York :

The State University of New York is the largest comprehensive system of higher education in the United States, and more than 95 percent of all New Yorkers live within 30 miles of any one of SUNY’s 64 colleges and universities. Across the system, SUNY has four academic health centers, five hospitals, four medical schools, two dental schools, a law school, the state’s only college of optometry, and manages one US Department of Energy National Laboratory. In total, SUNY serves about 1.4 million students amongst its entire portfolio of credit- and non-credit-bearing courses and programs, continuing education, and community outreach programs. SUNY oversees nearly a quarter of academic research in New York. Research expenditures system-wide are nearly $1.1 billion in fiscal year 2022, including significant contributions from students and faculty. There are more than three million SUNY alumni worldwide, and one in three New Yorkers with a college degree is a SUNY alum. To learn more about how SUNY creates opportunities, visit www.suny.edu.

Job Description:

The Deputy Press Secretary is a vital member of the SUNY System Administration media relations team. Charged with supporting SUNY’s Chancellor and leadership team to promote SUNY as a world-class institution of high quality, accessible, and affordable education, this candidate can expect to draft communications, have regular contact with reporters, and travel in advance of the Chancellor to manage visits and events across New York State on a weekly basis.

In coordination with the media relations, government affairs, and creative and marketing teams, the Deputy Press Secretary will:

  • Draft press releases, opinion pieces, and feature stories
  • Pitch potential stories to reporters and news outlets
  • Provide opportunities for the SUNY Chancellor to speak to the critical role of higher education in facing issues impacting the citizens of New York State and the nation
  • Research and prepare the Chancellor and senior leadership for media interviews
  • Assist Press Secretary with communicating policy initiatives
  • Respond to daily media inquiries
  • Manage the daily news clips

Requirements:

Minimum Qualifications:

  • Bachelor’s degree required
  • 5 or more years of experience in public relations, media, journalism, or related field
  • Strong writing and editing skills are required
  • Able to multi-task and work in a deadline-driven environment
  • Established contacts in TV, newspaper, and radio outlets

Additional Information:

  • This position can be located in either our Albany or New York City Office
  • Travel to any of the 64 campuses in the SUNY system is expected with some overnights.
  • The Deputy Press Secretary will report to Assistant Vice Chancellor for Media Relations and Press Secretary.

Salary: Commensurate with qualifications. Excellent Benefit Package which includes; NYS health insurance, free dental and vision, competitive retirement options, tuition assistance and generous vacation, sick and holiday accruals. Strong focus on work-life balance.

Applicants must be currently authorized to work in the United States on a full-time basis.

Apply Link:

http://sunysystem.interviewexchange.com/jobofferdetails.jsp?JOBID=163621

Application Instructions:

Interested candidates are invited to apply online. Please submit a cover letter, resume and four professional references when applying. The review of applications will begin immediately and continue until the position is filled.

State University of New York System Administration is an affirmative action, equal opportunity employer and does not discriminate on the basis of race, color, national origin, religion, creed, age, disability, sex, gender identity, sexual orientation, familial status, pregnancy, predisposing genetic characteristics, military status, domestic violence victim status, criminal conviction, or retaliation.

Pursuant to Executive Order 161, no State entity, as defined by the Executive Order, is permitted to ask, or mandate, in any form, that an applicant for employment provide their current compensation, or any prior compensation history, until such time as the applicant is extended a conditional offer of employment with compensation. If such information has been requested from you before such time, please contact the Governor’s Office of Employee Relations at (518) 474-6988 or via email at info@goer.ny.gov

Comments Off on Strategy Lead, Bridging (Gen Z Engagement & Activation)

Strategy Lead, Bridging (Gen Z Engagement & Activation)

Posted by | June 17, 2023 |

Einhorn Collaborative is looking for a passionate and impact-driven Strategy Lead (often referred to as a “Program Officer” in philanthropy). This role will be the driving force behind our Bridging strategy, which focuses on empowering Gen Z to actively engage in their communities to help repair our social fabric.  The ideal candidate to lead this portfolio has a deep understanding of the needs, aspirations, and potential of Gen Z, matched with strong strategy, execution, and communications skills.

Einhorn Collaborative is partnering with RCG Talent Solutions to support our search for the Strategy Lead position. Please direct all questions to the RCG team at openroles@rcgtalent.com.

Who we are:
Einhorn Collaborative is a nonprofit foundation dedicated to addressing America’s growing crisis of connection. At the core of our work is a deep commitment to collaboration and an unwavering belief that we can reverse the prevailing narratives of distrust, division, and dehumanization. To do so, as a small and dedicated team, we are driven by the following values:

  • Relationships are paramount to us, and we prioritize human connection in all our endeavors. We approach others with curiosity, compassion, and respect, emphasizing the value of trust in building true partnerships and collaborations.
  • We believe that collective efforts yield better outcomes, and we actively seek diverse perspectives to complement our skills and knowledge. By working together, we can find common ground and generate more impactful ideas.
  • We embody the principles we promote in our interactions with funding peers and nonprofit partners. We offer support, resources, and networking opportunities while empowering our grantee partners to define their own actions and metrics for success.
  • Our aim is to achieve transformational impact by spreading core insights about human connection and belonging across systems and communities. We prioritize learning and improvement, and we adapt our strategies based on real-world lessons.
  • We’re committed to each other, the work, and the journey. In order to help build a culture of connection and belonging, we recognize the work we must do as individuals to reflect on our nation’s history, understand our biases, and routinely engage with perspectives different from our own to help inform, shape, and guide our work and our worldview. Read more about our commitment.

What’s the work?

Reporting to the Executive Director, the Strategy Lead will assume leadership of the Bridging strategy, developing deep relationships with peers and partners, and will identify, manage, and support all active and potential partnerships. This involves sourcing, recommending, and managing multi-year philanthropic partnerships, establishing co-funding opportunities with peers, developing and managing impact measurement strategies, and providing support to grantee partners to ensure they have what they need to succeed.

The current strategy focuses on increasing bridging experiences in three key areas: active civics in middle and high schools, community-engaged learning in higher education (with emphasis on our partnership with Cornell University), and national service as a model to develop future leaders. We seek to actively engage Gen Z across all these areas to amplify their voices and increase their interest, demand, and participation in these opportunities. After the first year or so, the Lead will have the opportunity to develop the strategy’s next iteration based on assessment across our current efforts.

Candidates who advance in the selection process will receive more detailed information about the organization and overall Bridging strategy.

Who You Are:

At your core, you are passionate about strengthening our social fabric and excited to join a small team that’s willing to do whatever it takes to get the job done, no matter the size or scope.

You’re a skilled communicator, relationship-builder, and project manager. You excel at engaging and informing stakeholders, ensuring seamless execution and impact.

You deeply believe in the potential of young people and their ability to tackle society’s challenges. You thrive on bringing people together to turn big ideas into reality. You’re analytical, pay attention to detail, and love setting goals and metrics to assess effectiveness and improve.

Continuous learning is important to you. You actively seek feedback, embrace new challenges, and contribute to the team’s growth and problem-solving. Being part of a tight-knit team is invigorating, where you thrive in collaborating but are also highly-capable and self-motivated to work independently.

You’re resourceful, adaptable, and eager to contribute. Time management is a strength, allowing you to prioritize tasks and handle multiple projects in a fast-paced environment.

You are known as a great listener; you constantly seek to learn from others. You are deeply drawn to multiple and divergent perspectives, and seek to present ideas in ways that draw others into your thinking. You have an openness and willingness to change your mind.

You believe that addressing America’s crisis of connection is not only critically urgent, but possible — and already underway in communities across our country. And you are energized by helping to make it possible.

Key Qualifications:

  • Experience that is proximate to Gen Z, either through lived experience or work/volunteer experience
  • Experience engaging in service with others (e.g. volunteer commitments, year of service, etc.)
  • Demonstrated ability to work well with young people and effectively lift up and represent youth voice
  • Demonstrated commitment to building social connection and social cohesion
  • Exceptional interpersonal skills, with demonstrated experience building authentic relationships and leveraging those relationships to work in concert toward shared goals
  • Demonstrated experience gathering, analyzing, synthesizing, and effectively communicating key ideas (in writing and presenting) from multiple sources to inform short- and long-term strategies
  • Experience bringing an idea to fruition and working with multiple people to make it happen
  • Bachelor’s degree

Working at Einhorn Collaborative:

Einhorn Collaborative provides a competitive total rewards package, including a base salary of $175,000 to $200,000, fully paid medical and dental insurance, retirement contributions, professional development funds, and generous vacation time. Employees work in-person at least three days a week at the New York City office and enjoy perks like an on-site gym, lunch, snacks, and a business casual dress code.

Equal Opportunity Employer:

Einhorn Collaborative is committed to equal employment opportunities and encourages diverse candidates of all backgrounds to apply. If you require reasonable accommodation as part of the application process, please contact openroles@rcgtalent.com. By submitting this online application form, you consent to be contacted via email with important updates and other information from RCG Talent Solutions.

 

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Teacher, Newcomer Youth Summer Academy

Posted by | June 15, 2023 |

Background/IRC Summary:  Since 1999, the IRC has developed partnerships with New York City public schools, community-based organizations and local colleges and universities to support the positive development of refugee youth and their communities in New York City.  The Education and Learning Program provides year-round programming working directly with refugee youth, their parents and families, and their schools.

Job Overview/Summary: The Newcomer Youth Summer Academy (NYSA) is a five-week program that prepares newly arrived refugee youth to succeed at their grade level in the New York City public school system. Up to 130 students aged 5 – 21 from over 20 countries will participate in academic, creative arts, physical education, and social-emotional learning classes. Field trips are held on Fridays.

Academic Lead Teachers are responsible for lesson planning and delivery. At the Lower School levels (K-15th), the NYSA Academic Lead Teachers will instruct a self-contained classroom, teaching Phonics, Literacy, and Math. At the Upper School levels (6–12th) Academic Lead Teachers will be responsible for specialized content instruction in one of three specific subjects: English Language Arts, Math, or Social Studies.

Each Academic Lead Teacher is expected to design pre- and post-assessments. Academic Lead Teachers are responsible for creating and submitting culturally relevant daily lesson plans and associated slide decks and materials. Given the student body’s varied English language acquisition levels, life, and formal education experiences. The Academic Lead Teacher must consistently plan for differentiated, trauma-informed instruction and apply a sheltered instructional approach to guiding English Language Learners. Throughout their classroom activities, the Academic Lead Teachers will be encouraged to contribute to the Program’s goals of fostering students’ social-emotional development and building a strong sense of community among the students and staff.

Classroom Culture Lead Teachers play an important role, leading classroom culture, rituals, and routines. Classroom Culture Lead Teachers work with a single class level throughout the program (K-12), providing support and continuity for their class throughout the program. Classroom Culture Lead Teachers are responsible for planning and leading daily mindfulness, facilitating small-group instruction as per the Academic Lead Teacher’s plans, working with students one-on-one, and providing additional sheltered instruction support for multilingual learning.

Classroom Culture Lead Teachers are directly responsible for behavior management in alignment with Academy philosophy and classroom guidelines.  They are primarily responsible for leading their classroom Peer Mentors, and they play a critical role in ensuring consistent, timely communication among Academic Lead Teachers, Peer Mentors, Administration, and students’ families.

Classroom Culture Lead Teachers are responsible for observing, assessing, recording, and monitoring students’ individual progress.  This requires an understanding of the IRC School Readiness indicators, gathering input from other staff to assess individual students’ school readiness assets and needs.

The Social Emotional Learning Teacher will lesson plan for the daily instruction of Social-Emotional Learning content. They will adapt and implement curriculum across all grade levels in support of students’ social-emotional development. The Social Emotional Learning Teacher will instruct 12 lessons each week: two SEL lessons per week per student group (three Lower School groups plus three Upper School groups.) The three, daily, hour-long lessons are held between 12:30 pm and 3:30 pm, Monday – Thursday.

Following pre-program training, the SEL Teacher will be expected to understand how their contributions fit into the larger Multi-Tiered Systems of Support (MTSS) model for supporting students at the Academy and liaise with other professionals accordingly, especially the classroom teaching staff and the Student Support Team.

The Physical Education Teacher will design and implement a six-week curriculum that builds students’ knowledge, skills, and interest in physical education. The Physical Education Teacher will contribute to the Program’s goals of fostering students’ social-emotional development and building a strong sense of community among the students and staff.

 

Program Information:

  • Training: July 5th, 6th, 7th,2023: Up to 24 hours of training, 9:00AM – 5:00PM
  • Foundational online training modules to be completed independently ahead of synchronous staff training dates
  • Main Program: July 10th– August 11th, 2023
  • Location: Avenues the World School, 259 10th Avenue, New York, NY 10001

 

Working Environment:  NYSA takes place in a centrally located school (TBD) in New York City.  All applicants must be willing to relocate to the New York City area for the entirety of the Academy.

COVID-19 Vaccination Requirement: In accordance with IRC’s duty to provide and maintain a workplace that is free of known hazards and our commitment to safeguard the health of our employees, clients, and communities, IRC requires candidates who are selected for interview to furnish proof of vaccination against COVID-19 in order to be considered for this position.

Commitment to Diversity and Inclusivity: IRC is committed to building a diverse organization and a climate of inclusivity.  We strongly encourage applications from candidates who can demonstrate that they can contribute to this goal.

Equal Opportunity Employer: We are an equal opportunity employer and value diversity at our company. We do not discriminate on the basis of race, religion, color, national origin, sex, gender, gender expression, sexual orientation, age, marital status, veteran status, or disability status. We will ensure that individuals with disabilities are provided reasonable accommodation to participate in the job application or interview process, to perform essential job functions, and to receive other benefits and privileges of employment. Please contact us to request accommodation.

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Newcomer Youth Summer Academy Teacher

Posted by | June 15, 2023 |

Background/IRC Summary:  Since 1999, the IRC has developed partnerships with New York City public schools, community-based organizations and local colleges and universities to support the positive development of refugee youth and their communities in New York City.  The Education and Learning Program provides year-round programming working directly with refugee youth, their parents and families, and their schools.

Job Overview/Summary: The Newcomer Youth Summer Academy (NYSA) is a five-week program that prepares newly arrived refugee youth to succeed at their grade level in the New York City public school system. Up to 130 students aged 5 – 21 from over 20 countries will participate in academic, creative arts, physical education, and social-emotional learning classes. Field trips are held on Fridays.

Academic Lead Teachers are responsible for lesson planning and delivery. At the Lower School levels (K-15th), the NYSA Academic Lead Teachers will instruct a self-contained classroom, teaching Phonics, Literacy, and Math. At the Upper School levels (6–12th) Academic Lead Teachers will be responsible for specialized content instruction in one of three specific subjects: English Language Arts, Math, or Social Studies.

Each Academic Lead Teacher is expected to design pre- and post-assessments. Academic Lead Teachers are responsible for creating and submitting culturally relevant daily lesson plans and associated slide decks and materials. Given the student body’s varied English language acquisition levels, life, and formal education experiences. The Academic Lead Teacher must consistently plan for differentiated, trauma-informed instruction and apply a sheltered instructional approach to guiding English Language Learners. Throughout their classroom activities, the Academic Lead Teachers will be encouraged to contribute to the Program’s goals of fostering students’ social-emotional development and building a strong sense of community among the students and staff.

Classroom Culture Lead Teachers play an important role, leading classroom culture, rituals, and routines. Classroom Culture Lead Teachers work with a single class level throughout the program (K-12), providing support and continuity for their class throughout the program. Classroom Culture Lead Teachers are responsible for planning and leading daily mindfulness, facilitating small-group instruction as per the Academic Lead Teacher’s plans, working with students one-on-one, and providing additional sheltered instruction support for multilingual learning.

Classroom Culture Lead Teachers are directly responsible for behavior management in alignment with Academy philosophy and classroom guidelines.  They are primarily responsible for leading their classroom Peer Mentors, and they play a critical role in ensuring consistent, timely communication among Academic Lead Teachers, Peer Mentors, Administration, and students’ families.

Classroom Culture Lead Teachers are responsible for observing, assessing, recording, and monitoring students’ individual progress.  This requires an understanding of the IRC School Readiness indicators, gathering input from other staff to assess individual students’ school readiness assets and needs.

The Social Emotional Learning Teacher will lesson plan for the daily instruction of Social-Emotional Learning content. They will adapt and implement curriculum across all grade levels in support of students’ social-emotional development. The Social Emotional Learning Teacher will instruct 12 lessons each week: two SEL lessons per week per student group (three Lower School groups plus three Upper School groups.) The three, daily, hour-long lessons are held between 12:30 pm and 3:30 pm, Monday – Thursday.

Following pre-program training, the SEL Teacher will be expected to understand how their contributions fit into the larger Multi-Tiered Systems of Support (MTSS) model for supporting students at the Academy and liaise with other professionals accordingly, especially the classroom teaching staff and the Student Support Team.

The Physical Education Teacher will design and implement a six-week curriculum that builds students’ knowledge, skills, and interest in physical education. The Physical Education Teacher will contribute to the Program’s goals of fostering students’ social-emotional development and building a strong sense of community among the students and staff.

 

Program Information:

  • Training: July 5th, 6th, 7th,2023: Up to 24 hours of training, 9:00AM – 5:00PM
  • Foundational online training modules to be completed independently ahead of synchronous staff training dates
  • Main Program: July 10th– August 11th, 2023
  • Location: Avenues the World School, 259 10th Avenue, New York, NY 10001

 

Working Environment:  NYSA takes place in a centrally located school (TBD) in New York City.  All applicants must be willing to relocate to the New York City area for the entirety of the Academy.

COVID-19 Vaccination Requirement: In accordance with IRC’s duty to provide and maintain a workplace that is free of known hazards and our commitment to safeguard the health of our employees, clients, and communities, IRC requires candidates who are selected for interview to furnish proof of vaccination against COVID-19 in order to be considered for this position.

Commitment to Diversity and Inclusivity: IRC is committed to building a diverse organization and a climate of inclusivity.  We strongly encourage applications from candidates who can demonstrate that they can contribute to this goal.

Equal Opportunity Employer: We are an equal opportunity employer and value diversity at our company. We do not discriminate on the basis of race, religion, color, national origin, sex, gender, gender expression, sexual orientation, age, marital status, veteran status, or disability status. We will ensure that individuals with disabilities are provided reasonable accommodation to participate in the job application or interview process, to perform essential job functions, and to receive other benefits and privileges of employment. Please contact us to request accommodation.

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New Visions, Executive Director

Posted by | June 15, 2023 |

ORGANIZATION 

New Visions Charter High Schools, collectively the largest charter high school network in New York City, is a group of seven affiliated, high-performing, NYC public charter high schools located in the Bronx, Queens, and Brooklyn boroughs. Our schools use innovative and responsive teaching models in order to provide individualized support and programming so that each student graduates ready to become a productive member of society with a comprehensive post-secondary plan.

Our school leaders and staff provide holistic social and emotional support to all students in an environment of inclusive family engagement and extensive involvement with their communities.

The seven New Visions Charter High Schools are:

  • Advanced Math and Science I – 99 Terrace View Ave., Bronx, NY 10463
  • Humanities I – 99 Terrace View Ave., Bronx, NY 10463
  • Advanced Math and Science II – 900 Tinton Ave., Bronx, NY 10456
  • Humanities II – 900 Tinton Ave., Bronx, NY 10456
  • Advanced Math and Science III – 3000 Avenue X, Brooklyn, NY 11235
  • Advanced Math and Science IV – 156-10 Baisley Blvd., Queens, NY 11434
  • Humanities IV – 100-00 Beach Channel Dr., Queens, NY 11694

To learn more about New Visions Charter High Schools, please visit https://www.newvisions.org/

OPPORTUNITY 

New Visions Charter High Schools is seeking a dynamic and experienced education sector Executive Director to both manage the schools’ transition away from the current CMO and to build and lead the new internally managed network. This Executive Director will work closely with the Boards of Trustees and principals in hiring the leadership team and setting the network’s new organizational structure.  The seven schools range in tenure from six to thirteen years, each with a highly experienced principal and a strong leadership team.

The Executive Director will report directly to the Board of Trustees. Together with the senior management team, they will be responsible for all aspects of managing and operating a network of charter high schools, including: working with school leaders to develop short- and long-term goals; creating and supporting school structures and programming; providing recruitment and marketing, human resources services, and professional development; and managing all aspects of finance, administration and compliance. 

This position provides the opportunity to create an internally managed network organization to exclusively serve the largest set of affiliated NYC public charter high schools and to continue to build on the schools’ excellent track records.

RESPONSIBILITIES

Key Responsibilities of the Executive Director will include:

  • Strategic Leadership
      • Manage and work closely with the principals of the seven schools in implementing and further development of academic programming to maintain the schools’ high performance;
      • Oversee the day-to-day operations of the charter school network, including budgeting, financial management, facilities management, and compliance with all relevant laws and regulations;
      • Establish and maintain effective systems and processes to ensure smooth operations and efficient use of resources;
      • Develop and implement policies and procedures that promote a safe, inclusive, and supportive learning environment for all students and staff.
  • Staff Recruitment, Management, and Development
      • Create, hire, and retain a highly qualified team and staff who are committed to the network’s mission and key design elements;
      • Provide leadership, support, and professional development opportunities to staff members to foster their growth and enhance their effectiveness;
      • Foster a positive and collaborative work environment that values equity and excellence.
  • Fundraising and Resource Development
      • Work closely with the Board of Trustees to develop and implement a comprehensive fundraising strategy to secure resources for the network’s programs and initiatives;
      • Cultivate relationships with donors, foundations, and corporate partners to expand the school’s funding base and enhance its financial sustainability.
  • Community Engagement and Partnerships
      • Build and maintain strong relationships with parents, families, and the local community to ensure their active involvement and support in the education of our students;
      • Collaborate with external partners, including community organizations, businesses, and other educational institutions, to enhance educational opportunities and resources for students.

QUALIFICATIONS 

In order to fulfill these responsibilities, the ideal Executive Director candidate will have:

  • A proven track record of school and/or network leadership experience, preferably in a charter school setting;
  • Strong understanding of and commitment to equity and excellence as core principles of charter school education and the ability to effectively articulate and promote the network’s mission and vision;
  • Demonstrated success in leading educational organizations, initiatives and board members around strategic planning, program development, and staff management;
  • Excellent communication and interpersonal skills, with the ability to build strong relationships with diverse stakeholders;
  • Proven ability to manage budgets, financial resources, and operations effectively;
  • Strong understanding of charter educational policies, regulations, and compliance requirements, preferably in NY State.

COMPENSATION AND BENEFITS

This position offers a competitive salary range of $190,000 – $225,000 and a comprehensive benefits package. More details can be provided upon request.

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Virtual Career Fair- Sped, Math and Science Teachers

Posted by | June 14, 2023 |

New Visions is hosting a VIRTUAL Teacher recruitment event on Wednesday, June 21st from 4:30-6pm. Easily access our online event from the comfort of your home! Principals and hiring team members will be accessible throughout the event. Connect one-on-one in live video conversations to share your experience and learn more open positions across our network. Walk away with great leads on a new role for the upcoming school year!

Event Details:
Charter High School VIRTUAL Recruitment Event
June 21st from 4:30pm – 6:00pm

REGISTER HERE NOW: https://tinyurl.com/newvisionsevents

Who We Are

New Visions for Public Schools is the leading non-profit organization dedicated to the improvement of public education in New York City. Today, we support over 1,050 public schools and thousands of teachers, serving 700,000 students, in their most critical work: deciding what and how to teach, helping keep students on track to graduation, and preparing students for success beyond high school. New Visions directly manages a network of 9 charter high schools across the Bronx, Brooklyn, and Queens.

Who You Are

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

What You’ll Do

All New Visions teachers work with a diverse range of students to develop content knowledge and skills through collaborative classroom work, reading, writing, discussion, and authentic exploration/experimentation. Our vision is that all learners have equal access to educational opportunities where barriers to learning are reduced and learner diversity is recognized, supported, and embraced.

Why New Visions?

You can expect to receive enhanced instructional support, a range of professional development opportunities, access to flexible data tools and the opportunity to be part of a passionate team of colleagues. You’ll be empowered to meet each of your student’s needs through a collaborative and innovative learning environment. And most importantly, you’ll continue to inspire and make a difference in students’ lives.

Pay Range

$67,250 minimum to $132,715 maximum

While the majority of new hires’ starting salaries shall be expected to be placed in the first half of the range(s) to allow space to grow in the job, for those who already have significant relevant experience at that level of the job, placement at the higher end of the range(s) is possible.

Apply Now!

To apply and read the comprehensive job description, check out our careers site!

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

EEO

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

Job Type: Full-time

Salary: $67,250.00 – $133,024.00 per year

Benefits:

  • Dental insurance
  • Employee assistance program
  • Employee discount
  • Flexible spending account
  • Health insurance
  • Health savings account
  • Life insurance
  • Paid time off
  • Parental leave
  • Professional development assistance
  • Referral program
  • Retirement plan
  • Vision insurance

 

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Legal Fellowship Sponsorship in Education Advocacy

Posted by | June 12, 2023 |

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

Organizations such as Equal Justice Works and the law firm of Skadden, Arps offer fellowships to enablerecent law school graduates to work full-time at public interest organizations for one or two years. AFC seeks to sponsor a recent law school graduate for a fellowship in education advocacy beginning in September 2024. Applicants must be entering their third year of law school or be recent law school graduates who are eligible for these fellowships (e.g., graduating law students who are clerking next
year). Bilingual applicants are encouraged to apply.

AFC is proud that we have a long tradition of successful fellowship projects. We are committed to providing strong supervision, training, and mentorship to our fellows.

FELLOWSHIP DESCRIPTION
We are particularly interested this year in working with a Post-Graduate Legal Fellow who wants to develop a project to address education issues facing students with disabilities transitioning out of high school, using the following strategies:

Direct representation of individual students and parents in school-related matters, including special education hearings and suspension hearings;

Community education and training for students, parents, and professionals on students’ and parents’ rights;

Policy reform to address systemic barriers to quality education for NYC students; and/or

Impact Litigation to protect our clients’ rights and compel needed education reform.

COMPENSENTATION AND BENEFITS
This is a full-time position and includes a comprehensive benefits package. AFC’s current compensation package includes medical and dental insurance, with a plan option that covers full payment of medical plan premiums for staff and their qualified dependents. AFC has generous time-off policies that include 10 federal holidays, office closure between Christmas and New Year’s Day, and 15 vacation days and 15 paid time off days in the first year of employment. AFC also offers a 403(b) plan with a fully vested employer match and coverage of the premium cost of life insurance and long- and short-term disability
insurance. With respect to salary, AFC pays fellows on the same scale as it pays staff attorneys. Currently, the starting salary for a staff attorney is $73,000, and this is expected to increase by the time the fellow would start in September 2024.

OTHER INFORMATION
Currently, all AFC positions are expected to work at least 2 days a week in the office and remotely on the remaining days. COVID vaccination is required prior to the first day of employment. AFC is an affirmative action employer that actively seeks to recruit and retain a diverse staff and especially encourages applications from people of color, persons with disabilities, parents of persons with disabilities, persons of diverse sexual orientations, gender identities or gender expressions and persons of diverse socioeconomic backgrounds.
AFC is committed to providing access, equal opportunity, and reasonable accommodation when requested by a qualified applicant or employee with a disability or other protected characteristic. The policy regarding requests for reasonable accommodation applies to all aspects of employment, including the application process. For more information and to request an accommodation, contact Human Resources at HR@advocatesforchildren.org.

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Network Director of SEL & Mental Health

Posted by | June 2, 2023 |

Originally founded in 1991 as Harlem RBI, DREAM has grown to annually serve more than 2,500 youth across East Harlem and the South Bronx through a network of six PreK-12, extended-day, extended-year DREAM Charter Schools and community sports-based youth development programs. Through our commitment to rigorous academics, social-emotional learning, deep family and community engagement, and health and wellness, we create lifelong learners who are equipped to fulfill their vision of success in and out of the classroom. We dream big, as well, with an aggressive five-year plan to expand to serve 3,500 students across seven schools—growing our organization’s impact and leveling the playing field for all children. To learn more, visit wearedream.org.
Reporting to the Managing Director of Programs, the Network Director of SEL & Mental Health will be responsible for leading strategy across DREAM schools to ensure the mental health needs of all students are met.  This is an exciting opportunity for an individual who has extensive knowledge of best practices in mental health for students.

Responsibilities

Management & Leadership:

  • Lead coaching & development of school-based SEL team across the network (Dean of SEL & Community, SEL Specialist)
  • Lead coaching & development of school-based mental health providers, including leading clinical supervision and regular professional development;

SEL Curriculum Development:

  • Develop curriculum for all Tier 1 and Tier 2 SEL programming (morning meeting, advisory, RULER, intervention) across the network , including writing, editing, and revising curriculum
  • Develop and train staff on Tier 1 Mental Health and Embedded SEL practices (affirmations, reflection, journaling etc.)

Mental Health Program:

  • Collaborate with Network Director of Student Supports to ensure compliance with student counseling mandates and non-mandated counseling needs;
  • Gather and analyze data to identify gaps and evaluate mental health services across the network;
  • Execute systems to ensure all mental health needs are identified with clear next steps, and ensure airtight systems for follow-up and follow-through;
  • Plan and coordinate family workshop sessions on social emotional learning and mental health for families in collaboration with Family and Community Engagement Department
  • Build network of external partners and resources to ensure we are using evidence-based best practices to meet unique needs of students and families;
  • Create and maintain effective collaboration structures between mental health providers and key stakeholders (families, teachers, student life team);
  • Build strong systems for data collection and tracking to document needs, services, and progress towards students social-emotional goals;
  • Provide crisis intervention and risk assessment, as needed;

Qualifications

  • Master’s Degree in Social Work or Mental Health Counseling
  • Licensed by the State of NY as an LCSW or Licensed Clinical Psychologist
  • Experience supervising clinical staff providing services to children and adolescents, ideally in a school-based setting
  • Proven track record of excellent strategic planning and organizational skills
  • Knowledge of New York City Mental Health services and agencies, preferred
  • Willingness to be hands-on and do whatever it takes to develop and maintain a comprehensive program of mental health services to all DREAM students
  • Ability to think critically and maintain a detail-orientation when accomplishing all tasks
  • Exemplary interpersonal skills for a wide variety of stakeholders from staff to families to students to external partners
  • A strong belief in the mission and values of DREAM, including the desire to make a difference in the lives of our students, families, and community

Compensation

  • DREAM offers a competitive salary commensurate with relevant experience with the potential for an annual performance-based increase. The incoming salary range for this position is $110,000-$120,000. New hires are typically brought into the organization at a salary closer to the start of the range depending on qualifications and internal equity. All staff are eligible for annual performance-based increases.
  • We offer a comprehensive benefits plan, covering the majority of the employee premium for medical plans and subsidizing the majority of costs for a spouse/domestic partner and children. Other benefits include dental and vision plans, disability, life insurance, parenting benefits, flexible spending account options, generous vacation time and paid holidays, referral bonuses, professional development, an employee assistance program (EAP) and a 403(b) plan with employer matching up to 4%.
DREAM’s VACCINATION POLICY
DREAM requires vaccination against COVID-19 for all employees.  Reasonable Accommodations based on a qualifying disability or sincerely held religious belief are being considered in accordance with applicable law.
OUR COMMITMENT TO DIVERSITY, EQUITY, AND INCLUSION 
At DREAM, diversity, equity, and inclusion are a matter of mission.
From our schools to our playing fields, DREAM is committed to building a team where each individual can bring their full identity and experience to work because representation matters—it enriches our team culture, enhances our ability to innovate, and strengthens our impact in and out of the classroom. DREAM engages staff that represent and appreciate the diversity of our majority Black and Hispanic student body, while working to ensure that our practices are equitable, welcoming, and productive. We are dedicated to creating a world where youth, especially youth of color, have permission to dream—along with the tools and opportunities to make their dreams reality.
Come dream with us.
DREAM MAXIMS
All Kids Can. This Kid Can.
DREAM is Family.
Fun is a Serious Value.
Teamwork Makes the DREAM Work.
Fail. Persist. Exceed.
DREAM Big.
Comments Off on Executive Assistant to the Co-CEOs

Executive Assistant to the Co-CEOs

Posted by | June 2, 2023 |

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

Responsibilities

    • Provide operational and administrative support to DREAM’s co-Chief Executive Officers (co-CEOs) and Chief of Staff;
    • Responsible for strategic calendar management, including scheduling meetings, coordinating recurring check-ins, updating attendees, and communicating across multiple organizations to schedule events for co-CEOs;
    • Complete invoicing, expense reports, reimbursements, and travel arrangements for individuals and groups;
    • Act as the project coordinator and lead logistics for leadership meetings, including all-staff meetings, board meetings, and funder visits (scheduling, food, space, technology set-up, etc.);
    • Manage visitor requests and questions;
    • Produce and edit internal and external correspondence and materials, as needed;
    • Support co-CEOs before and after key meetings with reminders about content and draft follow-up communications;
    • Support co-CEOs with occasional personal tasks, as needed;
    • Build meaningful and trusting relationships with staff, scholars and families to facilitate positive scholar outcomes and contribute to a high-performing school culture;
    • Lead additional projects as needed.

Qualifications

    • Bachelor’s degree required;
    • At least 5 years of relevant experience in administrative work;
    • Experience in education and/or non-profit settings, preferred;
    • Experience using Google Workspace (calendar, docs, spreadsheets, slides), preferred;
    • Excellent verbal, written and interpersonal communication skills, with a solutions-oriented attitude;
    • Strong critical thinking and strategic problem-solving skills;
    • Strong project management skills;
    • A strong work ethic, supported by commitment and airtight follow-up and follow-through;
    • Ability to manage multiple projects while working in a fast-paced environment;
    • Organized, proactive and detail-oriented with superior time management and troubleshooting skills;
    • Impeccable integrity, including the ability to maintain a high level of confidentiality and discretion;
    • A strong belief in the mission and values of DREAM, including the belief that all students can succeed, and a deep desire to make a difference in the lives of our students, families, and community.

Compensation

    • DREAM offers a competitive salary commensurate with relevant experience with the potential for an annual performance-based increase. The incoming salary range for this position is $85,000 to $100,000. New hires are typically brought into the organization at a salary closer to the start of the range depending on qualifications and internal equity. All staff are eligible for annual performance-based increases. Because we value staff tenure in each role, we do not currently cap salary ranges.
    • We offer a comprehensive benefits plan, covering the majority of the employee premium for medical plans and subsidizing the majority of costs for a spouse/domestic partner and children. Other benefits include dental and vision plans, disability, life insurance, parenting benefits, flexible spending account options, generous vacation time and paid holidays, referral bonuses, professional development, an employee assistance program (EAP) and a 403(b) plan with employer matching up to 4%.

 

DREAM’s VACCINATION POLICY

DREAM requires vaccination against COVID-19 for all employees.  Reasonable Accommodations based on a qualifying disability or sincerely held religious belief are being considered in accordance with applicable law.

 

OUR COMMITMENT TO DIVERSITY, EQUITY, AND INCLUSION 

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

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

Come dream with us.

 

DREAM MAXIMS

All Kids Can. This Kid Can.

DREAM is Family.

Fun is a Serious Value.

Teamwork Makes the DREAM Work.

Fail. Persist. Exceed.

DREAM Big.

Comments Off on Special Education Teacher

Special Education Teacher

Posted by | May 18, 2023 |

Why WHIN?

WHIN Music Community Charter School is the first school of its kind! Built on the principles of El Sistema, WHIN is a place where children learn, grow, and make music together. At WHIN, we are building a nucleo, a community where staff, families, and students work together to make a powerful shift in public education that puts learners’ needs first.

Our Mission:

To provide our diverse student population with rigorous academic instruction, intensive music education and a positive learning environment so that every student can thrive academically and socio emotionally.

We believe…

  • that all children deserve a high quality education, with access to academic rigor, music creation, and a holistic approach to developing character.
  • that a collaboration with families ensures the greatest success for our learners.
  • that restorative justice, inquiry-based hands on learning, and authentic learning experiences provide the most effective environments for growth, success, and joy.

We are looking for teachers who are…

  • looking to grow and prosper in a collaborative work environment, including in co-taught classrooms.
  • excited about teaching in a school and neighborhood where diversity is central.
  • highly qualified and certified in Special Education, English as a New Language, and/or Early Childhood Education.

We support teachers by…

  • coaching and professional growth to deepen instructional practices.
  • peer-to-peer observations, feedback, and support as well as ongoing professional development.
  • having two teachers co-teaching to ensure all learners’ needs are met and teachers can work collaboratively to be at their best.

In action, our mission looks like caring deeply about all aspects of our young learners’ potential. We make academics a priority while also ensuring students’ character and personal growth. With music at our core, students experience working together to create something bigger than their individual skills every single day, and this approach extends to our classrooms where project-based, hands on learning cultivates curious, creative, and hardworking learners.

WHIN is currently seeking high performing elementary teachers who are ready to help grow a unique school community where compassion, kindness, and curiosity drive each and every day.

Specifically, ICT Special Education teachers at WHIN are responsible for:

  • Creating and maintaining a fun, engaging, and inclusive classroom culture where all students love to learn
  • Differentiating instruction to meet learners needs to improve development of sensory and perceptual motor skills, language, cognition, and memory
  • Developing, modifying, and implementing curriculum and assessments for students with disabilities as determined in a student’s IEP and/or 504 plan
  • Implement Behavior Intervention Plans (BIPs) as needed
  • Driving academic outcomes for all students by analyzing data, differentiating instruction, and supporting each learner’s unique needs
  • Contributing to the Child Study Team’s assessments of student needs
  • Collaborating with colleagues to implement an effective integrated co-teaching model to serve all students in an inclusive classroom
  • Implementing a music-infused academic curriculum with support from the Director of Music and Directors of Curriculum and Instruction.
  • Inspiring students and fellow staff to perform at his or her highest potential
  • Developing and maintaining strong and professional relationships with WHIN families

Qualifications for the Elementary Special Education Teacher positions are:

  • Bachelor’s Degree in education or related field; Masters preferred
  • NYS or equivalent Special Education Teaching Certification
  • Urban elementary teaching experience
  • Experience teaching 3rd Grade
  • Demonstrated success raising achievement levels of all students
  • An unwavering belief that all students can achieve at a high level
  • Proven commitment and success working with students and families
  • The ability to thrive in a startup environment
  • The ability to excel in a fast-paced, dynamic, and exciting school
  • A sense of humor and kindness towards your colleagues

 

Advanced proficiency in one or more of the following areas is strongly preferred

  • Bilingual (Spanish)
  • Music performance
  • Early Childhood teaching experience and/or certifications
  • Project Based Learning and Inquiry Based Learning
  • Responsive Classroom, Love & Logic Student Management, and Restorative Justice models

Compensation and Benefits: WHIN Music Community Charter School offers a competitive salary and benefits, fun and professional working environment, as well as ongoing development opportunities.

 

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TEACHER RECRUITMENT EVENT- All Contents

Posted by | May 17, 2023 |

Looking for teaching opportunities for upcoming 23-24 school year?

We are hosting an in-person recruitment event for our 9 Charter High Schools to support hiring for the upcoming school year! Meet with principals, recruiters and hiring team members to discuss opportunities for SY 23-24.

When: May 31st from 5:00-7:00 PM

Where: Near Grand Central Station- Address to be provided upon registration

REGISTER NOW! https://sites.google.com/newvisions.org/418-event-landing-page/home

Attendees will be entered into a raffle to win a Gift Card Valued at $250

Do you know someone who may be a good fit for opportunities within our network? Bring them with you to this event for an additional raffle entry.

We hope to see you on the 31st!

To view all Job Openings:  https://www.newvisions.org/pages/Teaching-Careers

 

 

Who We Are

New Visions for Public Schools is the leading non-profit organization dedicated to the improvement of public education in New York City.  Today, we support over 1,050 public schools and thousands of teachers, serving 700,000 students, in their most critical work: deciding what and how to teach, helping keep students on track to graduation, and preparing students for success beyond high school.  New Visions directly manages a network of 9 charter high schools across the Bronx, Brooklyn, and Queens.

 

Why New Visions?

You can expect to receive enhanced instructional support, a range of professional development opportunities, access to flexible data tools and the opportunity to be part of a passionate team of colleagues.  You’ll be empowered to meet each of your student’s needs through a collaborative and innovative learning environment.  And most importantly, you’ll continue to inspire and make a difference in students’ lives.

 

Pay Range 

$67250 minimum to $132,406 maximum

 

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High School Science Teacher

Posted by | May 17, 2023 |

Who We Are

New Visions for Public Schools is the leading non-profit organization dedicated to the improvement of public education in New York City.  Today, we support over 1,050 public schools and thousands of teachers, serving 700,000 students, in their most critical work: deciding what and how to teach, helping keep students on track to graduation, and preparing students for success beyond high school.  New Visions directly manages a network of 10 charter high schools across the Bronx, Brooklyn, and Queens. 

 

Who You Are

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

 

What You’ll Do

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

 

Why New Visions?

You can expect to receive enhanced instructional support, a range of professional development opportunities, access to flexible data tools and the opportunity to be part of a passionate team of colleagues. You’ll be empowered to meet each of your student’s needs through a collaborative and innovative learning environment. And most importantly, you’ll continue to inspire and make a difference in students’ lives.

 

Pay Range 

$67,250 minimum to $132,406 maximum

While the majority of new hires’ starting salaries shall be expected to be placed in the first half of the range(s) to allow space to grow in the job, for those who already have significant relevant experience at that level of the job, placement at the higher end of the range(s) is possible.

 

Apply Now! 

To apply and read the comprehensive job description, check out our careers site!

 

EEO

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

Comments Off on High School Math Teacher

High School Math Teacher

Posted by | May 17, 2023 |

Who We Are

New Visions for Public Schools is the leading non-profit organization dedicated to the improvement of public education in New York City.  Today, we support over 1,050 public schools and thousands of teachers, serving 700,000 students, in their most critical work: deciding what and how to teach, helping keep students on track to graduation, and preparing students for success beyond high school.  New Visions directly manages a network of 10 charter high schools across the Bronx, Brooklyn, and Queens. 

 

Who You Are

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

 

What You’ll Do

You’ll help pupils develop critical-thinking abilities by gaining an understanding of mathematics concepts and practices. You’ll use both formal and informal assessment data about student thinking to inform instruction. You’ll use an inquiry-driven approach to support student success on mathematics Regents examinations. You’ll attend professional development workshops and meet with colleagues to collaboratively analyze data and plan an instructional response.

 

Why New Visions?

You can expect to receive enhanced instructional support, a range of professional development opportunities, access to flexible data tools and the opportunity to be part of a passionate team of colleagues. You’ll be empowered to meet each of your student’s needs through a collaborative and innovative learning environment. And most importantly, you’ll continue to inspire and make a difference in students’ lives.

 

Pay Range 

$67,250 minimum to $132,406 maximum

While the majority of new hires’ starting salaries shall be expected to be placed in the first half of the range(s) to allow space to grow in the job, for those who already have significant relevant experience at that level of the job, placement at the higher end of the range(s) is possible.

 

Apply Now! 

To apply and read the comprehensive job description, check out our careers site!

 

EEO

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

Comments Off on Special Education High School Teacher

Special Education High School Teacher

Posted by | May 17, 2023 |

Who We Are

New Visions for Public Schools is the leading non-profit organization dedicated to the improvement of public education in New York City.  Today, we support almost 2,000 public schools and thousands of teachers, serving over a million students, in their most critical work: deciding what and how to teach, helping keep students on track to graduation, and preparing students for success beyond high school.  New Visions directly manages a network of 9 charter high schools across the Bronx, Brooklyn, and Queens. 

 

Who You Are

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

 

What You’ll Do

You’ll develop accessible curriculum through team co-planning, co-teaching and co-assessing. You’ll collaborate with teachers, families and school-based support teams to meet your students’ needs. You’ll build students’ academic and socio-emotional skills while advocating to ensure that they receive appropriate supports. You’ll create plans for post-high school transition to ensure quality of life after high school.

 

Why New Visions?

You can expect to receive enhanced instructional support, a range of professional development opportunities, access to flexible data tools and the opportunity to be part of a passionate team of colleagues. You’ll be empowered to meet each of your student’s needs through a collaborative and innovative learning environment. And most importantly, you’ll continue to inspire and make a difference in students’ lives.

 

Apply Now!

To apply and read the comprehensive job description, check out our careers site!

https://grnh.se/ff6d126f1us

 

Salary

$67,250 minimum to $132,406 maximum

While the majority of new hires’ starting salaries shall be expected to be placed in the first half of the range(s) to allow space to grow in the job, for those who already have significant relevant experience at that level of the job, placement at the higher end of the range(s) is possible.

EEO

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

Comments Off on K-8th Grade Teaching Positions ($140,000 Salary)

K-8th Grade Teaching Positions ($140,000 Salary)

Posted by | May 17, 2023 |

Earn a $140,000 salary and join a team of master teachers at The Equity Project (TEP) Charter School, featured in the New York Times, The Wall Street Journal and on 60 minutes for its revolutionary teacher salaries and its outstanding results. TEP aims to achieve educational equity for students from traditionally underserved communities by utilizing world-class teachers, while re-imagining the teaching profession as a place in which teachers prioritize their own growth – as pedagogical experts, intellectual seekers, and community leaders.

Watch the video below to learn more about TEP’s investment in teachers.

https://vimeo.com/812470506

If you are interested in exploring teaching opportunities within our school community, please visit TEP’s website, here: https://tepcharter.org/join-our-team/


Join us for a VIRTUAL info session!

Thinking about applying for a Teaching position at TEP Charter School? Join us for a virtual information session. Learn more about TEP’s revolutionary model, the teacher application process, and what it’s like to teach at TEP.

RSVP Here!

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Co-Teacher

Posted by | May 8, 2023 |

South Bronx Literacy Academy (SBLA) is looking for general and special elementary school educators with structured literacy experience or those with a growth mindset who would like to learn to become Founding Teachers at a new district public school.

P.S.642 – The South Bronx Literacy Academy (SBLA) is the first stand-alone public school in New York City specifically designed to serve students with diagnosed dyslexia and/or language-based learning difficulties. SBLA is designed to meet the unique needs of students who are struggling to learn to read. Aligned with recommendations from the International Dyslexia Association, SBLA will offer intensive, tier 1 instruction in structured literacy – providing highly explicit, systematic, and multi-sensory teaching of the foundational skills and other important literacy components including vocabulary, comprehension, and writing. Additionally, SBLA will embed consistent and purposeful practices to support social-emotional learning and executive functioning skill development to meet the needs of our student population.

For further information go to www.literacyacademycollective.org

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Bed Stuy Founding HS Teacher- Science

Posted by | May 5, 2023 |

Bed-Stuy New Beginnings: 
 
Bedford Stuyvesant New Beginnings Charter School is an elementary and middle school proudly serving the students in our neighborhood in Brooklyn, affectionately known worldwide as ‘Bed-Stuy’.  Opened in 2010, we serve more than 670 scholars in Kindergarten – Eighth Grade through the pursuit of 21st century learning, project based & service learning, and traditional coursework strategies, students will be prepared to succeed in academically competitive schools as well as become responsible citizens of the global community.  We are now starting the process of expanding our school to K-12 and are looking for the founding teachers to achieve this goal.
 
We offer you the opportunity to change the future: one scholar at a time. Each BSNBCS Scholar (present and future) deserves the chance to receive the quality education they need to help prepare them for academic success and growth. You also deserve to work in environment that is collaborative, fosters professional growth and development, and that empowers each staff member to take ownership of the learning environment in their classrooms or functional area. This is your chance to join a great team with the intent of teaching young minds, helping our scholars grow, work in key roles within the school, and to develop your career. 
 
Our Science Teachers 
 
 We are looking for dynamic and creative Science Teachers who will take a creative and entrepreneurial approach to teaching and bring the learning environment to life for our scholars. Our Science Teachers bring science to life for our scholars by developing student understanding of living environment sciences through the development of critical thinking and problem-solving skills. 
 
We have a co-teaching model that allows our classroom teachers (to include our ICT teachers) to partner together to ensure our scholars are engaged with rich and rigorous lesson material. We have a collaborative environment that is designed to help our scholars engage in their studies as well as in their natural curiosities and to embrace a culture that is based on restorative practices; allowing our scholars to feel connected, empowered, and respected.
Duties:
  • Active member of the Bed Stuy New Beginnings High School Planning team, which will engage in a planning year for 2023-24 and open the high school with our first ninth grade in 2024-25. 
  • With the High School Planning team, design the curriculum and instructional framework for high school, developing strong academic, social-emotional and interpersonal relationships with our class of 2028, who will be 8th graders in 2023-24.
  • Develop IEPs, annuals and triennials for students with disabilities and work closely with general education teachers and administrators to support the needs of all students.
  • Follows and maintains knowledge of all BSNBCS policies and procedures.
  • Partner with co-teacher(s) to design, create and implement lesson plans for appropriate instruction in accordance with students’ needs, BSNBCS curriculum, Common Core and state standards.
  • Practice classroom management that is conducive to providing a positive learning environment for all students and that is aligned with BSNBCS positive behavior intervention support (PBIS) using restorative justice and responsive classroom management methodology.
  • Plan a program of study that meets the individual needs, interests and abilities of students.
  • Uses a variety of instructional techniques and instructional media, consistent with the needs and capabilities of the individuals or student groups involved.
  • Assist in the selection of books, equipment and other instructional materials.
  • Assign relevant homework.
  • Grade papers, assignments, and assessments promptly and accurately.
  • Prepare and administer subject/topical specific tests to measure student abilities and progress.
  • Prepare report cards and progress reports.
  • Facilitate conferences with students and parents.
  • Complete required paperwork in specified time and manner.
  • Conduct appropriate assessments of students’ work and maintain accurate and regular data on students in areas of attendance, grades and IEP progress, if applicable.
  • Supervise students in hallways and in all school areas outside of the classroom environment before, after and between classes.
  • Assist administration in implementing policies and rules governing student life and conduct.
  • Work to establish and maintain open lines of communication with students and their parents concerning the academic and behavioral progress of their students through conferences, written messages, telephone calls and/or e-mail.
  • Promptly report any serious accident or illness affecting students in the teacher’s charge or any incident which might affect the school, teachers or students therein.
  • Assess the accomplishments of students on a regular basis and maintain such records as required by law and by BSNBCS policy.
  • Take all responsible precautions to provide for the health and safety of the students and to protect equipment, materials and facilities.
  • Appropriately maintains and secures confidential records and inquiries.
  • Maintain appropriate certifications and training hours, as required.
  • Cooperate with other members of the staff in planning instructional goals, objectives, curriculum and instructional methods.
  • Professionally represent the school in interactions with parents, community, staff and students.
  • Comply with applicable state, local and federal laws, rules and regulations.
  • Take an active role in community outreach.
  • Possess a strong understanding of and ability to implement the BSNBCS2 Mission, Vision and Values
  • Attend work regularly and be punctual.

Requirements:

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

 
Education: Bachelor degree in Education or equivalent from four-year college or university. Master degree in Education or equivalent strongly preferred.
 
Experience: Must have a measurable and proven record of teaching success in an urban District, Private or Charter School. At least three (3) years of prior successful experience teaching students in an urban school is strongly preferred.
 
Certification: Certificates as determined by the New York State Education Department (NYSED). Must have a valid teacher’s certificate in an applicable subject and with grade specific endorsement(s) issued by the NYSED. Dual Special Education certification in 7-12, 5-9 Multi Subject or K-12 required.
 
Interpersonal Skills: Works well with others from diverse backgrounds. Focuses on solving conflict; maintaining confidentiality; listening to others without interrupting; keeping emotions under control; remaining open to others’ ideas and contributing to building a positive team spirit. Ability to work in partnership with assigned Co-Teacher(s). Demonstrated ability to successfully work with and teach grade students
 
Computer Skills: General knowledge of computer usage and ability to use e-mail, internet, word processing software, and spreadsheets including, but not limited to Google Suite applications, Microsoft Office Suite applications and Apple MacBook iOs.
 
Other Skills and Abilities: Demonstrated knowledge of child growth and development at each level of instruction and of the social, emotional, physical and cognitive development of students. Possess knowledge of effective behavior management methods. Ability to meet timelines and exercise good judgment while working in a dynamic environment.
 
Reasoning Ability: Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of student performance data in mathematical or diagram form and deal with several abstract and concrete variables.
 
Salary Commensurate with Experience, Certifications and Qualifications: Expected salary range between $75,000-$95,000.
Comments Off on Bed Stuy Founding HS Teacher- Math

Bed Stuy Founding HS Teacher- Math

Posted by | May 5, 2023 |

Bed-Stuy New Beginnings:
Bedford Stuyvesant New Beginnings Charter School is an elementary and middle school proudly serving the students in our neighborhood in Brooklyn, affectionately known worldwide as ‘Bed-Stuy’.  Opened in 2010, we serve more than 670 scholars in Kindergarten – Eighth Grade through the pursuit of 21st century learning, project based & service learning, and traditional coursework strategies, students will be prepared to succeed in academically competitive schools as well as become responsible citizens of the global community. We are now starting the process of expanding our school to K-12 and are looking for the founding teachers to achieve this goal.
We offer you the opportunity to change the future: one scholar at a time. Each BSNBCS Scholar (present and future) deserves the chance to receive the quality education they need to help prepare them for academic success and growth. You also deserve to work in environment that is collaborative, fosters professional growth and development, and that empowers each staff member to take ownership of the learning environment in their classrooms or functional area. This is your chance to join a great team with the intent of teaching young minds, helping our scholars grow, work in key roles within the school, and to develop your career.
 
Our Math Teachers:
 
We are looking for dynamic and creative Math Teachers who will take a creative and entrepreneurial approach to teaching and bring the learning environment to life for our scholars. Our Math Teachers bring math to life for our scholars by developing student understanding of math vocabulary literacy and by teaching math through the conceptualization of mathematical content.
We foster a culture of excitement about learning for our students by partnering together to create vibrant learning environments focused on project and inquiry based learning. We have a co-teaching model that allows our classroom teachers (to include our ICT teachers) to partner together to ensure our scholars are engaged with rich and rigorous lesson material. We have a collaborative environment that is designed to help our scholars engage in their studies as well as in their natural curiosities and to embrace a culture that is based on restorative practices; allowing our scholars to feel connected, empowered, and respected.
Duties:
  • Active member of the Bed Stuy New Beginnings High School Planning team, which will engage in a planning year for 2023-24 and open the high school with our first ninth grade in 2024-25. 
  • With the High School Planning team, design the curriculum and instructional framework for high school, developing strong academic, social-emotional and interpersonal relationships with our class of 2028, who will be 8th graders in 2023-24.
  • Partner with the schoole Special Education team to develop IEPs, annuals and triennials for students with disabilities and work closely with special education teachers and administrators to support the needs of all students.
  • Follows and maintains knowledge of all BSNBCS policies and procedures.
  • Partner with co-teacher(s) to design, create and implement lesson plans for appropriate instruction in accordance with students’ needs, BSNBCS curriculum, Common Core and state standards.
  • Practice classroom management that is conducive to providing a positive learning environment for all students and that is aligned with BSNBCS positive behavior intervention support (PBIS) using restorative justice and responsive classroom management methodology.
  • Plan a program of study that meets the individual needs, interests and abilities of students.
  • Uses a variety of instructional techniques and instructional media, consistent with the needs and capabilities of the individuals or student groups involved.
  • Assist in the selection of books, equipment and other instructional materials.
  • Assign relevant homework.
  • Grade papers, assignments, and assessments promptly and accurately.
  • Prepare and administer subject/topical specific tests to measure student abilities and progress.
  • Prepare report cards and progress reports.
  • Facilitate conferences with students and parents.
  • Complete required paperwork in specified time and manner.
  • Conduct appropriate assessments of students’ work and maintain accurate and regular data on students in areas of attendance, grades and IEP progress, if applicable.
  • Supervise students in hallways and in all school areas outside of the classroom environment before, after and between classes.
  • Assist administration in implementing policies and rules governing student life and conduct.
  • Work to establish and maintain open lines of communication with students and their parents concerning the academic and behavioral progress of their students through conferences, written messages, telephone calls and/or e-mail.
  • Promptly report any serious accident or illness affecting students in the teacher’s charge or any incident which might affect the school, teachers or students therein.
  • Assess the accomplishments of students on a regular basis and maintain such records as required by law and by BSNBCS policy.
  • Take all responsible precautions to provide for the health and safety of the students and to protect equipment, materials and facilities.
  • Appropriately maintains and secures confidential records and inquiries.
  • Maintain appropriate certifications and training hours, as required.
  • Cooperate with other members of the staff in planning instructional goals, objectives, curriculum and instructional methods.
  • Professionally represent the school in interactions with parents, community, staff and students.
  • Comply with applicable state, local and federal laws, rules and regulations.
  • Take an active role in community outreach.
  • Possess a strong understanding of and ability to implement the BSNBCS2 Mission, Vision and Values
  • Attend work regularly and be punctual.

Requirements:

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

 
Education: Bachelor degree in Education or equivalent from four-year college or university. Master degree in Education or equivalent strongly preferred.
 
Experience: Must have a measurable and proven record of teaching success in an urban District, Private or Charter School. At least three (3) years of prior successful experience teaching students in an urban school is strongly preferred.
 
Certification: Certificates as determined by the New York State Education Department (NYSED). Must have a valid teacher’s certificate in an applicable subject and with grade specific endorsement(s) issued by the NYSED. Dual Special Education certification in 7-12, 5-9 Multi Subject or K-12 required.
 
Interpersonal Skills: Works well with others from diverse backgrounds. Focuses on solving conflict; maintaining confidentiality; listening to others without interrupting; keeping emotions under control; remaining open to others’ ideas and contributing to building a positive team spirit. Ability to work in partnership with assigned Co-Teacher(s). Demonstrated ability to successfully work with and teach grade students
 
Computer Skills: General knowledge of computer usage and ability to use e-mail, internet, word processing software, and spreadsheets including, but not limited to Google Suite applications, Microsoft Office Suite applications and Apple MacBook iOs.
 
Other Skills and Abilities: Demonstrated knowledge of child growth and development at each level of instruction and of the social, emotional, physical and cognitive development of students. Possess knowledge of effective behavior management methods. Ability to meet timelines and exercise good judgment while working in a dynamic environment.
 
Reasoning Ability: Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of student performance data in mathematical or diagram form and deal with several abstract and concrete variables.
 
Salary Commensurate with Experience, Certifications and Qualifications: Expected salary range between $75,000-$95,000.
Comments Off on Bed Stuy Founding HS Teacher- Special Education

Bed Stuy Founding HS Teacher- Special Education

Posted by | May 5, 2023 |

Bed-Stuy New Beginnings:

Bedford Stuyvesant New Beginnings Charter School is an elementary and middle school proudly serving the students in our neighborhood in Brooklyn, affectionately known worldwide as ‘Bed-Stuy’.  Opened in 2010, we serve more than 670 scholars in Kindergarten – Eighth Grade through the pursuit of 21st century learning, project based & service learning, and traditional coursework strategies, students will be prepared to succeed in academically competitive schools as well as become responsible citizens of the global community. We are now starting the process of expanding our school to K-12 and are looking for the founding teachers to achieve this goal.

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

Our Special Education Teachers

We are looking for a dedicated Special Education Teacher who will take a creative and entrepreneurial approach to teaching our special needs scholars. We believe that every scholar can succeed with the right structures and support. As our Special Education (ICT) Teacher, you will be part of a co-teaching team that is united in this vision and will manage the IEP cases in your classes to actively create differentiated, scaffolded and engaging learning opportunities in an integrated classroom for all your scholars.

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

  • Active member of the Bed Stuy New Beginnings High School Planning team, which will engage in a planning year for 2023-24 and open the high school with our first ninth grade in 2024-25.
  • With the High School Planning team, design the curriculum and instructional framework for high school, developing strong academic, social-emotional and interpersonal relationships with our class of 2028, who will be 8th graders in 2023-24.
  • Develop IEPs, annuals and triennials for students with disabilities and work closely with general education teachers and administrators to support the needs of all students.
  • Follows and maintains knowledge of all BSNBCS policies and procedures.
  • Partner with co-teacher(s) to design, create and implement lesson plans for appropriate instruction in accordance with students’ needs, BSNBCS curriculum, Common Core and state standards.
  • Practice classroom management that is conducive to providing a positive learning environment for all students and that is aligned with BSNBCS positive behavior intervention support (PBIS) using restorative justice and responsive classroom management methodology.
  • Plan a program of study that meets the individual needs, interests and abilities of students.
  • Uses a variety of instructional techniques and instructional media, consistent with the needs and capabilities of the individuals or student groups involved.
  • Assist in the selection of books, equipment and other instructional materials.
  • Assign relevant homework.
  • Grade papers, assignments, and assessments promptly and accurately.
  • Prepare and administer subject/topical specific tests to measure student abilities and progress.
  • Prepare report cards and progress reports.
  • Facilitate conferences with students and parents.
  • Complete required paperwork in specified time and manner.
  • Conduct appropriate assessments of students’ work and maintain accurate and regular data on students in areas of attendance, grades and IEP progress, if applicable.
  • Supervise students in hallways and in all school areas outside of the classroom environment before, after and between classes.
  • Assist administration in implementing policies and rules governing student life and conduct.
  • Work to establish and maintain open lines of communication with students and their parents concerning the academic and behavioral progress of their students through conferences, written messages, telephone calls and/or e-mail.
  • Promptly report any serious accident or illness affecting students in the teacher’s charge or any incident which might affect the school, teachers or students therein.
  • Assess the accomplishments of students on a regular basis and maintain such records as required by law and by BSNBCS policy.
  • Take all responsible precautions to provide for the health and safety of the students and to protect equipment, materials and facilities.
  • Appropriately maintains and secures confidential records and inquiries.
  • Maintain appropriate certifications and training hours, as required.
  • Cooperate with other members of the staff in planning instructional goals, objectives, curriculum and instructional methods.
  • Professionally represent the school in interactions with parents, community, staff and students.
  • Comply with applicable state, local and federal laws, rules and regulations.
  • Take an active role in community outreach.
  • Possess a strong understanding of and ability to implement the BSNBCS2 Mission, Vision and Values
  •  Attend work regularly and be punctual.
Requirements

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Education: Bachelor degree in Education or equivalent from four-year college or university. Master degree in Education or equivalent strongly preferred.

Experience: Must have a measurable and proven record of teaching success in an urban District, Private or Charter School. At least three (3) years of prior successful experience teaching students in an urban school is strongly preferred.

Certification: Certificates as determined by the New York State Education Department (NYSED). Must have a valid teacher’s certificate in an applicable subject and with grade specific endorsement(s) issued by the NYSED. Dual Special Education certification in 7-12, 5-9 Multi Subject or K-12 required.

Interpersonal Skills: Works well with others from diverse backgrounds. Focuses on solving conflict; maintaining confidentiality; listening to others without interrupting; keeping emotions under control; remaining open to others’ ideas and contributing to building a positive team spirit. Ability to work in partnership with assigned Co-Teacher(s). Demonstrated ability to successfully work with and teach grade students

Computer Skills: General knowledge of computer usage and ability to use e-mail, internet, word processing software, and spreadsheets including, but not limited to Google Suite applications, Microsoft Office Suite applications and Apple MacBook iOs.

Other Skills and Abilities: Demonstrated knowledge of child growth and development at each level of instruction and of the social, emotional, physical and cognitive development of students. Possess knowledge of effective behavior management methods. Ability to meet timelines and exercise good judgment while working in a dynamic environment.

Reasoning Ability: Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of student performance data in mathematical or diagram form and deal with several abstract and concrete variables.

Salary Commensurate with Experience, Certifications and Qualifications: Expected salary range between $75,000-$95,000.

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Assistant Director for Grades 6-8

Posted by | April 26, 2023 |

Bronx Community Charter School (BxC) is seeking an Assistant Director for the middle school grades.

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

BxC is located in the Norwood neighborhood of the Bronx and serves children and families from Community School District 10.  85% of students qualify for free or reduced-price lunch, 22% receive special education services, and 19% are classified as English Language Learners.

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

Highlights of BxC’s middle school include

  • All-school Black Lives Matter and Latinx Culture and History studies
  • Deep and critical studies of gentrification in the Bronx, the school-to-prison pipeline, colonialism and resistance, and more
  • Math curriculum that uses Illustrative Mathematics along with teacher-designed units to balance deeper understanding with computational fluency
  • Investigative science, including dissecting cows’ eyeballs, studying forensic evidence, learning the science behind the spread of infectious diseases, and more
  • Studies of whole-class novels such as The Hate U Give and The Poet X, complemented by independent reading supported by extensive classroom libraries
  • Specialization in dance, drumming, spoken word, visual art, or technology, based upon student preference
  • A strong emphasis on social and emotional learning, grounded in advisory
  • Coaching from both school staff and outside consultants
  • 1:1 support with the high school placement process, resulting in over 95% of our students getting matched with one of their top three choices
  • Overnight trips in each grade, culminating in an 8th grade trip to Puerto Rico

JOB RESPONSIBILITIES

Leadership:

  • Inspire a culture of collaboration, thoughtfulness, and quality in students and staff
  • Promote BxC’s mission and the priority it places on helping its students develop their voice, choice, independence, and collaboration
  • Cultivate a focus on supporting students’ social and emotional lives
  • Unify diverse constituencies toward a common mission and vision
  • Work to create a culture of engagement and participation among families
  • Ensure a safe and stimulating environment for students, staff and families

Supervision:

  • Facilitate and encourage collaboration among middle school staff
  • Support co-teachers to develop effective collaboration, planning, and instruction 
  • Observe instruction daily and conduct both informal and formal observations of staff
  • Supervise, provide feedback to, and evaluate middle school staff
  • Determine assignments and schedules for each middle school staff member
  • Continue to improve structures for middle school professional development and collaboration

Collaboration:

  • Support and help to implement the Co-Directors’ vision in all aspects of the middle school structures and program
  • Work closely with other members of leadership on promoting an inclusive culture and ensuring the effective provision of special education services
  • Collaborate with instructional coaches to define and guide the implementation of curriculum based on instructional priorities and school’s vision
  • Report directly to the Co-Directors of the school

Academic Achievement:

  • Foster a culture of critical thinking and demonstrable achievement and growth for students
  • Lead initiatives to support and challenge all students, regardless of where they are on the academic spectrum, through rigorous and creative differentiation strategies
  • Use a variety of data effectively to refine and improve teaching and learning
  • Ensure that curriculum is highly engaging, social justice-oriented, and aligned with the Common Core Standards and reflective of the demands of state assessments
  • Make sure that the needs of students with IEPs and English language learners are met throughout the day 

Supporting Students

  • Be present and engaged with students throughout the school day, including supervising during arrival, hallway transitions, lunch, recess, and dismissal
  • Strengthen supports for students, including advisory, counseling, and explicit training in executive functioning
  • Provide opportunities for students through the arts, clubs, and athletics
  • Proactively and reactively maintain a responsive and restorative system of discipline

QUALIFICATIONS

Requirements:

  • At least 5 years of experience teaching middle school
  • Demonstrated leadership experience through grade team leadership, mentoring colleagues, leading professional development, etc.
  • Masters Degree in Educational Leadership, or current enrollment in a program

Preferred:

  • Special education certification
  • Proficiency in Spanish

COMPENSATION

  • Salary to be determined based on experience
  • Medical and dental benefits
  • 401K plan with a match of up to 6% of salary after a year of service
Comments Off on Superintendent of Schools

Superintendent of Schools

Posted by | April 26, 2023 |

Yonkers Public Schools, New York State’s 4th largest school district, is seeking a dynamic Superintendent of Schools experienced in urban education.

Located along 4.5 miles of the Hudson River, Yonkers is a vibrant urban and suburban community, the largest city in Westchester County and serves as the gateway between New York City and the Hudson Valley. Yonkers Public Schools has a diverse student population of more than 25,000 students in grades prekindergarten through 12 with families from over 100 cultures and nationalities. It is one of the largest employers in Westchester County with over 3,900 full-time employees and an operating budget of over $700 million.

The Yonkers Board of Education is seeking candidates with exceptional credentials and a proven track record of visionary and aspirational leadership. The successful candidate must be prepared to build upon the strong progress made by the current Superintendent over the past eight years in student achievement outcomes and educators’ professional growth. The candidate should demonstrate the ability to provide cutting-edge leadership and strategies that promote student achievement aligned to the District’s action-driven diversity, equity, and inclusion belief system.

The successful candidate must have requisite skills to develop and communicate a vision of quality education consistent with the Board of Education’s policies as well as the interests and needs of students, staff, families and the community.

 

Comments Off on 2023-2024 Movement Teacher

2023-2024 Movement Teacher

Posted by | April 24, 2023 |

If you are looking for a rewarding career in education, Integration Charter Schools (ICS) located in Staten Island, is seeking full-time NYS Certified or Highly Qualified (3 years experience) teachers in either K-12 Physical Education, Adolescent 7-12 Students with Disabilities (SWD), other Adolescent 7-12 content area, 1-6 Childhood or Childhood 1-6 Students with Disabilities Certification to teach Movement for the upcoming 2023-2024 school year.

Responsibilities of a Movement Teacher will include, but not be limited to:

– full-time teaching schedule

– differentiated lesson planning

– maintain student records

– working in a collaborative and supported environment

NYS Adolescent 7-12 Certification, NYS Adolescent 7-12 Students with Disabilities Certification, 1-6 Childhood, 1-6 Childhood Students with Disabilities or NYS Physical Education Certification preferred

Highly Qualified Teachers – 3 yrs experience in related field required

ICS offers a highly competitive benefits package.

ICS is an Equal Opportunity Employer

2023-2024-009

Start Date: 8/21/2023

SalaryRange: $58,500.00 – $95,000.00

Comments Off on 2023-2024 Students with Disabilities Co-Teacher

2023-2024 Students with Disabilities Co-Teacher

Posted by | April 24, 2023 |

Integration Charter Schools (ICS), a non-profit series of charter schools located in Staten Island, is seeking full-time NYS Certified 1-6, 5-9, 7-12 or All Grades Students with Disabilities (SWD) Teachers for the upcoming 2023-2024 school year.

Responsibilities will include, but not be limited to:

– Co-teaching

– Co-planning

– Participating in IEP-related activities, including meetings

– maintain student records

– working in a collaborative environment

NYS 1-6, 5-9, 7-12 or All Grades Students With Disabilities Certification is required

ICS offers a highly competitive benefits package.

ICS is an Equal Opportunity Employer

2023-2024-011

Start Date: 8/21/2023

Salary Range: $65,000.00 – $95,000.00

Comments Off on 2023-2024 Social Studies Teacher

2023-2024 Social Studies Teacher

Posted by | April 24, 2023 |

If you are looking for an exciting and rewarding career in education, Integration Charter Schools (ICS), a network of charter schools located in Staten Island, is seeking full-time 7-12 Social Studies Teachers for the upcoming 2023-2024 school year.

Responsibilities for a Social Studies teacher will include, but not be limited to:

– full-time teaching schedule

– differentiated lesson planning

– all IEP-related responsibilities

– maintain student records

– working in a collaborative environment

NYS Adolescent 7-12 Social Studies Certification is preferred

Dual 7-12 Students With Disabilities Certification is preferred

ICS offers a highly competitive benefits package.

ICS is an Equal Opportunity Employer

2023-2024-007

Start Date: 8/21/2023

Salary Range: $58,500.00 – $95,000.00

Comments Off on 2023-2024 Science Teacher

2023-2024 Science Teacher

Posted by | April 24, 2023 |

If you are looking for an exciting and rewarding career in education, Integration Charter Schools (ICS), a network of charter schools located in Staten Island, full-time 7-12, 5-9 or 1-6 Science Teachers in Living Environments/Biology, Chemistry, Physics, Earth Science or General Science for the upcoming 2023-2024 school year.

Responsibilities for a Science Teacher will include, but not be limited to:

– full-time teaching schedule

– differentiated lesson planning

– all IEP-related responsibilities

– maintain student records

– working in a collaborative and supported environment

NYS Science Certification in: Biology, Chemistry, Physics or Earth Science or General Science is preferred

Students With Disabilities Certification is preferred

ICS offers a highly competitive benefits package.

ICS is an Equal Opportunity Employer

2023-2024-006

Start Date: 8/21/2023

Salary: $58,500.00 – $95,000.00 per year

Comments Off on 2023-2024 Math Teacher

2023-2024 Math Teacher

Posted by | April 24, 2023 |

If you are looking for an exciting and rewarding career in education, Integration Charter Schools (ICS) a network of charter schools, located in Staten Island is seeking NYS Certified 5-9 or 7-12 Math Teachers for the upcoming 2023-2024 academic year.

Responsibilities for a Math Teacher will include, but not be limited to:

– full-time teaching schedule

– differentiated lesson planning

– all IEP-related responsibilities

– maintain student records

– working in a collaborative and supported environment

NYS Childhood 5-9 Math or Adolescent 7-12 Math Certification is preferred

Students With Disabilities Certification is preferred

ICS offers a highly competitive salary and benefits package.

ICS is an Equal Opportunity Employer

2023-2024-005

Start  Date: 8/21/2023

Salary Range: $58,500.00 – $95,000.00

Comments Off on 2023-2024 ELA Teacher

2023-2024 ELA Teacher

Posted by | April 24, 2023 |

If you are looking for an exciting and rewarding career in education, Integration Charter Schools (ICS), a network of charter schools located in Staten Island, is seeking full-time 5-9 or 7-12 English (ELA) Teachers for the upcoming 2023-2024 school year.

Responsibilities for an English Teacher will include, but not be limited to:

– full-time teaching schedule

– differentiated lesson planning

– all IEP-related responsibilities

– maintain student records

– working in a collaborative and supported environment

NYS Certification in: Middle 5-9 or Adolescent 7-12 ELA is preferred

Students With Disabilities Certification is preferred, but not required

ICS offers a highly competitive benefits package.

ICS is an Equal Opportunity Employer

2023-2024-008

Start Date: 8/21/2023

Salary: $58,500.00 – $95,000.00 per year

Comments Off on 2023-2024 Elementary K-5 Teacher

2023-2024 Elementary K-5 Teacher

Posted by | April 21, 2023 |

If you are looking for an exciting and rewarding career in education, The John W. Lavelle Preparatory Elementary Charter School, an Integration Charter School (ICS), for our K-6th programs. We are seeking full-time teachers with NYS Dual Childhood 1-6 Certification for the upcoming 2023-2024 school year.

Responsibilities will include, but not be limited to:

– full-time teaching schedule

– differentiated lesson planning

– maintain student records

– working in a collaborative environment

Dual NYS Childhood 1-6 Certification is required

ICS offers a highly competitive benefits package.

ICS is an Equal Opportunity Employer

2023-2024-004

Start Date: 8/21/2023

Salary: $67,902.00 – $95,000.00 per year

Comments Off on 2023-2024 Operations Associate

2023-2024 Operations Associate

Posted by | April 21, 2023 |

Integration Charter Schools (ICS) is dedicated to providing innovative pathways to college that fully integrate students living with emotional challenges and others with special needs. In building a family of associated schools that share this common mission, ICS strives to fill gaps in public education. When fully realized, ICS, in conjunction with local public schools, will provide Staten Island parents of special needs children with an array of options which is richer than that enjoyed by any other community in the United States.

The Operations Associate will report to the School Principal and to the Director of Operations. The Operations Associate will serve as the direct point of contact for families and assist in the overall operational tasks of the school. As the backbone of the school, operations handles all matters non-instructional. The individual in this role will work in a fast-paced, school-based operations environment.

Responsibilities will include, but are not limited to:

  • Assist in setting a high-standard of operational excellence throughout the school building.
  • Assist in the creation of school operational systems and structures that support the smooth operation of the school.
  • Assist with the student registration process, including collecting registration packets and documents.
  • Answer phone calls, taking messages, placing outgoing calls, and sending mass communications, when delegated.
  • Monitor hallways, transitions, lunch, breakfast, recess, and bus arrival/dismissal.
  • Initiate and track instructional and office supply orders.
  • Maintain accurate records of all orders and inventory of supply closets.
  • Manage and organize inventory and the distribution of orders and supplies.
  • Develop process plans for events, as directed by school leadership and/or network operations team.
  • Coordinate/manage data analysis and reporting.
  • Create, distribute, and organize a daily student bus list.
  • Manage and track numbers for breakfast, lunch meals and snacks.
  • Support student recruitment to ensure full enrollment and accurate reporting
  • Troubleshoot minor technology equipment (computer laptops, document cameras, printers)
  • Initiate and track service calls for technology equipment.
  • Ensuring the school’s main office environment is at all times clean, neat, organized and orderly.
  • Ensuring memos, notices, and other school-specific documents are delivered, collected from classrooms and processed daily.
  • Assist the operations team with special/time-sensitive projects throughout the year, including but not limited to: summer inventory, school year start-up, assemblies, and end of year closeout.
  • Helping to create a warm, nurturing and professional school culture.
  • Creating and Maintaining Student files .
  • Maintaining school systems: ATS, PowerSchool, and OPT.
  • Coordinate/manage student transportation.
  • Performing additional duties as designated.

Candidate must possess:

  • Bachelor’s degree, optional; minimum two years of experience in operations or an office environment preferred.
  • Experience in basic office clerical skills.
  • Motivation to ensure the messaging of ICS’ priorities.
  • Ability to work independently and to see guidance when needed.
  • Strong commitment to the mission and success of ICS.
  • Strong communication, organization, and problem-solving skills.
  • Unwavering high expectations for all students and a belief that all children deserve access to college and beyond.
  • Analytical approach to designing and iterating systems based on feedback and results
  • Willingness to roll up sleeves and take on anything necessary – a “no task is beneath me” attitude
  • Experience working in a charter school or school environment.
  • Strong proficiency in technological tools, including Google Drive
  • Skill in quickly building relationships with all constituents

ICS offers a generous benefis package.

ICS is an Equal Opportunity Employer

2023-2024-015

Start Date: 7/3/2023

Salary: $55,000.00 – $60,000.00 per year

Comments Off on 2023-2024 Dean of School Culture

2023-2024 Dean of School Culture

Posted by | April 21, 2023 |

If you are looking for an exciting and rewarding career in education, Integration Charter Schools (ICS) a network of charter schools located in Staten Island, is seeking 4 full-time Deans of School Culture for the 2023-2024 school year.

Responsibilities will include, but are not limited to:

  • Contribute towards a safe learning environment, including ensuring that student conduct is maintained and discipline is enforced fairly and consistently;
  • Oversee the consistent, fair administration and tracking of student conduct and discipline data;
  • Report and track behavior incidents in our student information system;
  • Serve as liaison to parents and facilitate parent education and involvement, including reinforcing the need for parents to support the school’s policies and practices for student discipline, dress code, homework, and events;
  • Assist in the implementation of restorative practices; conducting mediations, student-teacher circles, etc;
  • Coach teachers on classroom/ behavior management techniques;
  • Implement and follow policies and procedures for student dress code, discipline and other policies related to maintaining a positive school culture of learning and achievement;
  • Assist in the development of school events, traditions, and culture initiatives;
  • Facilitate faculty and staff development related to school culture and consistent enforcement of student discipline;
  • Undertake administrative duties assigned by the Principal.

Candidate must possess:

  • BA/BS degree or graduate degree;
  • Administrative certification welcomed, but not mandatory;
  • Experience and demonstrated ability in working with children in a teaching, counseling or other applicable capacity (examples include, but are not limited to involvement with community youth organizations, supervisory roles in the Boy Scouts or Girl Scouts, and mentorships);
  • Exhibited leadership in working with professional staff, students, and the community;
  • Ability to take initiative and work independently;
  • Agreement with the academic goals and philosophy of ICS;
  • Commitment to accountability, including a rigorous student testing regime;
  • Demonstrated success in encouraging parental involvement.

ICS offers a highly competitive benefits package.

ICS is an Equal Opportunity Employer

2023-2024-012

Start Date: 7/3/2023

Salary: $100,000.00 – $110,000.00 per year

Comments Off on Summer Day Inclusion Camp Specialist (Long Island City YMCA)

Summer Day Inclusion Camp Specialist (Long Island City YMCA)

Posted by | April 21, 2023 |

Salary: $30.00 P/H

 

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.

Summer Camp season is quickly approaching, and the Long Island City YMCA is currently accepting applications for Summer Day Inclusion Camp Specialists responsible for providing a safe and positive environment for school age children with special needs, to provide opportunities for learning, interaction and academic/personal growth.

Y Summer Camp
There is an energy and magic to summer camp that cannot be replicated. Throughout the gyms, classrooms, playgrounds, campgrounds, buses and trains, campers can be heard laughing, singing, playing and learning. Y Camps provide an exciting camp experience in a safe and accepting environment and enhance campers’ self-confidence, self-esteem and leadership skills.

Is this the job for you? 
Do you want to work for an organization that continuously strives to make a positive impact in NYC? The Y is in all 5 boroughs. We serve 12,000 campers by providing fun, safe and positive experiences for kids.

Who are we looking to hire?
We are looking for people who enjoy working with youth. People who are creative, have a passion about teaching youth new skills, are enthusiastic and model our four core values: Caring, Honesty, Respect and Responsibility. We are looking for people who can provide a safe and positive environment for school age children, to provide opportunities for learning, interaction, and academic/personal growth.

What’s in it for you?
Aside from being a part of a greater movement and actively playing a role in developing our next generation, the Y offers so much more:

  • Build your resume with marketable skills that include teamwork, creativity, communication and leadership. 
  • Receive 40 hours of training which are great to list on your resume. 
  • Work for an organization that consistently raises the bar and always looks towards being innovative – did you know the Y invented basketball? 
  • Have fun – while this is a serious job and safety is our number one priority, we conduct our days with all things fun. 
  • Take advantage of discount offers to special events throughout New York City, via our
  • “Plum Benefits” program. 
  • Get a Y membership. Our seasonal staff receive an individual, adult membership for the time of their employment.

Want more information on Camp? – click here.

Desired Skills & Experience:

  • High school diploma or equivalent required; college credits preferred.
  • At least 18 years old. 
  • Experience working with children with special needs.
  • General knowledge of MS Word, Excel, and PowerPoint.

Key dates
The summer day camp season begins July 3rd and ends on August 25th. You must also attend, and successfully complete, 40 hours of pre-camp training.

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

Benefits:
The YMCA of Greater New York offers a variety of benefits to its staff members including retirement benefits, medical, paid-time off, free YMCA membership and more! Benefit eligibility is determined by an individual’s employment status (ie. full-time or part-time), tenure and/or the number of hours scheduled to work. Click here for more information.

 

EQUAL OPPORTUNITY EMPLOYER DRUGFREE WORKPLACE
Auxiliary aids and services are available upon request to individuals with disabilities

YMCA OF GREATER NEW YORK | Where there’s a Y, there’s a way.

Comments Off on 2023-2024 College and Career Advisor

2023-2024 College and Career Advisor

Posted by | April 20, 2023 |

Integration Charter Schools, a network of charter schools located in Staten Island, is seeking an experienced College and Career Advisor to foster and grow a K-12 college going culture, and to ensure that all scholars are on the road to 100% college or trade school acceptance and matriculation. The college advisor will work closely with Vice Presidents of Education, school principals and another advisors to increase awareness about college life, guide scholars and families through the college search process, and support scholars in their application process.

Mindsets and Experience

  • Steadfast belief that all students can achieve at the highest academic levels and deserve an opportunity to succeed in the college of their choice
  • Bachelor’s degree required
  • At least three years of college advising to low-income, first generation college applicants and their families preferred
  • Strong analytical, writing, and communication skills
  • Excellent organizational skills and an acute attention to detail
  • Ability to see multiple projects with many moving parts through from beginning to end
  • Focus on results and flexibility/willingness to do “whatever it takes”
  • Ability to work autonomously as well as take direction
  • Professional demeanor
  • Self-reflective and open to frequent feedback, with the ambition and desire to grow as a leader
  • A positive, solutions-oriented attitude and drive for excellence
  • Willingness to be a team player

Responsibilities

  • Beginning in the 4th quarter, provide one-on-one college counseling to high school juniors to help them begin to develop their college lists and personal statements.
  • Provide one-on-one college counseling to seniors through, helping them finalize their college list, write a personal statement, complete their college application, apply for financial aid, and decide where to matriculate
  • Plan and lead workshops for families on key topics, such as college applications, college fit, SAT preparation, financial aid planning, and admissions policies
  • Lead professional development for staff on writing letters of recommendations. Manage the letters of recommendation for students.
  • Develop and maintain a robust network of college admission professionals through regular communication and visits from and to colleges and universities that best support first generation, low income, college students
  • Maintain regular communication with network of colleges and universities to support admission and financial aid offerings.
  • Build and collaborate with the College Team and the Operations team to plan and execute successful college trips based on colleges/universities that best support first generation, low income.
  • Ensure students take advantage of special opportunities made available to low-income students in the college search and application process (i.e. fee waivers, fly-in visits, university partner programs, and scholarships)

ICS offers a competitive salary and benefits package

ICS is an Equal Opportunity Employer

2023-2024-016

Start Date: 8/21/2023

Salary: $90,000.00 – $100,000.00

Comments Off on 2023-2024 PowerSchool Analyst

2023-2024 PowerSchool Analyst

Posted by | April 20, 2023 |

Integration Charter School is dedicated to providing innovative pathways to college that fully integrate students living with emotional challenges and others with special needs. In building a family of associated schools that share this common mission, ICS strives to fill gaps in public education. When fully realized, ICS, in conjunction with local public schools, will provide Staten Island parents of special needs children with an array of options which is richer than that enjoyed by any other community in the United States.

The successful candidate will serve as the PowerSchool Analyst and oversee PowerSchool operations, create custom reports, dashboards and pages, as well as provide training and support.

Responsibilities will include, but not be limited to:

  • Manage and maintain Student Information System (PowerSchool)
  • Sets and provides training and support for PowerScheduler
  • Provide information and/or training to staff on the use of the student information system and application of data from the system
  • Coordinate with school staff to facilitate smooth operations and processes when collecting and reporting on student information. Provide feedback, coaching and developmental opportunities to ensure the team’s successful performance
  • Develop custom reports and dashboards within PowerSchool
  • Create customizations within PowerSchool
  • Anticipate and address user concerns; create viable solutions to meet business requirements
  • Provide technical assistance and support for PowerSchool and all linked programs/applications
  • Monitoring of the student information system and audit for compliance with applicable requirements; implement recommendations and ensure that the system is flexible to meet user needs; incorporate user input and feedback to develop plans to enhance the system
  • Complete annual system backup
  • Systems setup (annual and as needed)
  • Run regular audits to maintain accuracy

Candidate should possess the following:

    • College/technical degree
    • Excellent oral and written communication skills
    • Ability to meet established deadlines
    • Ability to work with a high degree of accuracy
    • Skills in the use of graphic user interfaces
    • Ability to troubleshoot hardware and software problems
    • Ability to exercise independent judgment in correcting data errors or omissions
    • Experience with developing standards and managing audits against standards
    • Experience with developing and delivering end user training on data systems
    • Experience in K-12 education
    • Experience with APEX and creating Plugins
    • Proficient in HTML, SQL

ICS is an Equal Opportunity Employer

ICS offers a competetive salary and benefits package.

2023-2024-002

Salary Range: $75,000 – $89,000

Comments Off on 2023-2024 PowerSchool Analyst

2023-2024 PowerSchool Analyst

Posted by | April 20, 2023 |

Integration Charter School is dedicated to providing innovative pathways to college that fully integrate students living with emotional challenges and others with special needs. In building a family of associated schools that share this common mission, ICS strives to fill gaps in public education. When fully realized, ICS, in conjunction with local public schools, will provide Staten Island parents of special needs children with an array of options which is richer than that enjoyed by any other community in the United States.

The successful candidate will serve as the PowerSchool Analyst and oversee PowerSchool operations, create custom reports, dashboards and pages, as well as provide training and support.

Responsibilities will include, but not be limited to:

  • Manage and maintain Student Information System (PowerSchool)
  • Sets and provides training and support for PowerScheduler
  • Provide information and/or training to staff on the use of the student information system and application of data from the system
  • Coordinate with school staff to facilitate smooth operations and processes when collecting and reporting on student information. Provide feedback, coaching and developmental opportunities to ensure the team’s successful performance
  • Develop custom reports and dashboards within PowerSchool
  • Create customizations within PowerSchool
  • Anticipate and address user concerns; create viable solutions to meet business requirements
  • Provide technical assistance and support for PowerSchool and all linked programs/applications
  • Monitoring of the student information system and audit for compliance with applicable requirements; implement recommendations and ensure that the system is flexible to meet user needs; incorporate user input and feedback to develop plans to enhance the system
  • Complete annual system backup
  • Systems setup (annual and as needed)
  • Run regular audits to maintain accuracy

Candidate should possess the following:

    • College/technical degree
    • Excellent oral and written communication skills
    • Ability to meet established deadlines
    • Ability to work with a high degree of accuracy
    • Skills in the use of graphic user interfaces
    • Ability to troubleshoot hardware and software problems
    • Ability to exercise independent judgment in correcting data errors or omissions
    • Experience with developing standards and managing audits against standards
    • Experience with developing and delivering end user training on data systems
    • Experience in K-12 education
    • Experience with APEX and creating Plugins
    • Proficient in HTML, SQL

ICS is an Equal Opportunity Employer

ICS offers a competetive salary and benefits package.

2023-2024-002

Salary Range: $75,000 – $89,000

Comments Off on 2023-2024 PowerSchool Analyst

2023-2024 PowerSchool Analyst

Posted by | April 20, 2023 |

Integration Charter School is dedicated to providing innovative pathways to college that fully integrate students living with emotional challenges and others with special needs. In building a family of associated schools that share this common mission, ICS strives to fill gaps in public education. When fully realized, ICS, in conjunction with local public schools, will provide Staten Island parents of special needs children with an array of options which is richer than that enjoyed by any other community in the United States.

The successful candidate will serve as the PowerSchool Analyst and oversee PowerSchool operations, create custom reports, dashboards and pages, as well as provide training and support.

Responsibilities will include, but not be limited to:

  • Manage and maintain Student Information System (PowerSchool)
  • Sets and provides training and support for PowerScheduler
  • Provide information and/or training to staff on the use of the student information system and application of data from the system
  • Coordinate with school staff to facilitate smooth operations and processes when collecting and reporting on student information. Provide feedback, coaching and developmental opportunities to ensure the team’s successful performance
  • Develop custom reports and dashboards within PowerSchool
  • Create customizations within PowerSchool
  • Anticipate and address user concerns; create viable solutions to meet business requirements
  • Provide technical assistance and support for PowerSchool and all linked programs/applications
  • Monitoring of the student information system and audit for compliance with applicable requirements; implement recommendations and ensure that the system is flexible to meet user needs; incorporate user input and feedback to develop plans to enhance the system
  • Complete annual system backup
  • Systems setup (annual and as needed)
  • Run regular audits to maintain accuracy

Candidate should possess the following:

    • College/technical degree
    • Excellent oral and written communication skills
    • Ability to meet established deadlines
    • Ability to work with a high degree of accuracy
    • Skills in the use of graphic user interfaces
    • Ability to troubleshoot hardware and software problems
    • Ability to exercise independent judgment in correcting data errors or omissions
    • Experience with developing standards and managing audits against standards
    • Experience with developing and delivering end user training on data systems
    • Experience in K-12 education
    • Experience with APEX and creating Plugins
    • Proficient in HTML, SQL

ICS is an Equal Opportunity Employer

ICS offers a competetive salary and benefits package.

2023-2024-002

Salary Range: $75,000 – $89,000

Comments Off on 2023-2024 PowerSchool Analyst

2023-2024 PowerSchool Analyst

Posted by | April 20, 2023 |

Integration Charter School is dedicated to providing innovative pathways to college that fully integrate students living with emotional challenges and others with special needs. In building a family of associated schools that share this common mission, ICS strives to fill gaps in public education. When fully realized, ICS, in conjunction with local public schools, will provide Staten Island parents of special needs children with an array of options which is richer than that enjoyed by any other community in the United States.

The successful candidate will serve as the PowerSchool Analyst and oversee PowerSchool operations, create custom reports, dashboards and pages, as well as provide training and support.

Responsibilities will include, but not be limited to:

  • Manage and maintain Student Information System (PowerSchool)
  • Sets and provides training and support for PowerScheduler
  • Provide information and/or training to staff on the use of the student information system and application of data from the system
  • Coordinate with school staff to facilitate smooth operations and processes when collecting and reporting on student information. Provide feedback, coaching and developmental opportunities to ensure the team’s successful performance
  • Develop custom reports and dashboards within PowerSchool
  • Create customizations within PowerSchool
  • Anticipate and address user concerns; create viable solutions to meet business requirements
  • Provide technical assistance and support for PowerSchool and all linked programs/applications
  • Monitoring of the student information system and audit for compliance with applicable requirements; implement recommendations and ensure that the system is flexible to meet user needs; incorporate user input and feedback to develop plans to enhance the system
  • Complete annual system backup
  • Systems setup (annual and as needed)
  • Run regular audits to maintain accuracy

Candidate should possess the following:

    • College/technical degree
    • Excellent oral and written communication skills
    • Ability to meet established deadlines
    • Ability to work with a high degree of accuracy
    • Skills in the use of graphic user interfaces
    • Ability to troubleshoot hardware and software problems
    • Ability to exercise independent judgment in correcting data errors or omissions
    • Experience with developing standards and managing audits against standards
    • Experience with developing and delivering end user training on data systems
    • Experience in K-12 education
    • Experience with APEX and creating Plugins
    • Proficient in HTML, SQL

ICS is an Equal Opportunity Employer

ICS offers a competetive salary and benefits package.

2023-2024-002

Start Date: 7/3/2023

Salary Range: $75,000 – $89,000

Comments Off on 2023-2024 Data Instructional Coach

2023-2024 Data Instructional Coach

Posted by | April 20, 2023 |

Integration Charter School is dedicated to providing innovative pathways to college that fully integrate students living with emotional challenges and others with special needs. In building a family of associated schools that share this common mission, ICS strives to fill gaps in public education. When fully realized, ICS, in conjunction with local public schools, will provide Staten Island parents of special needs children with an array of options which is richer than that enjoyed by any other community in the United States.

The successful candidate will serve as the Data Instructional Coach and will work closely with school and network leaders to allow for data driven decision making and monitoring the health of the organization.

Reporting to the Director of Program Evaluation, the Data Instructional Coach will analyze and present data, create dashboards and track implemented programs. The individual will manage all network and State assessments. In addition to working with leaders, the individual will work closely with other members of the program evaluation team, as well as other shared services.

Responsibilities will include, but not be limited to:

  • Analyze and present data to school and district leaders
  • Track school and district programs and provide data related updates
  • Development and maintenance of school performance dashboards that are aligned to the organization’s performance management framework key metrics
  • Run monthly district and school data meetings
  • Convenes regular meetings with school-based data managers to provide professional development
  • Compile longitudinal data sets linking historical standardize test score data, internal assessments, and other academic or non-academic data elements
  • Order, print, and scan all network assessments
  • Create testing groups based on student need and school parameters

Candidate should possess the following:

  • Master’s degree with at least 9 credits in STEM
  • Excellent oral and written communication skills
  • Ability to meet established deadlines
  • Ability to work with a high degree of accuracy
  • Ability to interpret and explain data
  • Experience in K-12 education
  • Proficient in MS Excel/PowerBI
  • Proficient in Google Suites
ICS offers a highly competitive salary and benefits package.

ICS is an Equal Opportunity Employer

Salary Range:  $100,000 – $110,000

2023-2024-001

Comments Off on 2023-2024 Data Instructional Coach

2023-2024 Data Instructional Coach

Posted by | April 20, 2023 |

Integration Charter School is dedicated to providing innovative pathways to college that fully integrate students living with emotional challenges and others with special needs. In building a family of associated schools that share this common mission, ICS strives to fill gaps in public education. When fully realized, ICS, in conjunction with local public schools, will provide Staten Island parents of special needs children with an array of options which is richer than that enjoyed by any other community in the United States.

The successful candidate will serve as the Data Instructional Coach and will work closely with school and network leaders to allow for data driven decision making and monitoring the health of the organization.

Reporting to the Director of Program Evaluation, the Data Instructional Coach will analyze and present data, create dashboards and track implemented programs. The individual will manage all network and State assessments. In addition to working with leaders, the individual will work closely with other members of the program evaluation team, as well as other shared services.

Responsibilities will include, but not be limited to:

  • Analyze and present data to school and district leaders
  • Track school and district programs and provide data related updates
  • Development and maintenance of school performance dashboards that are aligned to the organization’s performance management framework key metrics
  • Run monthly district and school data meetings
  • Convenes regular meetings with school-based data managers to provide professional development
  • Compile longitudinal data sets linking historical standardize test score data, internal assessments, and other academic or non-academic data elements
  • Order, print, and scan all network assessments
  • Create testing groups based on student need and school parameters

Candidate should possess the following:

  • Master’s degree with at least 9 credits in STEM
  • Excellent oral and written communication skills
  • Ability to meet established deadlines
  • Ability to work with a high degree of accuracy
  • Ability to interpret and explain data
  • Experience in K-12 education
  • Proficient in MS Excel/PowerBI
  • Proficient in Google Suites
ICS offers a highly competitive salary and benefits package.

ICS is an Equal Opportunity Employer

Salary Range:  $100,000 – $110,000

Start Date: 7/3/2023

2023-2024-001

Comments Off on 2023-2024 Assistant Principal

2023-2024 Assistant Principal

Posted by | April 20, 2023 |

Integration Charter Schools (ICS) is dedicated to providing innovative pathways to college that fully integrate students living with emotional challenges and others with special needs. In building a family of associated schools that share this common mission, ICS strives to fill gaps in public education. When fully realized, ICS, in conjunction with local public schools, will provide Staten Island parents of special needs children with an array of options which is richer than that enjoyed by any other community in the United States.

The Assistant Principal will report directly to the School Principal and will assist in the administration of the school programing by providing leadership, support and supervision to school staff. The Assistant Principal serves as a thought partner for the Principal in order to promote the educational development and achievement of all students. Additionally, they are responsible for assisting the Principal in developing and implementing all aspects of program development and improvement, providing professional staff development and partnering with families and other stakeholders to ensure the overall success of the school and students

Responsibilities will include, but are not limited to:

  • Assist in the role of instructional leader to promote student behavior that is supportive, and conducive, to the implementation of the school’s instructional programs and goals.
  • Serve as Principal in the absence of the Principal.
  • Create, plan, and implement program aligned professional learning opportunities for all stakeholders of the school community. Work with teachers to create effective lesson plans that meet State standards
  • Assist in screening, selecting, assigning, supervising and evaluating school-based faculty and staff.
  • In consultation with the network staff and school counterparts, analyze data, identify instructional and cultural trends through the school. Serve as a liaison between staff, families, and administration.
  • Perform ongoing observations of teachers utilizing Teach Boost.
  • Develop master schedules and calendars, which maximize the achievement of program objectives.
  • Along with the Principal, coach and develop teachers, coaches, grade team leaders, and department chairs.
  • Work with the Principal to develop and maintain systems, structures, procedures and routines that speak to the direct needs of the school.
  • Implements co-curricular activities, including athletics, athletic supervision and clubs. Work to address student behavioral issues as needed.
  • Meet with families to address concerns.
  • Address any staff concerns or issues as needed.
  • Acts in a supportive role with the Principal in work with parents, teachers, and the community to promote the effective flow of communications and ensure positive relations with parents, business leaders and community members.
  • Listen and respond to parent concerns with sensitivity.
  • Work directly with the Principal to ensure that the school is operating efficiently

Candidate must possess:

  • Bachelor’s degree, required; Masters in Education/School Leadership preferred.
  • Motivation to ensure the messaging of ICS’ priorities.
  • Ability to work independently and to seek guidance, when needed.
  • Strong commitment to the mission and success of ICS
  • Strong communication, organization, and problem-solving skills
  • Unwavering high expectations for all students and a belief that all children deserve access to college and beyond
  • Analytical approach to designing and iterating systems based on feedback and results.
  • Willingness to roll up sleeves and take on anything necessary – a “no task is beneath me” attitude.
  • Experience working in a charter school or school environment.
  • Strong proficiency in technological tools, including Google Drive.
  • Skill in quickly building relationships with the school community.

ICS offers a generous benefits package.

ICS is an Equal Opportunity Employer

2023-2024-013

Start Date: 7/3/2023

Salary Range: $115,000 – $125,000

Comments Off on 2023-2024 School Social Worker

2023-2024 School Social Worker

Posted by | April 19, 2023 |

Integration Charter Schools (ICS) located on Staten Island is seeking full-time Licensed Master Social Workers (LMSW) or Licensed Clinical Social Workers (LCSW) for the 2023-2024 school year.

Responsibilities for the School Social Worker will include, but not be limited to:

  • Working within a clinically experienced counseling team;
  • Working with middle school students on the high end of the Autism Spectrum in an integrated school setting;
  • Computer and documentation skills.

Prior clinical mental health experience with students in grades K-12 is required.

Supervision and training will be provided.

Spanish speaking candidates preferred.

ICS offers a highly competitive salary, commensurate with experience, and a great benefits package.

ICS is an Equal Opportunity Employer

2023-2024-014

Start Date: 8/21/2023

Salary Starting at $70,000

Comments Off on Upper Elementary Math Teacher [3rd – 5th Grade] (2023-2024)

Upper Elementary Math Teacher [3rd – 5th Grade] (2023-2024)

Posted by | April 19, 2023 |

Positions Report to: Instructional Leadership Team

Start/End Date: 2023-2024 School Year

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

Compensation: (Please note that this is a general range – salaries are determined based on credentials & years of experience. East Harlem Scholars Academies also offers a comprehensive benefits package): 

  • Bachelors: $62,177 – $109,617
  • Bachelors w/ cert: $62,798 – $110,713
  • Masters: $68,735 – $119,424
  • Masters w/ cert: $69,422 – $120,619
  • PhD: $75,986 – $130,109

FLSA Status: Exempt

Who We Are

East Harlem Scholars Academies are community-based Pre-K to 12 public charter schools operated by  East Harlem Tutorial Program (EHTP). EHTP began in 1958 as a children’s reading group and has since grown into a multi-site after-school program for traditional public school students and a network of public charter schools focused on significantly increasing the college graduation rate in East Harlem. We are on track to serve at least 25% of East Harlem students by 2025, with enrollment for this year at approximately 2200 students in our schools and after school programs. In 2020, 99% of our seniors were accepted to college, and our current scholars in college are on-track to graduate at eight times the national average of their peers.

At EHTP we also aim to serve as an agent of change and thoughtfully contribute to the national fight for racial equity. Through our organization-wide commitment to anti-racism work, we prepare our scholars to effect change, challenge the status quo, and thrive in the world around them. As staff members, we face our own racial identities and conscious and unconscious biases. With this in mind, all of our professional development, curriculum, organizational materials, and processes are designed with a goal of racial justice. Read our racial equity statement here.

We ground all of our work in racial equity, in our core values, and in our four guiding pursuits: the Revolutionary Pursuit of Love, the Radical Pursuit of Knowledge, the Responsive Pursuit of Healing, and in the Relentless Pursuit of Results. These pursuits inform and are reflected in our current four key strategic priorities: to increase high-impact, high-quality academic curriculum, programming content, staff capacity, and coaching; to embrace and advance our use of technology; to deepen our embodiment of ethical and equitable radical humanity; and to efficiently operationalize teaching, learning, community, and care.

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

About The Opportunity

As a teacher with Scholars Academies you will be student facing the majority of the day. You will work closely with your grade team and the instructional leadership team to internalize, and in some cases develop, curriculum; provide high-quality instruction; track and measure student progress; create a positive classroom and school culture, and to engage in reflection and continuous improvement. As a team we will work together to prepare students with the skills, strength of character, and emotional well-being to excel academically, lead in their communities, and realize their best possible selves.

For more details about the role, please click here.

What Qualifies You

  • You hold yourself to high professional and ethical standards
  • You enjoy and/or have experience working with diverse populations of students and communities
  • You believe that every student can and will learn when provided with a quality education
  • You have demonstrated success in raising the achievement levels of traditionally at-risk students
  • You are willing to be flexible in your role and adapt to school and student needs
  • You are committed to continuous improvement and learning through professional development
  • You have a minimum of three-year’s experience in relevant educational positions
  • You have a Bachelor’s Degree or higher, and hold or are in the process of obtaining a NYS Certification

Areas of Leadership

  • Demonstrate successful partnership with classroom co-teacher and utilize multiple co-teaching models in the classroom
  • Embodiment and effective modeling of our core values for students to exhibit and practice them
  • Sets ambitious goals based on backwards planning, demonstrating locus of control, and aligned with an overall vision for student success, content to be learned, personal knowledge of students, and overall instructional context
  • Demonstrates deep knowledge of content and effective pedagogy, evidenced by clear and objective-driven instruction, and meaningful student engagement through active learning practices
  • Staff member sets clear expectations and institutes routines so as to establish and maintain a purposeful, supportive, and fun environment for learning, in which students feel safe, valued, and respected by adults and their peers
  • Builds a classroom community where restorative practices are actively modeled and used to navigate student and community challenges
  • Demonstrates a Team First mindset, through proactive contributions to the community, and advances his/her practice through reflection, development opportunities, participation in the professional community, and actively engaging families and community members

Thank you for taking the time to submit an application.

Comments Off on High School Educator Recruitment Event- All Contents, Counselors, Teachers and Social Workers

High School Educator Recruitment Event- All Contents, Counselors, Teachers and Social Workers

Posted by | April 4, 2023 |

What are Affinity Partner Schools?

New Visions partners with 71 district high schools in all five boroughs as part of our Affinity Network. These schools receive support from New Visions with school management tools, instructional resources, extensive coaching through our continuous improvement models, and more!  In 2021-22, graduation rates in our Affinity partner schools reached 92% and our support for postsecondary readiness has expanded exponentially.

 

Why Teach With Us?

We seek 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.

Advantages of teaching at a New Visions Affinity Network school (employed by the NYC Dept of Education) 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
  • Support with data tools needed to effectively support students

Who You Are

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

 

What You’ll Do

Our teachers work with a diverse range of students to develop content knowledge and skills through collaborative classroom work, reading, writing, discussion, and authentic exploration/experimentation.   Our vision is that all learners have equal access to educational opportunities where barriers to learning are reduced and learner diversity is recognized, supported, and embraced.

 

Apply Now!

To apply and read the comprehensive job description, visit our careers site:

https://grnh.se/0549b7b51us

Network with DOE Affinity Partner Schools hosted by New Visions – May 4, 2023 4:30-7pm

We are hosting an in-person recruitment event for our 70+ DOE Affinity High School Network to support hiring for the upcoming school year. Meet representatives from our schools to discuss opportunities for SY23-24. The event will take place in our central office near Grand Central from 4:30-7pm.

Register here:

https://sites.google.com/newvisions.org/newvisionsaffinityevents2023/home

 

Salary Information

We follow the DOE and city salary schedules found here: https://www.uft.org/your-rights/salary/doe-and-city-salary-schedules

 

Pay Range

$61,070—$128,657 USD

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

Comments Off on VOICE CHARTER SCHOOL TEACHER HIRING DAY – THURSDAY, APRIL 27TH

VOICE CHARTER SCHOOL TEACHER HIRING DAY – THURSDAY, APRIL 27TH

Posted by | March 28, 2023 |

TEACHER HIRING DAY

THURSDAY APRIL 27TH

SAME DAY OFFERS!

The VOICE Charter School is hiring Teachers and Classroom Assistants to join our diverse team of dedicated and caring educators.

  • Meet with our hiring team, perform your demo and get a same-day offer!
  • We have positions available for immediate hire AND positions that will start at the beginning of the next school year.
  • Arrival at 7:30am and lunch will be served.

Send your RSVP to Opportunities@voicecharterschool.org by April 24th

We look forward to meeting you!

Comments Off on Math-SETSS Teacher

Math-SETSS Teacher

Posted by | March 28, 2023 |

POSITION: Math-SETSS Interventionist (Middle School)

QUALIFICATIONS

  • Bachelor’s degree in Education or similar required
  • Master’s degree preferred
  • Required NYSED Certification: Students with Disabilities or Special Education
  • 3+ years teaching experience preferred (K-12)
  • Bilingual (Spanish) desirable

Key Responsibilities:

  • Provide and plan units of study from the Illustrative Mathematics curriculum
  • Uses the curriculum to create lessons that are inquiry-based and student-centered
  • Incorporate various math centers/manipulatives to develop and monitor content growth
  • Extensively checks for student understanding and utilizes various scaffolded tasks to help students who need enrichment or struggling with concepts
  • Uses research-based and impactful instructional strategies to engage students in learning mathematical content
  • Conduct comprehensive assessments that measure growth as well as help prepare students on how to navigate questions and language on standardized tests
  • Demonstrates knowledge of the New York State Next Generation learning standards
  • Lead an advisory group
  • Actively participate, advocate, and collaborate with staff members during grade level/department meetings and professional development sessions
  • Collaborate with student support coordinator and teachers to create remedial math plans
  • Maintain strong and effective communication and relationships with teachers, administration, and families

The ideal candidate is:

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

SALARY: Commensurate with experience (Range begins from $60,000)

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

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.

Comments Off on Community Roots Charter School, Middle School Certified Special Education-General Studies Teaching Positions 2023-2024

Community Roots Charter School, Middle School Certified Special Education-General Studies Teaching Positions 2023-2024

Posted by | March 26, 2023 |

About the Position:

We are looking for Middle School Certified Special Education-General Studies teachers for the upcoming 2023-2024 school year. These positions will be an Integrated Co-Taught (ICT) classes.

 

About Us:

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

 

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

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

 

Benefits and Compensation:

  • CRCS’ salary scale for 2022-23 ranges from $63,648.00 to $118,681.80
  • Salary works to be competitive with the DOE salary scale
  • 403b employer match of retirement contributions 
  • Single and family dental, vision, and health care
  • Pre-tax commuter benefits
  • Available funding for professional development opportunities
  • Community of teachers and staff who are driven, compassionate and supportive

 

Qualifications:

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

 

Community Roots seeks individuals who:

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

 

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

 

Comments Off on Community Roots Charter School, Middle School Math/Science Teaching Position 2023-2024

Community Roots Charter School, Middle School Math/Science Teaching Position 2023-2024

Posted by | March 26, 2023 |

About the Position:

We are looking for a Middle School Math/Science teacher for the upcoming 2023-2024 school year. This position will be an Integrated Co-Taught (ICT) class.

 

About Us:

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

 

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

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

 

Benefits and Compensation:

  • CRCS’ salary scale for 2022-23 ranges from $63,648.00 to $118,681.80
  • Salary works to be competitive with the DOE salary scale
  • 403b employer match of retirement contributions 
  • Single and family dental, vision, and health care
  • Pre-tax commuter benefits
  • Available funding for professional development opportunities
  • Community of teachers and staff who are driven, compassionate and supportive

 

Qualifications:

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

 

Community Roots seeks individuals who:

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

 

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

 

Comments Off on Community Roots Charter School, 6th-8th Grade Humanities, 2023-2024

Community Roots Charter School, 6th-8th Grade Humanities, 2023-2024

Posted by | March 26, 2023 |

About the Position:

We are looking for ELA, Social Studies and/or Special Education teachers for our 6th-8th grade Humanities ICT classrooms. Community Roots offers Integrated Co-Taught (ICT) classes for all middle school core content areas.

 

About Us:

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

 

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

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

 

Benefits and Compensation:

  • CRCS’ salary scale for 2022-23 ranges from $63,648.00 to $118,681.80
  • Salary works to be competitive with the DOE salary scale
  • 403b employer match of retirement contributions 
  • Single and family dental, vision, and health care
  • Pre-tax commuter benefits
  • Available funding for professional development opportunities
  • Community of teachers and staff who are driven, compassionate and supportive

 

Qualifications:

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

 

Community Roots seeks individuals who:

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

 

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

 

Comments Off on Community Roots Charter School, Middle School Spanish Teaching Position 2023-2024

Community Roots Charter School, Middle School Spanish Teaching Position 2023-2024

Posted by | March 26, 2023 |

About the Position:

We are looking for a Spanish teacher for our middle school 7th and 8th Spanish classes for the upcoming 2023-2024 school year. 

 

About Us:

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

 

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

 

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

 

Benefits and Compensation:

  • CRCS’ salary scale for 2022-23 ranges from $63,648.00 to $118,681.80
  • Salary works to be competitive with the DOE salary scale
  • 403b employer match of retirement contributions 
  • Single and family dental, vision, and health care
  • Pre-tax commuter benefits
  • Available funding for professional development opportunities
  • Community of teachers and staff who are driven, compassionate and supportive

 

Qualifications:

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

 

Community Roots seeks individuals who:

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

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

Comments Off on Middle School SETSS Teacher

Middle School SETSS Teacher

Posted by | March 23, 2023 |

Overview

We’re excited about middle school special education (SETSS) teachers who are fired up about their lessons—who want to spend their time discussing, preparing, and immersing themselves in the rich content they teach. We value teachers who truly listen to what students are saying—who create a space for students to think their way through to answers, and who praise their insights and curiosities along the way. We value educators with a hunger for feedback and professional growth, and a dedication to excellence.

Our teachers embrace a rigorous liberal arts program and a positive approach to discipline, believe in the power of family and community partnerships, and commit to helping students succeed in college and beyond.

Why Ascend

Ascend is the largest Brooklyn-based public charter school serving nearly 6,000 K-12 students in 16 schools. We exist to serve every student – to help them embody their inherent excellence by providing rich, joyful learning experiences that unlock a life of boundless choice.

Access to education is a social justice issue. As educators, we center justice and live out our commitment to Diversity, Equity, Inclusion, and Anti-Racism (DEIA) by ensuring that our students have the skills, tools, and confidence they need to thrive today and in the future. We are proud to have a workforce that mirrors the diversity seen in our students. Working at Ascend provides a community focused on developing an environment of support and belonging. Educators collaborate closely and encourage each other to achieve great outcomes.

Our schools honor, nurture, and challenge the whole child. Ascend fosters critical thinking skills and a love of learning through an inquiry-based learning approach, Responsive Classroom model, and anti-racist education. Students at Ascend benefit from a rich and rigorous liberal arts curriculum that nurtures natural curiosity about the world and guides them to think critically and independently.

Ascend invests in employees by providing ongoing professional development, coaching, and career pathways in our schools. We are proud to provide a generous benefits package, which includes flexibility in our healthcare plan, and 403(b) matching starting at year one. At Ascend, we care about our workforce’s mental health and offer services covered by insurance and additional time off for our staff to utilize for their personal care.

For more information on Ascend Public Charter Schools’ model, approach, and core values, please visit our website.

Responsibilities

The middle school SETSS teacher will develop and teach engaging lessons that follow the rigorous, Common Core aligned Ascend curriculum and provide individual or small group instruction for students who require additional academic support. Additionally, the special education teacher will:

  • Differentiate small group instruction for students with special needs
  • Prepare student individualized education plans in consultation with staff and families to ensure success for all scholars
  • Use formal and informal assessment data to drive instruction and ensure student mastery of standards
  • Build a warm and inclusive classroom environment, implementing the practices of Responsive Classroom
  • Establish and maintain strong relationships with students and families
  • Actively participate in grade-level meetings, collaborative planning, and professional development, including an annual summer institute
  • Accept ultimate responsibility for the academic progress of his or her students, and work actively to overcome setbacks

Staff and reporting relationships

The middle school special education teacher reports to the assistant principal and works closely with the student services coordinator.

Qualifications

  • Bachelor’s degree required; master’s degree and certification preferred
  • NYS certification in any subject/grade level OR meets one of the four uncertified criteria for charter school teachers:
    • TFA alumni
    • 3+ years K-12 teaching experience
    • 3+ years adjunct professional teaching experience
    • exceptional professional in the content area he/she will be teaching (e.g. published writer applying for ELA)
  • The ability to create a classroom environment where students feel safe, supported, engaged, and academically challenged
  • Passion for teaching students in underserved areas and commitment to closing the achievement gap
  • Relentless drive to set and achieve ambitious goals
  • Strong collaboration and teamwork skills
  • Growth mindset and ability to use feedback to improve practice
  • Experience teaching in underserved areas preferred

Compensation

Initial salary offers for this position range from $60,000-$90,000. Salaries are determined using an equitable compensation scale that accounts for years of experience and levels of attained education.

Early Hire Bonus

If you receive an early offer to join us for the 2023-24 School Year after undergoing our talent processes, and sign prior to May 1st, 2023 you are eligible to receive a one-time $5,000 bonus.

*see further details below

Diversity at Ascend

Ascend is committed to building a diverse and inclusive community, both through our hiring practices and our focus on creating a culture and environment where diverse perspectives, ideas, and identities are valued and integrated into our way of working and educating students. Ascend staff represent a wide diversity of racial, socio-economic, gender, religious, and national identities—opening a window to the entire Ascend community on the richness of humanity. We welcome all applicants who share our mission and vision to join us in our deeply consequential work.

*the early hire bonus is conditional and subject to all required taxes and withholdings, good standing status, to be paid within ninety (90) days following your first day of work.

Comments Off on Middle School ICT Teacher

Middle School ICT Teacher

Posted by | March 23, 2023 |

Overview
We’re excited about middle school special education teachers who are fired up about their lessons—who want to spend their time discussing, preparing, and immersing themselves in the rich content they teach. We value teachers who truly listen to what students are saying—who create a space for students to think their way through to answers, and who praise their insights and curiosities along the way. We value educators with a hunger for feedback and professional growth, and a dedication to excellence.Our teachers embrace a rigorous liberal arts program and a positive approach to discipline, believe in the power of family and community partnerships, and commit to helping students succeed in college and beyond.

Why extraordinary teachers teach at Ascend:

Ascend is a network of K-12 public charter schools serving 4,000 students across nine schools in Central Brooklyn. Our mission is to provide our students an extraordinary education, placing them firmly on the path to success in college and beyond.

We guide our students to think critically and independently, and to enjoy education as an end in itself. We teach a rich and rigorous liberal arts curriculum that nurtures students’ natural curiosity about the world. We foster a positive, non-punitive school culture where students feel connected, empowered, and safe to take academic risks. And we design our school buildings to reflect the incredible accomplishments that happen within their walls and our high aspirations for teaching and learning.

To create this kind of vibrant learning community, we invest heavily in our faculty by providing ongoing professional training and support, and encourage our educators to collaborate closely and push each other to achieve great outcomes.

Responsibilities
The 8th grade special education humanities teacher will develop and teach engaging lessons that follow the rigorous, Common Core aligned Ascend curriculum and provide individual or small group instruction for students who require additional academic support. Additionally, the special education humanities teacher will:

  • Differentiate small group instruction for students with special needs
  • Prepare student individualized education plans in consultation with staff and families to ensure success for all scholars
  • Utilize formal and informal assessment data to drive instruction and ensure student mastery of standards
  • Build a warm and inclusive classroom environment, implementing the practices of Responsive Classroom
  • Create and maintain strong relationships with students and families
  • Actively participate in grade-level meetings, collaborative planning, and professional development, including an annual summer institute
  • Accept ultimate responsibility for the academic progress of his or her students, and work to actively overcome setbacks

Staff and reporting relationships

The 8th grade special education humanities ICT teacher reports to the dean of student services. He or she also accepts direction from and works closely with the dean of students. Additionally, our special education teachers collaborate with the student services team.

Qualifications

  • A master’s degree and NYS charter certification required
  • NYS certification in any subject/grade level OR meets one of the four uncertified criteria for charter school teachers:
    • TFA alumni
    • 3+ years K-12 teaching experience
    • 3+ years adjunct professional teaching experience
    • exceptional professional in the content area he/she will be teaching (e.g. published writer applying for ELA)
  • The ability to create a classroom environment where students feel safe, supported, and challenged
  • Passion and commitment to teaching scholars in underserved areas and to closing the achievement gap
  • Relentless drive to set and achieve ambitious goals
  • Strong collaboration and teamwork skills
  • Growth mindset and ability to use feedback to improve practice
  • Experience teaching in underserved areas a plus

Compensation

Initial salary offers for this position range from $60,000 – $90,000. Salaries are determined using an equitable compensation scale that accounts for years of experience and levels of attained education.

Diversity at Ascend

Ascend is committed to building a diverse and inclusive community, both through our hiring practices and our focus on creating a culture and environment where diverse perspectives, ideas, and identities are valued and integrated into our way of working and educating students. Ascend staff represent a wide diversity of racial, socio-economic, gender, religious, and national identities—opening a window to the entire Ascend community on the richness of humanity. We welcome all applicants who share our mission and vision to join us in our deeply consequential work.

Comments Off on Elementary School SETSS Teacher

Elementary School SETSS Teacher

Posted by | March 23, 2023 |

Overview
We’re excited about special education elementary school teachers who are fired up about their lessons—who want to spend their time discussing, preparing, and immersing themselves in the rich content they teach. We value teachers who truly listen to what students are saying—who create a space for students to think their way through to answers, and who praise their insights and curiosities along the way. We value educators with a hunger for feedback and professional growth, and a dedication to excellence.

Our teachers embrace a rigorous liberal arts program and a positive approach to discipline, believe in the power of family and community partnerships, and commit to helping students succeed in college and beyond.

Why Ascend

Ascend is the largest Brooklyn-based public charter school serving nearly 6,000 K-12 students in 16 schools. We exist to serve every student – to help them embody their inherent excellence by providing rich, joyful learning experiences that unlock a life of boundless choice.

Access to education is a social justice issue. As educators, we center justice and live out our commitment to Diversity, Equity, Inclusion, and Anti-Racism (DEIA) by ensuring that our students have the skills, tools, and confidence they need to thrive today and in the future. We are proud to have a workforce that mirrors the diversity seen in our students. Working at Ascend provides a community focused on developing an environment of support and belonging. Educators collaborate closely and encourage each other to achieve great outcomes.

Our schools honor, nurture, and challenge the whole child. Ascend fosters critical thinking skills and a love of learning through an inquiry-based learning approach, Responsive Classroom model, and anti-racist education. Students at Ascend benefit from a rich and rigorous liberal arts curriculum that nurtures natural curiosity about the world and guides them to think critically and independently.

Ascend invests in employees by providing ongoing professional development, coaching, and career pathways in our schools. We are proud to provide a generous benefits package, which includes flexibility in our healthcare plan, and 403(b) matching starting at year one. At Ascend, we care about our workforce’s mental health and offer services covered by insurance and additional time off for our staff to utilize for their personal care.

For more information on Ascend Public Charter Schools’ model, approach, and core values, please visit our website.

Responsibilities
The elementary school special education SETSS teacher will develop and teach engaging lessons that follow the rigorous, Common Core aligned Ascend curriculum and provide individual or small group instruction for students who require additional academic support. Additionally, the special education SETSS teacher will:

  • Differentiate small group instruction for students with special needs
  • Prepare student individualized education plans in consultation with staff and families to ensure success for all scholars
  • Utilize formal and informal assessment data to drive instruction and ensure student mastery of standards
  • Build a warm and inclusive classroom environment, implementing the practices of Responsive Classroom
  • Create and maintain strong relationships with students and families
  • Actively participate in grade-level meetings, collaborative planning, and professional development, including an annual summer institute
  • Accept ultimate responsibility for the academic progress of his or her students, and work to actively overcome setbacks

Staff and reporting relationships

The elementary school special education SETSS teacher reports to the assistant principal. Our special education teachers collaborate with the student services team.

Qualifications

  • A master’s degree and NYS charter certification required
  • NYS certification in any subject/grade level OR meets one of the four uncertified criteria for charter school teachers:
    • TFA alumni
    • 3+ years K-12 teaching experience
    • 3+ years adjunct professional teaching experience
      exceptional professional in the content area he/she will be teaching (e.g. published writer applying for ELA)
  • The ability to create a classroom environment where students feel safe, supported, and challenged
  • Passion and commitment to teaching scholars in underserved areas and to closing the achievement gap
  • Relentless drive to set and achieve ambitious goals
  • Strong collaboration and teamwork skills
  • Growth mindset and ability to use feedback to improve practice
  • Experience teaching in underserved areas a plus

Compensation

Initial salary offers for this position range from $60,000-$90,000. Salaries are determined using an equitable compensation scale that accounts for years of experience and levels of attained education.

Early Hire Bonus

If you receive an early offer to join us for the 2023-24 School Year after undergoing our talent processes, and sign prior to May 1st, 2023 you are eligible to receive a one-time $5,000 bonus.

*see further details below

Diversity at Ascend

Ascend is committed to building a diverse and inclusive community, both through our hiring practices and our focus on creating a culture and environment where diverse perspectives, ideas, and identities are valued and integrated into our way of working and educating students. Ascend staff represent a wide diversity of racial, socio-economic, gender, religious, and national identities—opening a window to the entire Ascend community on the richness of humanity. We welcome all applicants who share our mission and vision to join us in our deeply consequential work.

*the early hire bonus is conditional and subject to all required taxes and withholdings, good standing status, to be paid within ninety (90) days following your first day of work.

Comments Off on Elementary School ICT Teacher

Elementary School ICT Teacher

Posted by | March 23, 2023 |

We’re excited about special education elementary school teachers who are fired up about their lessons—who want to spend their time discussing, preparing, and immersing themselves in the rich content they teach. We value teachers who truly listen to what students are saying—who create a space for students to think their way through to answers, and who praise their insights and curiosities along the way. We value educators with a hunger for feedback and professional growth, and a dedication to excellence.

Our teachers embrace a rigorous liberal arts program and a positive approach to discipline, believe in the power of family and community partnerships, and commit to helping students succeed in college and beyond.

Why Ascend

Ascend is the largest Brooklyn-based public charter school serving nearly 6,000 K-12 students in 16 schools. We exist to serve every student – to help them embody their inherent excellence by providing rich, joyful learning experiences that unlock a life of boundless choice.

Access to education is a social justice issue. As educators, we center justice and live out our commitment to Diversity, Equity, Inclusion, and Anti-Racism (DEIA) by ensuring that our students have the skills, tools, and confidence they need to thrive today and in the future. We are proud to have a workforce that mirrors the diversity seen in our students. Working at Ascend provides a community focused on developing an environment of support and belonging. Educators collaborate closely and encourage each other to achieve great outcomes.

Our schools honor, nurture, and challenge the whole child. Ascend fosters critical thinking skills and a love of learning through an inquiry-based learning approach, Responsive Classroom model, and anti-racist education. Students at Ascend benefit from a rich and rigorous liberal arts curriculum that nurtures natural curiosity about the world and guides them to think critically and independently.

Ascend invests in employees by providing ongoing professional development, coaching, and career pathways in our schools. We are proud to provide a generous benefits package, which includes flexibility in our healthcare plan, and 403(b) matching starting at year one. At Ascend, we care about our workforce’s mental health and offer services covered by insurance and additional time off for our staff to utilize for their personal care.

For more information on Ascend Public Charter Schools’ model, approach, and core values, please visit our website.

Responsibilities

The lower elementary special education ICT teacher will develop and teach engaging lessons that follow the rigorous, Common Core aligned Ascend curriculum and provide individual or small group instruction for students who require additional academic support. Additionally, the special education ICT teacher will:

  • Differentiate small group instruction for students with special needs
  • Prepare student individualized education plans in consultation with staff and families to ensure success for all scholars
  • Utilize formal and informal assessment data to drive instruction and ensure student mastery of standards
  • Build a warm and inclusive classroom environment, implementing the practices of Responsive Classroom
  • Create and maintain strong relationships with students and families
  • Actively participate in grade-level meetings, collaborative planning, and professional development, including an annual summer institute
  • Accept ultimate responsibility for the academic progress of his or her students, and work to actively overcome setbacks

Staff and reporting relationships

The special education ICT teacher reports to the assistant principal and also works closely with the student services coordinator.

Qualifications

  • A master’s degree and NYS charter certification required
  • NYS certification in any subject/grade level OR meets one of the four uncertified criteria for charter school teachers:
    • TFA alumni
    • 3+ years K-12 teaching experience
    • 3+ years adjunct professional teaching experience
      exceptional professional in the content area he/she will be teaching (e.g. published writer applying for ELA)
  • The ability to create a classroom environment where students feel safe, supported, and challenged
  • Passion and commitment to teaching scholars in underserved areas and to closing the achievement gap
  • Relentless drive to set and achieve ambitious goals
  • Strong collaboration and teamwork skills
  • Growth mindset and ability to use feedback to improve practice
  • Experience teaching in underserved areas a plus

Compensation

Initial salary offers for this position range from $60,000-$90,000. Salaries are determined using an equitable compensation scale that accounts for years of experience and levels of attained education.

Early Hire Bonus

If you receive an early offer to join us for the 2023-24 School Year after undergoing our talent processes, and sign prior to May 1st, 2023 you are eligible to receive a one-time $5,000 bonus.

*see further details below

Diversity at Ascend

Ascend is committed to building a diverse and inclusive community, both through our hiring practices and our focus on creating a culture and environment where diverse perspectives, ideas, and identities are valued and integrated into our way of working and educating students. Ascend staff represent a wide diversity of racial, socio-economic, gender, religious, and national identities—opening a window to the entire Ascend community on the richness of humanity. We welcome all applicants who share our mission and vision to join us in our deeply consequential work.

*the early hire bonus is conditional and subject to all required taxes and withholdings, good standing status, to be paid within ninety (90) days following your first day of work.

Comments Off on Assistant Principal

Assistant Principal

Posted by | March 23, 2023 |

Overview

We seek assistant principals (APs) who are passionate about curriculum, coaching, and culture. They inspire teachers to excel in their craft, and motivate students to achieve their highest potentials. APs provide instructional and administrative leadership to the teaching staff, oversee the implementation of the curriculum, coordinate assessments, and monitor students’ academic performance. They also help shape and sustain the school’s distinctive culture and ensure that students internalize the school’s values and aspirations for academic excellence. The APs provide cultural leadership to the teaching staff and oversee the implementation of school-wide systems and procedures. In short, they help bring the Ascend mission to life.

The assistant principal role is an ideal opportunity for a collaborative and flexible thinker to play a leadership role in growing and shaping one of our high-performing public charter schools, part of a broader network committed to ensuring our students have the knowledge, confidence and character to succeed in college and beyond.

Join us as we foster our students’ innate curiosities, encourage discussion and debate, and guide students to think, imagine, debate, and create.

Why extraordinary leaders lead at Ascend

Ascend is a network of K-12 public charter schools serving 5,700 students in 15 schools across Brooklyn—New York’s most populous borough. Our undertaking is to lead our students on a great intellectual adventure, provide them with an exceptional college preparatory education, and place them firmly on the path to success in college and beyond.

We guide our students to think critically and independently and to enjoy education as an end in itself. We teach a rich and rigorous liberal arts curriculum that nurtures students’ natural curiosity about the world. We foster a positive, non-punitive school culture where students feel connected, empowered, and safe to take academic risks. Even our school buildings are designed to reflect our high aspirations for teaching and learning and the notable accomplishments that occur within our walls.

To create this kind of vibrant learning community, we invest heavily in our faculty by providing ongoing professional training and support, and encourage our educators to collaborate closely and push each other to achieve great outcomes. Leading at Ascend means growing deeply in your career, expressing your voice, and playing a defining role in the future of your students, your school, and the Ascend network.

Ascend is committed to building a diverse, equitable, inclusive, and anti-racist community, both through our hiring practices and our focus on creating a culture and environment where diverse perspectives, ideas, and identities are valued and integrated into our way of working and educating students. Ascend staff represent a wide diversity of racial, socio-economic, gender, religious, and national identities—opening a window to the entire Ascend community on the richness of humanity. We welcome all applicants who share our mission and vision to join us in our deeply consequential work.

Learn more about the Ascend approach by visiting our website.

Responsibilities

Curriculum and instruction

  • Develops school’s ability to foster a culturally responsive classroom
  • Collaborates with curriculum team to plan and execute curriculum and instruction that fosters student growth, creativity, and agency through aligned, culturally relevant materials and pedagogy
  • Develops teachers’ ability to foster a culturally responsive classroom
  • Collaborates with the principal to plan and execute curriculum and instruction that is culturally relevant and fosters student growth, creativity, and agency through aligned, culturally relevant materials and pedagogy
  • Manages the effective implementation curriculum and instruction, including providing feedback to teachers on their lessons
  • Supports partnership with teachers and student services coordinator and special education team to ensure that all students, including those with exceptionalities, have the access and support needed to achieve

School culture

  • Partners in leading a culture that results in a love of learning, student agency, and full range of student learning and growth
  • Builds an engaged, diverse, and inclusive school community
  • Supports staff and students to demonstrate consistent values and positive behaviors aligned to the school’s vision and mission

Racial equity mindset

  • Models and supports a race equity culture, including skill building and leading self and others through awareness, growth, and development
  • Continuously strengthens personal and staff knowledge and expertise in effective instructional design and academic standards with DEIA considerations in conjunction with the curriculum team

Effective teaming

  • Promotes and develops strong teams of teachers that collaborate, communicate, and work together for Ascend students and community
  • Observes and coaches instructional staff leading to pedagogical growth and student achievement
  • Plans and leads professional development that results in improved pedagogy and student achievement
  • Creates and executes coaching plans and evaluations to ensure development of instructional staff

Strategic leadership

  • Works collaboratively and thinks flexibly to support and improve systems and decision-making processes that strengthens outcomes
  • Supports and strengthens a data-driven and data-hungry culture that relentlessly seeks continuous improvement
  • Creates, strengthens, and maintains academic and culture systems and procedures

Whole student focus

  • Establishes, fosters, and sustains a culture of academic success and social-emotional development through partnerships with students, staff, families, and community
  • Fosters and sustains a warm, welcoming, and inclusive environment for scholars, families, and staff
  • Implements a vision that exhibits a deep belief in the potential of all students and leads to improvement for all learners
  • Engages families and communities in support of child’s learning and school learning goals, and supports teammates in building family partnerships

Technological fluency

  • Evaluates and uses technological tools, and coaches others in their use to strengthen school results and student achievement

Staff and reporting relationships

The assistant principal reports to the principal and supervises teachers in their portfolio.

Qualifications

  • Bachelor’s degree, with advanced degree preferred
  • At least three years teaching experience with a proven track record of elevating student achievement preferred
  • At least one year of experience leading, managing, and coaching a team of adults that demonstrates ability to drive results through others
  • A hunger for feedback and self-improvement
  • A high level of ownership over the overall outcomes of the scholars they lead
  • A hunger for feedback and self-important
  • Self-awareness, with an ability to treat all members of the school’s community with respect and an accurate idea of one’s own strengths and weaknesses
  • Skilled in content, pedagogy, and data-driven instruction as evidenced by quantitative and qualitative data
  • Strong collaboration, interpersonal and communication skills, including working effectively with people from diverse backgrounds and with diverse perspectives
  • Strong organizational, self-management, and problem-solving skills with the ability to handle many responsibilities simultaneously
  • Alignment with the educational philosophy and core beliefs of Ascend Learning

Compensation

Initial salary offers for this position range from $85,000 – $115,000. Salaries are determined using an equitable compensation scale that accounts for years of experience and levels of attained education.

Diversity at Ascend

Ascend is committed to building a diverse and inclusive community, both through our hiring practices and our focus on creating a culture and environment where diverse perspectives, ideas, and identities are valued and integrated into our way of working and educating students. Ascend staff represent a wide diversity of racial, socio-economic, gender, religious, and national identities—opening a window to the entire Ascend community on the richness of humanity. We welcome all applicants who share our mission and vision to join us in our deeply consequential work.

Comments Off on Social Worker

Social Worker

Posted by | March 22, 2023 |

The Academy for Careers in Television and Film (TvF) is a Career & Technical Education high school that opened in 2008 in Long Island City, Queens. While TvF is non­selective in its admissions, the school has a deeply rooted commitment to providing all its students with an engaging and high quality educational experience comparable to the most selective programs throughout New York City. Since graduating its first cohort in June 2012, TvF has maintained a graduation rate of 96% or higher every year. TvF greatly values its faculty and staff, who are always supported in strengthening their practice and skills and to grow into leadership roles within the school. Read more about the school and the school’s team here!

 

TvF is seeking a Social Worker to join our team for the 2021-2022 school year.

Interested candidates should send a resume and cover letter to employment@actvf.org 

Qualifications:

  • Licensed Master’s level degree in Social Work
  • NYS certification (or in process of reciprocity)
  • Experience meeting the social, emotional, and behavioral needs of adolescents in a diverse community 
  • Knowledge of evidence-based practices, different counseling modalities, and crisis management
  • Effective interpersonal communication skills when working with colleagues, parents, students, and community stakeholders
  • Familiarity with the IEP process and relevant documentation
Comments Off on Social Worker (Temporary Assignment)

Social Worker (Temporary Assignment)

Posted by | March 21, 2023 |

This position is a temporary, full-time position for the 22-23 and 23-24 academic years.

Click here to view our salary schedule for Teachers, SLPs, Social Workers and Counselors.

 

Qualifications:

  • Spanish proficiency, required
  • LMSW Certification, required
  • Master’s degree in social work or similar program, including school or guidance counseling experience
  • At least three years experience working as a social worker
  • Receptiveness to ongoing coaching and evaluation
  • Energetic, motivated, innovative, prepared
  • Evidence of excellence when working with middle and high school students
  • Wide-ranging intellectual and educational interests
  • Superior communication skills
  • An ability to work collaboratively
Duties & Responsibilities:
  • Meet regularly with students who have mandated counseling on their IEPs
  • Develop and maintain partnerships with external agencies
  • Refer individuals and families to external resources and services and when necessary
  • Refer cases of suspected child abuse to the State Central Registry
  • Monitor and facilitate the delivery of external resources and services until the student or family is stable
  • Administer records, documentation, and other compliance activities
  • Provide regular one-on-one counseling or group counseling to students and families
  • Ensure a safe, positive environment in group and one-on-one counseling sessions.
  • Provide crisis intervention as needed
  • Manage, track, and document student interactions and counseling schedule
  • Set goals with students and track progress towards those goals
  • Collaborate and communicate daily with supervisors, colleagues, and teachers to meet students’ needs
  • Implement and enhance the school’s systems and culture by discussing character education with students
  • Support principal, deans, and teachers when discipline issues arise
  • Member of IAL’s SST (Student Support Team) which assists in the development of comprehensive supports and interventions to students who are presenting challenging behaviors
  • Communicate effectively and promptly with students, families, and colleagues
  • Meet with parents regularly regarding student issues.
  • Participate actively in department meetings, faculty meetings, and other meetings
  • Share responsibility for grade-level and school-wide activities, including chaperoning events and being the staff Advisor to an after-school club
  • Provide recommendations to the staff and leadership team around approaches to working with struggling students
  • Display the highest ethical and professional behavior and confidentiality when working with students, parents, and staff
  • Other duties as assigned
Comments Off on Portfolio Manager, Inspired Minds

Portfolio Manager, Inspired Minds

Posted by | March 21, 2023 |

About Overdeck Family Foundation

Overdeck Family Foundation (“the Foundation”) was founded in 2011 by John and Laura Overdeck with the goal of providing all children the opportunity to unlock their potential. The Foundation focuses exclusively on enhancing education, funding efforts both inside and outside of school in the areas of early childhood, informal STEM education, and K-9 programs that include supporting educators and student-centered learning environments. Our grantmaking and strategic support focus on unlocking innovation, evidence, and growth opportunities for organizations and researchers that are committed to accelerating key academic and socioemotional outcomes for all children. The Foundation funds both direct impact organizations and ecosystem efforts that clear the path to scale for our grantees and the work that they do. 

The Portfolio Manager, Inspired Minds Position

The Foundation is seeking a full-time Portfolio Manager to lead the Foundation’s Inspired Minds portfolio, which seeks to build the next generation of creative problem-solvers by expanding access to engaging and challenging STEM learning experiences that deepen family engagement, build STEM mindsets, and inspire students with joyful and rigorous learning. The ideal candidate is passionate about the power of STEM as a vehicle to unlock the potential for children in this country and is energized to source, secure, and support grantees to drive this work.

Reporting to the Associate Program Director, and managing an Associate, the Portfolio Manager will work collaboratively to refine investment strategy, build and nurture relationships across the out-of-school STEM ecosystem, and support early stage and growth stage ventures, aiming to cost effectively and sustainably scale programs that improve academic and socioemotional outcomes for kids  Given the nature of this work, the Portfolio Manager should expect 10-20 percent of this role to include travel for grantee site visits, conferences, and funder meetings. 

Visit www.overdeck.org for more information. To learn more about our Inspired Minds portfolio, visit the websites of some of our partner organizations: EiE, Learn Fresh, Camp/Club Invention, FIRST, Almost Fun, and Afterschool Alliance

What You’ll Help Us Do: 

  • Design, monitor, and evolve a portfolio strategy: 
    • Lead the development of a coherent portfolio strategy, which evolves from setting ambitious portfolio goals that are grounded in the analysis of evolving market opportunities, trends, and gaps in the education and philanthropic landscapes
    • Define a clear and differentiated position for Overdeck Family Foundation within the portfolio strategy issue area that is grounded in evidence, research, and efficiency of investment
    • Measure, evaluate, and capture lessons from investments to inform strategy iteration and to build strong pattern recognition for how to best provide strategic support to portfolio investments to achieve stated goals
  • Propose investments in early and growth stage nonprofit organizations: 
    • Identify organizations aligned to the portfolio strategy and conduct rigorous diligence on prospective investments that are grounded in the foundation’s investment criteria
    • Form a hypothesis and narrative for each investment to create actionable, written grant recommendations and present these to the Board of Trustees
    • Build a balanced portfolio of investments grounded in the potential of each organization to spur innovation, build evidence, and grow to deliver impact while also ensuring that the overall portfolio realizes ecosystem-level impact with minimized risk
  • Provide strategic support to grantees: 
    • Serve as a strategic advisor to grantees by developing a strong and trusting partnership—inclusive of providing support, coaching and/or taking on board roles when appropriate—to help grantees understand their organizational needs and achieve their vision for impact
    • As a credible and valuable partner to grantee organizations, manage and prioritize allocation of strategic supports in service of grantee and portfolio goals, grounded in an understanding of the holistic needs of individual grantees and the portfolio, including direct supports, third-party supports, and portfolio-wide learning experiences 
    • Knowledgable in program or product evaluation and can both understand and advise on an organization’s ability to be cost-effective, scalable, impactful, and sustainable
  • Influence the field: 
    • Build momentum for positive change related to the portfolio strategy by proactively developing relationships with influential stakeholders
    • Develop and maintain an extensive and diverse network of partnerships across nonprofit, philanthropic, public, and private sectors to advance the mission and goals of the portfolio grantees
    • Partner effectively with peer funders to build awareness of the Foundation’s strategy, identify ways to support each other, and elevate promising grantees to attract additional funding
    • Build awareness of the portfolio strategy and learnings while elevating and amplifying high-performing grantees through strategic public engagement and thought leadership, including speaking at conferences, hosting and participating in key meetings, and engaging in thought leadership writing 
  • Manage and coach Associate: 
    • Support Associate to identify a pipeline of prospective investment opportunities and conduct due diligence of those opportunities against Foundation investment criteria
    • Collaborate with Associate to create their professional development plan; regularly revisit progress on growth by taking an active and supportive coaching role to ensure Associate has a clear path to recognize and expand their strengths, while also addressing opportunities to improve
    • Support Associate to navigate obstacles using effective problem solving, as well as discussing and identifying connections, networks and/or opportunities to advance portfolio or grantee goals
    • Engage in joint decision making around grantmaking, including measurement, reporting, and monitoring targets

Who You Are:

An outcomes-oriented strategist who is able to synthesize information to arrive at an evidence-based approach to making investments and supporting grantees. You have experience with early stage and growth stage organizations and understand the challenges they face as they clarify and scale their models. You can build deep relationships across grantees, understand their challenges, observe patterns of need, and build and nurture meaningful and efficient supports to help them succeed. You are analytically natured, curious, and learning oriented. You leverage data and evidence to drive strategic decisions around investments and portfolio support in service of goals. You are comfortable with ambiguity—confidently exploring your hypotheses while remaining flexible and viewing learning from failure as a path to success. 

An authentic and empathetic leader who builds deep and candid relationships with ease. You possess a strong presence and gravitas and can clearly communicate a message tailored to your audience. You build trusting relationships internally and externally because you are authentically you and you value candor and kindness in your interactions. You operate with a high level of self-awareness, humility, and emotional intelligence and you value the same in your colleagues. You engage in conflict confidently and with kindness and navigate tensions by seeking understanding and valuing multiple perspectives. You are able to hold and honor values and perspectives that are different from your own.

Someone who understands STEM education sector. You understand and have developed relationships within the relevant ecosystems and can serve as a credible advisor to organizations. You are familiar with current trends, emerging issues, policy interventions, and innovations focused on joyful and rigorous learning opportunities beyond school hours. You understand product market fit, business/revenue models, and scale and distribution channels specific to work outside and adjacent to the K-12 school system. You are able to evaluate an education intervention to understand if it is cost-effective, scalable, impactful, sustainable, and grounded in educator and student needs.

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

Someone who is comfortable in a fast-paced, entrepreneurial environment. You can successfully manage numerous priorities and projects. You are excited about working in an environment where complex problems are being considered and can proactively develop creative solutions. You value innovation and can see potential in new ideas and bring them to life. 

What You’ve Done:

Required experience:

  • Bachelor’s degree
  • Minimum of 10 years of work experience, including time spent leading teams to deliver results in or adjacent to early and/or growth stage organizations
  • Direct experience and content expertise in STEM education or STEM related focus within a youth development, nonprofit management, philanthropy, or research or policy role or organization
  • Demonstrated experience growing an organization, including formulating and executing strategy, identifying challenges, and implementing solutions
  • Demonstrated strength in quantitative analysis and data-driven decision making
  • Demonstrated management experience, focused on staff development and growth

Preferred experience:

  • Master’s degree in relevant field of education, policy, business, law, statistics, math, science, nonprofit management, or engineering
  • Venture philanthropy experience supporting organizational growth and development through informal and formal support (i.e. grants, board experience, consulting, providing capacity-building support)
  • Experience conducting cost benefit analysis and/or cost effectiveness analysis

How to Apply:

Overdeck Family Foundation is partnering with RCG Talent Solutions to find our next Portfolio Manager, Inspired Minds. Please follow this link to submit your application and direct all questions to openroles@rcgtalent.com.

Working at Overdeck Family Foundation:
Overdeck Family Foundation is committed to providing a total rewards package (both base salary and benefits) that is competitive within the philanthropic sector. The base pay for this role is anticipated to be between $112,500 and $165,000. The anticipated base pay range is based on information as of the time this post was generated. Actual compensation for successful candidates will be carefully determined based on a number of factors, including their skills, qualifications, and relevant work experience. Additionally, employees are eligible for a discretionary annual performance bonus.

We offer competitive core benefits, including fully paid medical and dental insurance premiums for employees and dependents, competitive 401(k) match, $3,000 annual professional development funds, tuition reimbursement, generous vacation time, unlimited sick days, and employer-paid life and disability insurance. Overdeck Family Foundation requires all employees to live within a commutable distance from the office in the SoHo neighborhood of New York City. Each week, employees must work in the office on Tuesdays and additional “team days” for collaboration, with the option to work remotely on all other days. Perks of being in the office include on-site gyms with laundry service, wellness classes, snacks, and a casual dress code in our beautiful office in SoHo.

Equal Opportunity Employer:
Overdeck Family Foundation is dedicated to the work of unlocking every child’s potential. We are committed to creating a workplace where employees thrive both personally and professionally. We also believe our employees should reflect the rich diversity of the children in the education system we aim to support—in race, gender, age, culture, and beliefs—and we support this diversity through all of our employment practices.

All applicants and employees who are drawn to serve our mission will enjoy equality of opportunity and fair treatment without regard to race, color, age, religion, pregnancy, sex, sexual orientation, disability, gender identity, gender expression, national origin, genetic information, veteran status, marital status, and prior protected activity.

Comments Off on Teaching Jobs (Various)

Teaching Jobs (Various)

Posted by | March 20, 2023 |

The Academy for Careers in Television and Film (TvF) is a Career & Technical Education high school that opened in 2008 in Long Island City, Queens. While TvF is non­selective in its admissions, the school has a deeply rooted commitment to providing all its students with an engaging and high quality educational experience comparable to the most selective programs throughout New York City. Since graduating its first cohort in June 2012, TvF has maintained a graduation rate of 95% or higher every year. TvF greatly values its faculty and staff, who are always supported in strengthening their practice and skills and to grow into leadership roles within the school. Read more about the school and the school’s team at www.actvf.org

 

TvF is seeking the following to join our team for the 2023-2024 school year:

  • English Language Arts
  • Foreign Language- French
  • Mathematics
  • Production/CTE Teacher
  • Science – Physics
  • Social Studies
  • Special Needs Teacher

 

Qualifications:

  • NYS certification (or in process of reciprocity)
  • Background in relevant content area 
  • Develop differentiated lesson plans that ensure the mastery of state learning standards
  • Continuously refine teaching methodologies to meet the needs of all students
  • Effective interpersonal communication skills when working with colleagues, parents, and students
  • Ability to incorporate hands-on and cooperative learning activities.

Interested candidates should send a resume and cover letter to employment@actvf.org.

HOW TO APPLY

Email employment@actvf.org or visit http://actvf.org/Contact.html

Comments Off on Faculty, BEAM Discovery

Faculty, BEAM Discovery

Posted by | March 17, 2023 |

This summer, be part of a transformative experience for students from low-income and historically marginalized communities with exceptional potential in math.

Bridge to Enter Advanced Mathematics (BEAM), a project of the Art of Problem Solving Initiative, Inc., is seeking enthusiastic mathematics instructors for a 5 week long summer day camp. Faculty teach at least one course of their own design (pre-packaged courses designed by BEAM are available to teach as a second course if desired) to curious middle school students from low-income and historically marginalized communities and help us to build a community of math-lovers. Ideal Faculty candidates are middle school and high school teachers interested in enrichment math. We also welcome applications from college or university professors with strong teaching backgrounds. Junior faculty positions are also available for graduate students and early career teachers.

 

Covid-19 Note:  While our intention is to hold our programs in person, we reserve the right to hold our programs virtually for the Summer of 2023 depending on community spread of COVID-19. We will continue to monitor the situation and give updates as needed. All employees that work in-person at Summer Away sites must be fully vaccinated against COVID-19 prior to their first day of work  as a term and condition of employment at BEAM.  In addition to being fully vaccinated, BEAM requires all eligible employees to receive a booster. Proof of vaccination will be required.

For more information, please review our Safety Policies.

 

What You’ll Do:

As a Faculty member, you are a key component of the structure of our program. It is important to us that students are presented with challenging mathematical topics and that they are at the center of the math that happens in the classroom.  Our students are inquisitive and enjoy working hands-on, discovering deep mathematics to grow as mathematicians. In a BEAM classroom, students work to discover patterns, connect with each other over their discoveries, make conjectures, and share arguments in favor of or against those conjectures with classmates and their instructor. You’ll support that by:

  • Teaching interesting mathematics courses to engaged middle school students. Full-time faculty members teach two 5-week courses that run concurrently (one in the morning, one in the afternoon) and have two sections each. Part-time faculty members teach just one 5-week course with two sections (both in either the morning or the afternoon). Courses at BEAM Discovery can be:
    • Logical Reasoning introduces logical reasoning including deductive logic, case analysis, working methodically, and proof by contradiction
    • Math Fundamentals leads students to understand mathematics from school (especially foundation, elementary topics) on a deeper, more conceptual level
    • Creative Problem Solving exposes students to problems that require creativity, often through math contest problems (or topics that appear often in middle school math contests)
    • Applied Math introduces students to applications of math, such as programming, astronomy, mathematical biology (such as predator and prey models, or genetics), or estimation and Fermi problems
  • Preparing class materials that allow students to do mathematics (rather than hear about mathematics)
  • Leading classes designed to provoke student curiosity and inquiry; ideally, this would be done via activities built to allow students to explore/develop the math directly through their work (as opposed to copying examples and applying them) and where students are given time and space to  productively struggle and to get through that struggle
  • Supporting student learning, growth, and love of mathematics by fostering positive relationships and being an engaged member of the community during camp activities, such as working with students during Open Math Time, judging Relays,  and/or (optionally) eating lunch with students
  • Attending staff meetings (typically 1-2 times a week) that include time for building community amongst summer staff, engaging in professional development, and aligning on upcoming priorities

BEAM Discovery is a day camp, so it isn’t necessarily a typical teaching job, but we think that’s one of the great things about working with us! Our faculty teach courses they are passionate about and our students have the ability to choose which classes they take: this fosters a strong, positive relationship between enthusiastic learners and faculty who get to share their love of mathematics with them each day.

Who You Are:

Strong candidates will work well on a close-knit team and will be able to bring unique curriculum perspectives to the program. Experience with mathematics curriculum design for middle school audiences, with students from low-income or historically marginalized backgrounds or at Title 1 schools, and with other extracurricular outreach programs (such as math summer programs or math circles, MATHCOUNTS, programming workshops, or similar) are all beneficial. We will provide mentorship, textbooks, and other resources as needed. Beyond the classroom, we expect that faculty will create a fun and inclusive community with the students.

We’re interested in hiring people who are committed to growth. Faculty often return to work with us for multiple summers, and the feedback we get is that working for us allows them to identify and tackle growth opportunities that translate to their year-round jobs. We believe that we have as much to learn from our students as they do from us!

 

Details:

Location: BEAM Discovery’s Los Angeles campus is in the Pico-Union/Koreatown area. The exact names of the campus location will be provided later.

Program dates:

  • The LA dates will be June 20 – August 1, 2023*
  • The NYC dates will be June 30 – August 15, 2023 (with July 3-4 off)*

* These dates are inclusive of the 5-week camp as well as pre-camp training and set-up and post-camp wrap-up. During this period, you would work Mondays – Fridays.

Compensation: $5,670 for Faculty for the time that the program runs. Part time positions are available and paid hourly with an expected compensation rate of around $3360. We do have a Senior Faculty position with $7,350 compensation for candidates who have grown with us over multiple summers or are exceptionally strong fits for the role. Eligibility for the Senior Faculty position will be assessed during the Faculty hiring process.

Applicants must be authorized to work for any employer in the US. We are unable to sponsor or take over sponsorship of employment Visa at this time. International graduate students able to obtain CPT or OPT are welcome to apply.

 

Application Process and Deadline:

The initial step is to submit your application, including resumé and responses to a few short application questions, via our online portal. When your application is complete, we will follow up with next steps.

Next steps in our process will include submitting a course proposal that outlines the objectives and a sample lesson from a course you would like to teach at BEAM this summer.  We believe in the importance of demonstrated ability and providing opportunities that allow candidates to demonstrate relevant skills for the role throughout our process. For more specifics on what we’re looking for in this next stage, you can refer to this document. The final step of our process is a final interview with the hiring lead for Faculty positions.

We are still accepting applications for BEAM Discovery positions! We will review applications on a rolling basis until all positions are full.

 

For more information and the application, contact us at emily@beammath.org or visit our website at www.beammath.org/beam-discovery-faculty-info. For information on working at our residential summer camps, check out our BEAM Summer Away postings!

Comments Off on Director of Academics

Director of Academics

Posted by | March 16, 2023 |

Bronx Lacrosse is a year-round sports-based youth development program. Our mission is to improve educational opportunities and life outcomes for underserved middle and high school students in the Bronx. We use lacrosse to build community and invest students in school. Our winning mix of academic, athletic, and social-emotional services set students on the path toward college admission and post-secondary success.

The Director of Academics will oversee all of Bronx Lacrosse’s academic programming, including algebra-readiness tutoring, literacy tutoring, and high school and college application support. The ideal candidate is a passionate educator with a commitment to equity, experiencing leading adults, and appreciation for the value of high-level athletics and after-school programming.

 

Responsibilities

  • Oversee Bronx Lacrosse’s academic programming to ensure our student-athletes thrive
  • Recruit, onboard, train, and supervise a robust corps of part-time tutors
  • Create and maintain daily schedule of tutors across several programming sites
  • Maintain an academic data dashboard and use it to drive programmatic improvements
  • Facilitate regular staff-wide data meetings
  • Plan and execute relevant professional development for both full-time program directors and part-time tutors
  • Revise Algebra-Readiness curriculum to keep content current and compelling
  • Oversee Amplify Literacy Tutoring program
  • Oversee high school application and academic support
  • Collect quarterly report cards from partner schools and action plan with staff based on this data
  • Collaborate with staff at partner schools to support the academic needs of participants
  • Observe academic programming at all sites to provide real-time support to program directors and coaching to tutors
  • Support other Bronx Lacrosse programming as needed, some weekends included

Qualifications

  • 3+ years teaching experience (middle school math preferred)
  • Bachelor’s Degree (in education or related field preferred)
  • Facility with data and a results orientation
  • Belief in the power of organized sports for youth development (lacrosse experience preferred)
  • Spanish language proficiency preferred
  • Excellent organizational skills and attention to detail
  • Strong verbal and written communication skills

Salary and Benefits: $75,000-$80,000 salary range, full benefits package including health and dental insurance and 401k match

 

Comments Off on Education Budget and Policy Analyst

Education Budget and Policy Analyst

Posted by | March 14, 2023 |

The New York City Independent Budget Office (IBO), a nonpartisan city agency, is seeking an experienced and self-motivated budget and policy analyst to join our public education team. The City Charter and State Education Law directs the IBO to provide analyses and issue public reports on the city’s public education budget, policy, and outcomes and to enhance official and public understanding of such matters.

A successful candidate for this position will evidence a deep understanding of public budgeting and finance as well as awareness of the range of issues related to public education in an urban setting. Experience with analysis of the New York City budget and federal or New York State funding streams for education, and knowledge of the New York City Department of Education budget or budgeting processes, or the city’s Financial Management System, are definite pluses. The successful candidate will also demonstrate strong awareness of the relationship between budgeting and policy.

Qualifications:

Candidates should be detail-oriented, analytic, demonstrate skills necessary to work with large data bases of individual and school level data, and have experience with public budgeting systems. Candidates should have experience in quantitative research and rigorous policy analysis, demonstrate strong writing skills to convey complex content clearly and simply for a wide range of audiences, and be able to manage multiple projects simultaneously. Commitment to impartial and independent research is essential. Ability to take initiative and meet deadlines is critical, as is the ability to work as part of a multi-disciplinary team. Experience with SAS, R, or similar statistical package is a plus.

A graduate degree in public policy, administration, economics, or a related area of social science research, along with two to five years of experience, is preferred; equivalent work experience may substitute.

Salary range: $70,000-$85,000, depending upon experience.

Other Information:

New York City residency must be established within 90 days of appointment and is required for the first two years of city service, after which employees may reside in Nassau, Orange, Putnam, Rockland, Suffolk, or Westchester Counties. You must be legally eligible to work in the United States.

The City of New York is an inclusive equal opportunity employer committed to recruiting and retaining a diverse workforce and providing a work environment that is free from discrimination and harassment based upon any legally protected status or protected characteristic, including but not limited to an individual’s sex, race, color, ethnicity, national origin, age, religion, disability, sexual orientation, veteran status, gender identity, or pregnancy.

As a current or prospective employee of the City of New York, you may be eligible for federal loan forgiveness programs and state repayment assistance programs. Please review the notice to see if you may be eligible for programs and how to apply at nyc.gov/studentloans.

IBO allows for hybrid work schedules.

Comments Off on Job Fair- Wednesday March 22nd- Same Day Hiring Decisions

Job Fair- Wednesday March 22nd- Same Day Hiring Decisions

Posted by | March 13, 2023 |

VOICE CHARTER SCHOOL IS HOSTING A JOB FAIR
WE ARE HIRING!
WEDNESDAY, MARCH 22, 2023
 
ARRIVAL AT 7:30AM
LUNCH WILL BE SERVED 
Calling all past, present and future educators- are you looking for your next teaching opportunity?
VOICE is inviting you to our Speed Hiring Day! Come to the school and…
  • Perform a demo
  • Interview with our hiring committee
  • Receive a decision on your candidacy
  • All on the same day!
Guaranteed same-day decision
RSVP by emailing your resume to our Selection Committee at Opportunities@voicecharterschool.org
36-24 12th street
Long Island City, NY 11106
Comments Off on Senior Recruitment and Selection Manager

Senior Recruitment and Selection Manager

Posted by | March 9, 2023 |

Originally founded in 1991 as Harlem RBI, DREAM has grown to annually serve more than 2,500 youth across East Harlem and the South Bronx through a network of six PreK-12, extended-day, extended-year DREAM Charter Schools and community sports-based youth development programs. Through our commitment to rigorous academics, social-emotional learning, deep family and community engagement, and health and wellness, we create lifelong learners who are equipped to fulfill their vision of success in and out of the classroom. We dream big, as well, with an aggressive five-year plan to expand to serve 3,500 students across seven schools—growing our organization’s impact and leveling the playing field for all children. To learn more, visit wearedream.org.
Reporting to the Director of Recruitment and Selection, the Senior Recruitment and Selection Manager manages the selection process and life cycle of a portfolio of candidates for network, school-based leader, and teacher roles, ensuring that candidates receive an exceptional experience from application through onboarding, and DREAM hires top talent with a diversity and equity lens. This is an exciting opportunity for someone who is passionate about ensuring that we fulfill our mission for students and families by working strategically and tirelessly to hire the right people as quickly as possible across our schools and network.

Responsibilities:

    • Develop and execute on the outreach strategy for a portfolio of teacher, school leader, and network roles;
    • Manage the selection of exceptional candidates through all stages of DREAM’s interview process for roles in portfolio;
    • Develop and execute on recruitment and selection strategies;
    • Recommend, create, and consistently utilize systems to guide and track the effectiveness and efficiency of recruitment and selection strategies, in partnership with the talent operations team;
    • Assist in the refinement of selection guidelines, tools, and processes to ensure that all teams are equipped with the necessary resources to hire top candidates (including drafting selection processes as needed), with a diversity and equity lens;
    • Build and maintain relationships with candidates throughout the full hiring cycle, and strategically manage candidate relationships to ensure high offer acceptance rates;
    • Create and manage strong partnerships with hiring managers and serve as a strategic partner in selecting the best possible talent for their teams, including advising on job descriptions, candidate profile, and selection processes;
    • Create deep alignment with hiring managers to plan and lead recruiting efforts to ensure high offer rates, and collaborate to ensure high offer acceptance rates;
    • Analyze recruitment metrics and feedback from hiring managers to advise on improvements to recruitment and selection processes;
    • Develop and execute on talent outreach strategies to develop high-quality and diverse candidate pools for current and anticipated openings;
    • May provide functional guidance, advice and/or training to new team members;
    • Represent DREAM at public engagements, networking events, conferences, job fairs, and meetings, communicating compellingly about DREAM’s mission and model, and serve as a model ambassador for DREAM as a great place to work.

Qualifications:

    • Bachelor’s degree required;
    • Teaching and leadership experience, particularly at high-performing charter schools, strongly preferred;
    • A minimum of 2 years of experience recruiting for a nonprofit or charter school network organization, preferred;
    • Excellent critical thinking skills, including the ability to connect the dots to anticipate and solve for challenges
    • Superior organizational skills and attention to detail;
    • Ability to work in a fast-paced environment and effectively manage multiple projects and priorities simultaneously;
    • High standards for quality of work and a desire to improve continuously;
    • Ability to develop strong relationships and authentically connect with candidates, prospects, and colleagues;
    • Superior written and verbal communication skills;
    • Eagerness to work collaboratively to solve problems;
    • A deep commitment to DREAM, including the ability and desire to serve as the organization’s ambassador, including a commitment to talent practices that ensure diversity, equity, and inclusion.

Compensation

    • DREAM offers a competitive salary commensurate with relevant experience with the potential for an annual performance-based increase. The incoming salary range for this position is $80,000 to $90,000. New hires are typically brought into the organization at a salary closer to the start of the range depending on qualifications and internal equity. All staff are eligible for annual performance-based increases. Because we value staff tenure in each role, we do not currently cap salary ranges.
    • We offer a comprehensive benefits plan, covering the majority of the employee premium for medical plans and subsidizing the majority of costs for a spouse/domestic partner and children. Other benefits include dental and vision plans, disability, life insurance, parenting benefits, flexible spending account options, generous vacation time and paid holidays, referral bonuses, professional development, an employee assistance program (EAP) and a 403(b) plan with employer matching up to 4%.
DREAM’s VACCINATION POLICY
DREAM requires vaccination against COVID-19 for all employees.  Reasonable Accommodations based on a qualifying disability or sincerely held religious belief are being considered in accordance with applicable law.
OUR COMMITMENT TO DIVERSITY, EQUITY, AND INCLUSION 
At DREAM, diversity, equity, and inclusion are a matter of mission.
From our schools to our playing fields, DREAM is committed to building a team where each individual can bring their full identity and experience to work because representation matters—it enriches our team culture, enhances our ability to innovate, and strengthens our impact in and out of the classroom. DREAM engages staff that represent and appreciate the diversity of our majority Black and Hispanic student body, while working to ensure that our practices are equitable, welcoming, and productive. We are dedicated to creating a world where youth, especially youth of color, have permission to dream—along with the tools and opportunities to make their dreams reality.
Come dream with us.
DREAM MAXIMS
All Kids Can. This Kid Can.
DREAM is Family.
Fun is a Serious Value.
Teamwork Makes the DREAM Work.
Fail. Persist. Exceed.
DREAM Big.
Comments Off on Community Roots Charter School, K-8 Teaching Position 2023-2024

Community Roots Charter School, K-8 Teaching Position 2023-2024

Posted by | March 8, 2023 |

About the Position:

We are looking for K-8 classroom teachers with certification in elementary school, secondary school content area certification (Art, Humanities, Math, Science, Performing Arts, Physical Education, and Spanish) and special education for the upcoming 2023-2024 school year. Community Roots offers Integrated Co-Taught (ICT) classes for all K-5 classrooms and all 6-8 grade core content areas.

 

About Us:

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

 

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

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

 

Benefits and Compensation:

  • CRCS’ salary scale for 2022-23 ranges from $63,648.00 to $118,681.80.  
  • 403b employer match of retirement contributions 
  • Single and family dental, vision, and health care
  • Pre-tax commuter benefits
  • Available funding for professional development opportunities
  • Community of teachers and staff who are driven, compassionate and supportive

 

Qualifications:

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

 

Community Roots seeks individuals who:

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

 

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TEACHER CAREER FAIR

Posted by | March 8, 2023 |

Join our Career Fair – Saturday, March 25, 2023

10:00am to 3:00pm
199 Water Street, New York NY 10035

REGISTER HERE –> by March 20th! https://tinyurl.com/blaccfair

Black Latinx Asian Charter Collaborative will launch its first Career
Fair on Saturday, March 25, 2023 from 10am to 3pm. The first 100 registrants will have the opportunity to participate in the free professional development workshop “Finding Your Why” led by Andrea
Ellis.

About BLACC
Black Latinx Asian Charter Collaborative (BLACC) is a nonprofit organization dedicated to elevating charter schools founded and led by people of color in New York. We represent educators and stakeholders who believe that community-based schools founded by leaders of color are powerful vehicles for change and progress. We currently have schools in the Bronx, Brooklyn, Queens, Manhattan, Westchester and
Buffalo.

What positions are available?

Teachers – All subjects K-12, Special Education, English Language Learners, Interventionist

Student Support – Guidance Counselor, Social Workers, Deans

Leadership – Principal, Assistant Principal, Instructional Director

Non-Instructional – School Operations, Finance, Development, Communications

How do I attend?

The Career Fair will be held at 199 Water Street, New York NY 10035.
You must register by March 15th to attend. Please visit https://tinyurl.com/blaccfair to reserve your space today.

What Schools Are Participating?

American Dream Charter School – Bronx

Capital Prep – Bronx, Manhattan

Charter School of Educational Excellence – Yonkers

Coney Island Prep – Brooklyn

Ember Charter School – Brooklyn

Forte Prep – Queens

International Leadership Charter High School – Bronx

Lamad Academy Charter School – Brooklyn

Merrick Academy – Queens Public Charter School – Queens

Public Preparatory Network – Bronx

Rochdale Early Advantage Charter School – Queens

Sisulu-Walker Charter School of Harlem – Manhattan

Summit Academy Charter School – Brooklyn

WHIN Music Community Charter School – Manhattan

Job Type: Full-time

Salary: $60,000.00 – $150,000.00 per year

 

Comments Off on Executive Director

Executive Director

Posted by | March 6, 2023 |

Background:
The Salvadori Center is a leading educational nonprofit with a mission to teach STEAM – science, technology, engineering, arts/architecture, and math to – K-12 students primarily in under-resourced communities. Since 1987, the Salvadori Center has provided students opportunities to see and understand how science, technology, engineering, arts/architecture, and math are all around them and relevant to their lives.  Salvadori’s numerous in-school and after-school programs engage students through collaborative learning using a project-based, hands-on approach that is tied to the built environment – buildings, bridges, parks, communities – that students see every day. In addition to providing direct services to students, Salvadori has a diverse earned income stream that includes teacher professional development, community programs, publications, independent learning kits, and corporate engagement programs that build community relationships through educational programs.

The Salvadori Center has expanded its reach from the five boroughs of New York City to include eastern New Jersey and northeastern Pennsylvania. Last year, Salvadori provided programs to 10,586 students in 370 classrooms through 4,340 sessions, in 117 sites, for 112,598 student impact hours across. The variety of multi-day in-school, after-school, and summer programs provides students with the essential skills they need to succeed in school, college and in their careers: collaboration, critical thinking, creativity, and communication. Salvadori Center engages students’ imagination, expands self-esteem, improves academic performance, and broadens their vision of the world and their future in it.

The Position:
After a highly successful tenure, the current Executive Director is stepping down. The Salvadori Center is seeking an experienced and accomplished Executive Director to lead the organization in its next phase of growth and development. Reporting to the Board of Directors, and with the support of the senior management team, the Executive Director will work to set organizational priorities, fundraising targets, and develop and articulate Salvadori’s vision going forward, translating its mission into programs and outcomes that positively impact the students it serves. The Executive Director will be savvy about all aspects of managing a nonprofit, including operations, program design and implementation, staff development, fundraising, and fiscal management ensuring that resources are used cost-effectively while remaining agile to evolving business needs.

The ideal candidate will have the ability to cultivate relationships with a wide variety of internal and external stakeholders including corporate, community and government leaders. This individual will have strong interpersonal skills, excellent written and oral communication skills, a hands-on management style, be approachable and open to new ideas, and an active and engaged problem-solver. The successful candidate must be able to work independently as well as collaboratively in a supportive and direct manner with a minimum of ego.

Responsibilities: 

  • Leadership: Serve as the face and voice of the organization; set the mission, vision and direction of Salvadori making sure it is in-line with educational needs; direct the operations of the organization, including the management and efficiency of its day-to-day workings, as well as administrative policies and procedures.
  • Management: Oversee all staffing-related matters including recruitment, hiring, and development; support staff morale; ensure clear communication; designate responsibilities as necessary; provide leadership for staff promoting a culture of collaboration, openness and inclusiveness that reflects the values and importance of DEI, and a management structure that is flexible and responsive to changing conditions.
  • Board Relations: Cultivate relationships with the active and engaged Board; provide timely and regular communications; meet with individual Board Members targeting their interests and involvement; manage Board expectations; work towards diversification of the Board.
  • Financial Management: Maintain strong financial oversight; in conjunction with Board help prepare and monitor the annual budget; review and oversee all budgets and financial decisions; review monthly and quarterly reports and make adjustments as needed; meet with Finance Committee; work closely with the Board of Directors to ensure compliance and sound fiscal practice.
  • Programs and Pedagogical Practice: Oversee pedagogical practice; conduct site visits to schools; meet with principals and other school personnel; evaluate and initiate program design; oversee implementation; review reports from the Education Director and teaching staff; redesign as necessary with feedback from staff and clients; liaise with outside evaluator; follow relevant program and legislative development at all levels.
  • Fundraising: Maintain existing and establish new public and private fundraising sources; build and maintain relationships with key funders including face-to-face meetings; help coordinate the annual benefit.
  • Communications: Outreach to increase public awareness of and promote the Salvadori’s mission and programs; represent Salvadori on various bodies, committees and councils;  disseminate Salvadori’s work via speaking engagements, conference attendance and presentations, in publications with articles and Letters to the Editor, and in other media-related items that promote the work of Salvadori.

Qualifications:

  • Master’s degree from an accredited college or university in a related field, preferred
  • Senior management experience in a not-for-profit organization; experience in STEAM, teaching, school administration, developing and managing school-based, after-school or professional development programs, a plus
  • Ability to provide visionary and credible leadership and advocacy for the Salvadori Center to ensure its continued excellence and the provision of quality programs
  • Solid experience working with and supporting a Board of Directors, including board development
  • Strong organizational skills and poise under pressure; flexible, able to focus, prioritize and implement, as well as address and solve problems/issues as they arise
  • Ability to work collaboratively with staff, fostering collegiality and a positive work culture that is respectful of different backgrounds, professional skills, and perspectives
  • Proven track record in fundraising, comfortable in seeking and asking for individual and major gifts, able to identify new sources of funding
  • Strong financial and operational acumen to grow and maintain a financially stable and sustainable organization including budget preparation, analysis, decision-making and reporting
  • Exceptional oral and written communications abilities, including persuasive presentation skills for diverse audiences

For more information about the Salvadori Center, please visit their website at www.salvadori.org

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

The annual salary for this position is $175,000+ depending on experience.
Salvadori Center offers an excellent benefits package including no-cost health insurance, 5% no-match required contribution to a 403b plan, as well as generous holiday and vacation pay.

Comments Off on Director of Partnership Development

Director of Partnership Development

Posted by | February 28, 2023 |

Overview

Youth Communication (YC) is growing and seeking a dynamic and experienced Director of Partnership Development to deepen YC’s impact and develop partnerships with schools, districts, government agencies, and community-based youth programs. YC provides curricula and professional development based on true stories written by teens. Our programs enable schools and other youth-serving organizations to create supportive, culturally responsive learning communities. We are committed to teens of color and other young adults whose voices need to be heard.

The Director of Partnership Development will be responsible for building deep and broad relationships with school leaders and other decision-makers. The position requires knowledge of (and the ability to discover) school and agency funding streams and curriculum adoption timelines. It also requires the ability to build relationships with decision-makers at the school, agency, and district levels.

As an ideal candidate for this position, you are energetic, entrepreneurial, highly self-directed, and hands-on, with a proven track record of securing customers and closing sales. You possess strong relationship building skills, the capacity to establish a strong rapport with YC’s existing partners, and a deep passion for YC’s mission to amplify youth voice.

Given the complex nature of the curriculum adoption and professional development purchasing process, this job will require frequent virtual and in person meetings with principals and district staff both in NYC and nationwide. Occasional regional and national travel may also be required. They will also work closely with our Executive Director, Managing Director of External Relations, Marketing Director, and the YC education team to identify potential school partners and funding sources, determine their needs and how YC’s programs and services can meet them, and enlist them in supporting or purchasing YC programs.

Youth Communication is pursuing ambitious growth goals for our culturally responsive, social and emotional learning programs. Over the next three years, we aim to scale our programs across New York City public schools and build roads to expansion across the country. This role is a crucial element of that plan. The Director of Partnership Development must be agile and ready to adapt to these new opportunities for growth.

YC is operating with a hybrid model, with an expectation of at least two days of in-person work a week.

About Youth Communication

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

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

Youth Communication currently has a $1.9M+ operating budget, with 90% funded through philanthropic support and 10% through earned income from our PD services. This year, our goal is to secure $400K in earned income.

The ideal candidate will be both highly collaborative and self-directed. We are looking for a teammate who brings an outcomes-oriented approach to providing solutions that authentically center youth voice and lead to the creation of safer, more supportive, and inclusive schools and communities.

The Director of Partnership Development will be expected to fully engage in Youth Communication’s diversity, equity, and inclusion work. This will include regularly reflecting on their own intersectional identities, infusing their own work with an equity mindset, and holding themselves and their colleagues accountable.

 

Responsibilities

Sales (65%)

  • Identify and cultivate new potential partners among schools, school districts, community-based organizations (CBOs), and government agencies for YC’s professional development services and curricula.
  • Research relevant sources of public funding and identify potential customers for cultivation.
  • Cultivate relationships with existing partners and maintain those relationships through a high level of service and professional empathy.
  • Research and identify third-party payers (e.g foundations or intermediary organizations), that recognize the value in YC’s programs and services.
  • Meet or exceed annual revenue goals. This year, that goal is $400,000.
  • Secure payment commitments, manage invoicing, and draft contracts.
  • Ensure maintenance of accurate records of sales and prospecting activities in Salesforce (CRM), tracking sales goals on a monthly, quarterly, and annual basis.

Marketing Collaboration (20%)

  • Represent YC to the public in meetings and speaking engagements, marketing our revenue-generating services.
  • Collaborate with both Marketing and Education on sales-specific external communications opportunities as well as YC’s convention strategy–seeking to attend at least three conferences each year with the purpose of generating leads.
  • Work collaboratively and creatively with YC’s marketing and communication staff to create and disseminate messages that convey the value of our programs and services— via YC’s websites, social media, brochures, and other collateral.

Program Collaboration (15%)

  • Collaborate with YC program directors to:
    • ensure that program services are aligned with sales and organizational goals;
    • identify new customer needs to inform curriculum development and training services that are aligned with our strategic direction.
  • Assess reports from program evaluations and customer testimonials and integrate them into sales efforts.

 

Qualifications

  • Passionate about YC’s mission to elevate the power of youth voice to improve the lives of youth in New York City and beyond, particularly teens of color and other young adults whose voices need to be heard. Able to communicate that passion to school-based staff, district leaders, community-based organization decision-makers, city agency leaders, etc.
  • Sales and marketing experience and track record of closing sales and/or securing revenue and the ability to represent the organization to a wide range of stakeholders and constituencies.
  • Knowledge of the NYC educational and youth development landscape.
  • Knowledge of broad educational trends and the national market for social and emotional programs and services.
  • Familiarity with the complex challenges that educators face in their work to support youth who are the furthest from economic and educational opportunity. Service-minded, supportive, and demonstrates care and empathy for students and teachers.
  • Adaptive, flexible, and highly focused, demonstrating a readiness to support organizational growth.
  • Strong public speaking and presentation skills.
  • Comfortable tracking revenue and managing a pipeline in Salesforce (or comparable CRM).
  • Familiarity with software systems for managing contacts, projects, and revenue-generation activities (e.g. Google Suite, Salesforce, Microsoft Teams, and Zoom).
  • Bachelor’s degree or the equivalent in education and experience.
  • 3-5 years of educational sales or similar experience leading communities of educators and/or equivalent experience working in public education and/or youth development in NYC.

Salary

  • $75,000-$85,000, based on experience.

 

Benefits

  • Youth Communication offers a generous health care plan (paid 85% by the organization); three weeks of paid vacation in the first year, 11 paid holidays, and other benefits. The office operates on a hybrid model with a mix of work-from-home/in-person.
Comments Off on Social Media Specialist

Social Media Specialist

Posted by | February 28, 2023 |

The United Federation of Teachers, the 195,000-member union of New York City public school educators and other professionals, seeks a social media specialist who is committed to public education and the labor movement to join our digital communications team.

You know how to:

  • Create engaging content for major social platforms (Instagram, Twitter, Facebook, LinkedIn)
  • Establish an organization’s message, position and identity in a social media post
  • Edit photos, videos and captions on the go using mobile tools
  • Write compelling and concise captions, tweets and other social media posts using excellent spelling and grammar
  • Use analytics to make recommendations about social media content
  • Communicate clearly and effectively with colleagues who administer social accounts in the organization’s orbit to ensure the organization’s message is consistent across all social accounts and platforms
  • Engage thoughtfully and respectfully on social media while conveying the organization’s message
  • Manage engagement with social posts so questions and misinformation do not go

You’re interested in using social media to:

  • Inform, engage and build community and social action
  • Advocate for workers’ rights, public education and causes that are important to union members
  • Build campaigns for real-world action
  • Convey important and sometimes complex information

Responsibilities

  • Use digital tools to produce, edit, schedule and collaborate on content on Twitter, Instagram, Facebook and LinkedIn as directed by the social media manager. Use approved language and messaging to build this content when the situation calls for it.
  • Help guide and support other UFT staff with union-branded social accounts to ensure that their accounts are posting engaging, accurate and relevant content and that posts on union-wide topics are consistent across channels.
  • Work with the union’s graphic designers to translate ideas into social media
  • Report and create Instagram stories and reels as directed by the social media
  • Respond rapidly but thoughtfully to breaking news and urgent
  • Help manage engagement with post comments when the union posts on sensitive or complex topics by identifying and supporting subject matter experts in the union.
  • Work collaboratively in person and remotely with the broader team that designs and executes social media strategy.
  • Work outside regular work hours as assignments

You have:

  • A Bachelor’s degree
  • 1-3 years of relevant work experience
  • A COVID-19 vaccination
  • An interest in public education, politics and the labor movement
  • A sense of humor

Salary $55,000-$65,000 depending on experience. A defined-benefit pension and other excellent benefits. Equal opportunity employer. In-person work at least three days a week at the union’s lower Manhattan headquarters is required.

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Communications Associate-QSNY

Posted by | February 27, 2023 |

General Description

MISSION

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

QUALITYstarsNY is New York State’s Quality Rating and Improvement System for early childhood education programs in all regulated settings. QUALITYstarsNY exists because early childhood educators across the state deserve support to engage in continuous quality improvement. QUALITYstarsNY provides individualized, comprehensive support to hundreds of early childhood programs across New York State and continues to expand participation. Programs participating in QUALITYstarsNY are rated on a 5-Star scale every three years and are supported with a full complement of resources to improve and sustain their quality – all at no cost to their program.

GENERAL DESCRIPTION

The Communications Associate will support the development and implementation of communications and marketing strategies for QUALITYstarsNY. The Communications Associate will contribute to the creation and distribution of compelling and visually engaging print and digital materials for a range of stakeholders and audiences. The Communications Associate will report directly to the QUALITYstarsNY Communications & Outreach Manager.

Salary range: $50,000 -55,000

DUTIES AND RESPONSIBILITIES

Communications

  • Support the creation and dissemination of digital and print communications and education materials for a wide range of internal and external audiences
  • Ensure consistency of messaging and brand identity for QUALITYstarsNY in materials development and across various platforms
  • Design visually compelling content for a variety of print and digital platforms
  • Create content for QUALITYstarsNY social media channels, manage engagement, and monitor social media metrics to measure success
  • Develop web content, including creating and maintaining webpages and blog posts for the QUALITYstarsNY website
  • Utilize participant and staff testimonials to develop content for the blog and social media that spotlight diverse experiences within the QUALITYstarsNY community
  • Manage email lists and pull data reports for targeted print and email communications campaigns
  • Support strategic planning for communications campaigns and to achieve short- and long-term goals for the QUALITYstarsNY project
  • Support the development of resources and templates to help internal staff communicate effectively on behalf of QUALITYstarsNY
  • Assist with reviewing and editing public-facing content created by internal team members to ensure consistency with current messaging and brand guidelines
  • Assist with onboarding new staff members so they can effectively communicate about QUALITYstarsNY and reinforce the QUALITYstarsNY brand identity in their written and verbal communications
  • Support the development of presentations and reports for internal and external audiences
  • Periodically represent QUALITYstarsNY at conferences and events and deliver presentations about QUALITYstarsNY impact and processes for internal and external audiences

Other Duties

  • Participate in team meetings and strategic planning discussions
  • Assist with editing and creating Help Center articles and current policy and procedure manuals for staff and participants
  • Build and maintain relationships with external vendors and support communications projects with external partners
  • Correspond regularly with staff about important operational matters and updates
  • Provide Institute Leadership with updates about accomplishments and key data as needed
  • Respond to external requests for information about QUALITYstarsNY
  • Perform special projects and other duties as assigned

Qualifications

Minimum Qualifications

  • Bachelor’s degree in Communications

OR

  • Bachelor’s degree in related field with three years relevant experience
  • Excellent oral and written communication skills
  • Excellent organizational skills and attention to detail
  • Experience writing for a variety of audiences from the general public to more specific stakeholders
  • Experience designing visually compelling communications and marketing content
  • Interest in learning new technologies and software for creation and dissemination of digital and print content
  • Ability to distill complex ideas into accessible language and content for various audiences
  • Proficiency in Microsoft Office (Excel, Word, and PowerPoint) design
  • Familiarity with Adobe Creative Suite (InDesign, Adobe Illustrator or Photoshop)
  • Active listener, flexible thinker, team player
  • Flexibility and enthusiasm for multi-tasking and creative problem-solving

Preferred Qualifications

  • Spanish bilingual preferred; at a minimum, the ability to understand and to make one’s self understood to all Spanish speaking individuals
  • Graphic design skills/experience
  • Experience creating and managing website content through a Content Management System (CMS), preferably WordPress
  • Knowledge of basic HTML
  • Experience with development/management of email distribution lists and use of email distribution systems, such as Mailchimp
  • Familiarity or background in the field of early childhood education or a related field

Physical Requirements

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

 

EEO Info (standard language to be included on all job postings)

We are committed to enhancing our diverse academic community by actively encouraging people of all race, color, religion, gender, gender identities or expressions, sexual orientation, national origin, genetics, disabilities, age, or protected veteran status to apply. We take pride in our pluralistic community and continue to seek excellence through diversity and inclusion. The Research Foundation of the City University of New York is an Equal Opportunity/Affirmative Action/Americans with disabilities act/E-Verify employer.

Comments Off on Bard High School Early College Bronx Acting Principal Assigned / Project Director (Bronx, NY)

Bard High School Early College Bronx Acting Principal Assigned / Project Director (Bronx, NY)

Posted by | February 24, 2023 |

Bard High School Early College Bronx Acting Principal Assigned / Project Director

The New York City Department of Education (DOE) seeks experienced DOE educators who can demonstrate sustained success in driving student achievement growth, for a High School principal position.

Led by Chancellor David Banks, the New York City Department of Education (DOE) is committed to creating a system of 1,700 + high-performing schools.

Overview

The Office of School Design aims to create an equitable and effective range of school and program options for students and families in New York City. The office works to identify and develop high quality district schools, dual and bilingual language programs, career and technical education programs, and other specialized programs to meet community need. The core of the work is to create many paths to the same outcome for students: a good education, preparation for college and productive citizenship, and a path to economic security. CSA School Supervisors may apply to serve as Acting Principal Assigned – Project Director.

Acting Principal Assigned / Project Director will lead Bard High School Early College Bronx. The Acting Principal Assigned/Project Director will implement the Bard model, including in the following targeted areas: mission and vision, student and staff recruitment, curriculum development and data-driven instruction, school culture, serving special populations, budget, and finance.

Aligned to the goal of scaling, sustaining and restoring what works, Bard High School Early College Bronx will offer students a high school experience and early college opportunities, leveraging the success of the Bard Network in New York City and beyond.

About the Bard Early Colleges

The Bard Early Colleges (BEC) are founded on the belief that, for many young people, college can and should start at an earlier age. Acting on this belief, Bard Early College enables students to begin serious college study in place of the traditional 11th and 12th grades, at no cost to students or families.

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

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

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

School Support – Implementation

  • Collaborate with Bard stakeholders to create the mission, vision and design for the Bard High School and Early College including:
    • Design scope and sequence, units of study and build a team from the ground up.
    • Create an innovative school model.
    • Model strong organizational skills and distributed leadership to promote team empowerment through collaboration with school stakeholders.
    • Harness the power of student voice, and family and community involvement to ensure that all voices are heard and considered in the day to day life of the school.
    • Provide ongoing support, guidance, feedback, and support to collaborators to ensure high-quality contributions and full engagement. Support leaders’ work in planning deliverables.

Qualification Requirements

Preferred

  • Familiarity with the academic tradition and curricular tenets of the liberal arts and sciences
  • Track record of success at increasing student achievement outcomes in a school
  • Relevant teaching experience, preferably with both college and high school-aged students
  • Relevant leadership experience
  • Experience in and commitment to working with adolescents
  • Experience in data-based decision making and strategic planning around instructional implementation to increase student achievement
  • Engagement in the candidate’s field of study since attainment of doctoral degree
  • Attention to detail, well organized, able to work under pressure, and meet frequent and changing deadlines
  • Sound judgment; skilled with group problem-solving and working with complex concepts in a dynamic setting.
  • Ability to organize facts and present information and figures in a clear, concise, and logical manner, both orally and in writing
  • Very strong organizational and management skills
  • Very strong interpersonal and communication skills
  • Ability to synthesize information from multiple sources and reconcile incongruent data
  • In-depth knowledge of the NYC public school system and the NYC Department of Education
  • Ability to receive constructive feedback and engage in a collaborative and rigorous development of school design
  • Prior success in planning and leading a school
  • Prior success in leading adult team building—being a team leader and teaching others how to lead teams

Anticipated start date: March 1, 2023

Acting Principal Assigned / Project Director will likely become the Interim Acting Principal of the school on July 1, 2023. Appointment to the principal position is subsequently subject to selection through the Chancellor’s C30 Process

To Apply

Submit a resume to newschoolsjobs@schools.nyc.gov by February 28, 2023

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Staff Attorney – Immigrant Students’ Rights

Posted by | February 23, 2023 |

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

AFC seeks a Staff Attorney for its Immigrant Students’ Rights Project (ISRP). ISRP works to protect the education-related rights of underserved immigrant families. Immigrant families face unique obstacles in NYC public schools related to their linguistic and cultural backgrounds.

The Staff Attorney will report directly to ISRP’s Project Director.

RESPONSIBILITIES
The attorney will primarily serve immigrant families of children with special needs and English Language Learners (ELLs).

Responsibilities include:

• Representing parents at special education administrative hearings;

• Participating in school meetings and school visits;

• Assisting families with school related issues such as school enrollment, locating bilingual
programs, and addressing bullying;

 

APPLICATION INSTRUCTIONS
Please e-mail one document that includes a resume and cover letter to ISRPstaffattorney@afcnyc.org with “Staff Attorney – Immigrant Students’ Rights Project” in the subject line. Candidates should highlight why they are interested in this role at AFC and how their experience aligns with the Staff Attorney position, including any personal or professional experience that demonstrates your connection to the populations AFC serves. Due to the high volume of applicants, only complete applications from
qualified candidates will be contacted.

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

COMPENSATION AND BENEFITS
This is a full-time position, with a salary in the $73,000 – $81,000 range, depending on experience, and includes a comprehensive benefits package. AFC’s current compensation package includes medical and dental insurance, with a plan option that covers full payment of medical plan premiums for staff and their qualified dependents. AFC has generous time-off policies that include 10 federal holidays, office closure between Christmas and New Year’s Day, and 15 vacation days and 15 paid time off days in the first year of employment. AFC also offers a 403(b) plan with a fully vested employer match and coverage of the premium cost of life insurance and long- and short-term disability insurance.

OTHER INFORMATION
Currently, all AFC positions are expected to work at least 2 days a week in the office and remotely on the remaining days. COVID vaccination is required prior to the first day of employment.

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

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

• Providing know-your-rights trainings to families, community organizations, and service providers;

• Supporting ongoing policy advocacy efforts focusing on ELLs, immigrant students, and access to translation and interpretation services in schools;

• Researching and conducting outreach to organizations that provide services to immigrant
communities; and

• Drafting and updating informational materials for immigrant parents;

MINIMUM QUALIFICATIONS
• Law degree required and admission to the NYS bar preferred;

• 0-4 years of legal experience required;

• Spanish language fluency required;

• Ability to effectively engage across cultures, identities, and ethnicities, particularly Latinx and immigrant families;

• Strong presentation skills and comfort with public speaking;

• Able to engage with a variety of audiences that include parents, community partners, and NYC DOE staff;

• Organized, detail oriented, and able to work independently on tasks and deliverables;

• Strong writing ability;

• Understanding of and alignment with AFC’s mission. Please review AFC’s work at
www.advocatesforchildren.org; and

• Desire to learn, both as an individual and as part of an organization, and apply diversity, equity, inclusion, and anti-racism principles.

Comments Off on Principal, Coherent Instructional, Assessment and Accountability Systems

Principal, Coherent Instructional, Assessment and Accountability Systems

Posted by | February 23, 2023 |

Overview of the Opportunity

Education First is seeking an experienced leader to join the “Engaged Students” consulting team as Principal. The Principal position is a senior leader with extensive experience in one or more of Education First’s Coherent Instructional, Assessment and Accountability Systems focus areas:

  • College and career-ready standards, high-quality instructional aligned materials and curriculum-connected professional learning;
  • Reimagining intervention at scale for COVID-19 recovery of unfinished learning;
  • Summative, interim, diagnostic and formative assessments and/or accountability system design; 
  • Innovative approaches to assessment, including focus on whole child; and
  • School improvement and intervention. 

The Principal role helps shape and set strategy, cultivates strong partnerships, leads individual client engagements and contributes to the firm’s success and sustainability. They apply their understanding of current and future issues in the field to lead services and projects that produce immediate and long-term results, and contribute thought leadership to extend the firm’s reputation nationally in these areas. Principals should have diverse and outstanding networks with decision makers and influencers in the field, and they are comfortable cultivating relationships and coaching others. Principals also are deeply skilled in understanding and addressing issues of racial equity; overseeing the quality of research, work products and service to clients. 

What You’ll Do

  • Contribute to internal strategy-setting and execute service offerings for foundations, nonprofits, educational institutions and systems (districts, CMOs) and state education agencies 
    • Build long-term relationships with thought leaders, influencers and clients nationwide
    • Identify new clients, especially education institutions, systems and funders, with whom we should partner
  • Serve as accountable project leader on a variety of client engagements
    • Oversee successful projects, including building capacity, advising clients, and ensuring that project deliverables meet our excellence standard
    • Coordinate regularly with the project manager and client to ensure project success, including budgeting, planning and regular reporting against the contract, and providing and seeking feedback from the client and team members 
  • Mentor, guide and manage team members
    • Support project managers to set and monitor project work plans and drive the project to completion at or under budget 
    • Support inclusive project teams that challenge and empower all team members to grow and reach their potential 
  • Contribute and deliver content for the firm’s website, policy papers, newsletters, op-eds, press releases and public speaking engagements

 

Why You’re a Great Candidate 

Must Haves: 

  • You have extensive experience  designing, implementing and/or advocating for successful education policies and practices designed to improve preK-12 education outcomes for young people
  • You are committed to the vision of a more equitable education system in the U.S., including a willingness to examine the role of privilege, structural barriers, and inclusion in changing the trajectories of students furthest from opportunity
  • You possess strong, inclusive project management and system level strategy and planning experience, including juggling several complex projects at once, developing work plans, strategic plans, maintaining project budgets, managing risks and meeting deadlines and targets
  • Strong, inclusive project management experience, including juggling several complex projects at once, developing work plans, maintaining project budgets, managing risks and meeting deadlines and targets
  • At least 5 years of previous management or leadership roles in a school district, charter network, and/or state education agency, or providing technical assistance to these systems leaders 
  • Experience in designing and refining system level strategy and planning, especially developing strategic plans and/or implementing and adjusting strategies based on data
  • You can lead through ambiguity to create clear structures that deliver high-quality results to clients
  • You provide and receive feedback with ease
  • You lead by influence – establishing open lines of communication and understanding and including the perspectives of others

 

Nice to Haves:

  • Experience with consulting, providing technical assistance or leading strategy development
  • Master’s degree or equivalent experience in public policy, public administration, business, education, Juris Doctor or related fields preferred

Compensation

The salary range for this position is $145,000 – $162,500. We typically set initial starting salaries between the market minimum and the 25th percentile of the pay range to ensure there is room for growth over time. There is also an opportunity to earn a sales bonus.  

Benefits 

  • 100% remote, U.S. based team
  • Firmwide in-person engagements a few times a year
  • Telework Subsidy
  • Professional Development Stipend
  • 20 PTO days and 11 holidays
  • Medical, dental, vision and life insurance 
  • 401(k) match

Travel & Covid-19 Vaccine Policy

Education First requires all employees to be fully vaccinated against COVID-19 unless they have an approved medical/religious exemption. Proof of vaccination will be required upon acceptance of any offer of employment. You should be able to travel for in-person client meetings as needed (roughly 10-20% of the time). 

About Education First

Education First is a mission-driven education policy consultancy dedicated to ensuring that all students – and particularly students in poverty and students of color – are prepared for success in college, careers and life. We work with organizations that are shaping the future of P-16 education across the nation, including school networks and districts, state departments of education, policy and advocacy organizations, youth empowerment organizations, talent organizations and foundations. 

 

We help these system leaders catalyze change through our services:

  • Conduct research and analysis on policies and provide contextual recommendations and strategic support to translate findings into concrete, sustainable action
  • Develop and implement visionary, coherent strategies and strategic plans by prioritizing inclusive voices, focusing on the right problems, and providing space to explore
  • Plan and facilitate meaningful convenings for organizations and individuals to learn, problem solve, collaborate, and advance their work
  • Design actionable and equitable solutions that meet client needs, achieve program goals, and implement initiatives with clarity and quality
  • Support grantmakers, funders, and foundations to develop thoughtful, high-impact investment strategies that align with their goals, interests, and resources

 

We are a team of more than 60 former teachers, district and state education leaders, policy advisors, and grant makers who live and work virtually in more than 20 states and DC. Because of our experience, we approach the challenges our clients face with humility, realistic solutions, and a commitment to follow-through. Our culture is built on genuine care for our clients and for each other. We celebrate original thinking, collaboration, entrepreneurialism, authenticity and fun.

Our Equity Commitment

We recognize that in order to pursue our own organizational mission at Education First, we must approach our work by studying gaps and inequities, asking tough questions about structural racism and more deliberately engaging diverse voices in problem-solving. We’ve been building our own skills to deliver solutions that center racial equity, with particular attention to equitable ways of thinking and working, and we are committed to helping our clients do the same in projects that have a goal of increasing equity at their core. Within Education First, we have committed to building a race equity culture – creating the conditions to adopt antiracist mindsets and actions. 

We believe:

  • Black lives matter. We are collectively responsible to amplify and support Black students, families and leaders.
  • People are experts in their own experience. We cannot effectively support our clients to problem solve and innovate without centering the people they aim to serve.
  • Racism and inequity were designed, and can be redesigned. People make up the systems, policies and processes that govern our experience, and we must support our clients to explore their role in reimagining what could be possible.

For greater detail about our Equity Commitment, please visit our website.

Education First actively engages our team with a robust Race, Inclusion, Diversity and Equity (RIDE) strategy to build our staff and organizational capacity to lead on issues of equity and to increase diversity, equity and inclusion at all levels of the firm. As a proud equal opportunity employer, we strongly encourage applications from candidates of all races, national origins, ages, religions, creeds, veteran or disabled statuses, sexual orientations, gender identities or gender expressions. 

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Middle School Director

Posted by | February 17, 2023 |

Pay Rate: $135,000 – $170,000
Department: Middle School Administration
Job Status: Full-Time
Work Shift: 7:30 AM – 4:00 PM

Position Description

The MS Director will join a dedicated leadership team and expert educators to lead one of the school’s three schools starting July 1, 2023.

Reporting to the Chief Schools Officer, the Middle School Director will model and exemplify IAL’s standards for leadership while providing oversight and support for the staff, students and families at Inwood Academy. The MS Director will lead through intentional modeling, coaching and development of students and staff. This role will be the point person for all facets of academics that have a direct impact on student learning and development. This position serves as an instructional and curriculum expert that embodies the educational philosophy and current educational trends and best practices, including educational research, brain research, and successful teaching practices. Examples include the monitoring of classroom instruction and management of all internal and external student assessment data. This role ensures that all students leave the 8th grade ready for high school, academically, socially and emotionally.

The Middle School Director will implement the strategic direction for the middle school and will embody;

  • A deep understanding of and a passion to support Inwood Academy’s mission
  • A readiness to embody Inwood Academy’s core values of belonging, growth, and leadership
  • A proven commitment to DEB (diversity, equity, & belonging) work and fostering an environment where all students and staff belong

Strategic Priorities and Opportunities as a Member of the Leadership Team Include: 

  • Building, maintaining, and partnering with staff, parents, and other administrators
  • Working together with administration and staff to achieve Level 2 Certification in Dr. Robert Marzano’s Highly Reliable Schools Framework
  • Fully implementing an individualized student schedule model that best meets the needs of individual learners
  • Identifying leadership skills in staff and finding opportunities to hone and grow these skills
  • Seeking innovative opportunities to enrich the academic, social, and emotional development of students
  • Exploring ways to continue to build and sustain community K – 12 as the school adds elementary school grades
  • Researching, evaluating, and implementing ways that all students can access, without obstacles, all aspects of the IAL program; this includes thinking about activities, additional testing and tutoring, and extracurriculars

Duties of the MS Director: 

  • Leads all aspects of the Inwood Academy’s Middle School, responsible for its day to day schedule; directs and supports the activities of the school including all events related directly to the Middle School or the entire school (5 – 12)
  • Articulates the programs, philosophy, expectations, behavioral guidelines, and other information necessary to ensure that all constituencies are fully informed consistent with their individual roles
  • Prioritizes their leadership development and those of their colleagues, staff, and students to create a school-wide leadership-development culture
  • Implements, monitors and assesses the key initiatives of the school including the Science of Reading intervention programming, Highly Reliable Schools, The Writing Revolution, and Collaborative Problem Solving
  • Provides an orderly environment in which learning can take place; fosters a school climate that is supportive and generates a positive school culture
  • Works with will all staff to communicate, and uphold the student code of conduct; maintains student discipline consistent with school policies
  • Supports students, staff, and parents in the orientation and connection to our school community
  • Directs and assists in the planning and presentation of school assemblies and programs; assists in maintaining a comprehensive calendar of school events; keeps entire school community informed of various school programs and activities
  • Serves as a coach and evaluator to teachers in matters of classroom management, teaching methods, and general school policies and procedures
  • Provides guidance and oversees the grading and reporting of standards and methods used by teachers in measuring student achievement
  • Maintains timely and relevant communication to parents and facilitates staff communication with parents
  • Coordinates a master class schedule which supports the individual needs of students including the provision of intervention and enrichment supports
  • Works with the operations team to support and retain students and families

Key Competencies:

  • Strong working knowledge of interventions and support for diverse learners and adolescence as a stage of human development
  • Openness to feedback and coaching and sees continuous improvement as the goal
  • Commitment to coaching and growing faculty and staff
  • Ability to sustain an academic program that supports our students and prepares them for their successes in a mainstream environment
  • Demonstrates intellectual curiosity, cultural competency, and growth mindset
  • Experience evaluating faculty and team building
  • Deftness in managing multiple and shifting priorities and ability to solve problems and conflicts effectively, strategically, and tactfully
  • Commitment to fostering an inclusive and diverse learning environment that cultivates an awareness of and sensitivity to all differences
  • Performs other duties as assigned by Chief Schools Officer

Minimum Qualifications:

  • Masters in Education Leadership
  • Five years of teaching experience and at least three years of school leadership demonstrating a commitment to serve students from underserved communities
  • Experience and empathy to be a mentor to faculty and staff and a key resource to parents
  • Strong interpersonal skills and collaborative working style
  • Ability to manage difficult conversations
  • Energy, optimism and a sense of humor necessary to take joy in the leadership of a school and its community
  • Fluency in Spanish Preferred

About Inwood Academy for Leadership

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

Comments Off on Elementary School Director

Elementary School Director

Posted by | February 17, 2023 |

Pay Rate: $135,000 – $170,000
Job Status: Full-Time
Work Shift: 7:30 AM – 4:00 PM

Position Description

The Elementary School Director will join a dedicated leadership team and expert educators to lead one of the school’s three schools starting July 1, 2023. The 2023 – 2024 school year will be a planning year for the ES Director and will then assume all responsibilities of the elementary school division on July 1st, 2024.

Reporting to the Chief Schools Officer, the Elementary School Director will model and exemplify IAL’s standards for leadership while providing oversight and support for the staff, students and families at Inwood Academy. The ES Director will lead through intentional modeling, coaching and development of students and staff. This role will be the point person for all facets of academics that have a direct impact on student learning and development. This position serves as an instructional and curriculum expert that embodies the educational philosophy and current educational trends and best practices, including educational research, brain research, and successful teaching practices. Examples include the monitoring of classroom instruction and management of all internal and external student assessment data. This role ensures that all students leave the 5th grade ready for middle school, academically, socially and emotionally.
The Elementary School Director will implement the strategic direction for the middle school and will embody;
  • A deep understanding of and a passion to support Inwood Academy’s mission
  • A readiness to embody Inwood Academy’s core values of belonging, growth, and leadership
  • A proven commitment to DEB (diversity, equity, & belonging) work and fostering an environment where all students and staff belong
Strategic Priorities and Opportunities as a Member of the Leadership Team Include: 
  • Building, maintaining, and partnering with staff, parents, and other administrators
  • Working together with administration and staff to achieve Level 2 Certification while also maintaining Level 1 in Dr. Robert Marzano’s Highly Reliable Schools Framework
  • Fully planning for and implementing a K – 5 literacy program based on the Orton-Gillingham approach to learning to read
  • Fully planning for and implementing a K – 5 numeracy program based on leading research in mathematical understanding
  • Identifying leadership skills in staff and finding opportunities to hone and grow these skills
  • Hiring key staff members to fill leadership roles within the elementary school
  • Exploring ways to continue to build and sustain community K – 12 in collaboration with the MS and HS Directors
  • Researching, evaluating, and implementing ways that all students can access, without obstacles, all aspects of the IAL program; this includes thinking about activities, additional testing and tutoring, and extracurriculars
Duties of the ES Director: 
  • Leads all aspects of the Inwood Academy’s Elementary School, responsible for its day to day schedule; directs and supports the activities of the school including all events related directly to the Elementary School or the entire school (K – 12)
  • Articulates the programs, philosophy, expectations, behavioral guidelines, and other information necessary to ensure that all constituencies are fully informed consistent with their individual roles
  • Prioritizes their leadership development and those of their colleagues, staff, and students to create a school-wide leadership-development culture
  • Provides an orderly environment in which learning can take place; fosters a school climate that is supportive and generates a positive school culture
  • Works with the deans and Director of School Culture to determine, communicate, and uphold the student code of conduct; maintains student discipline consistent with school policies
  • Supports students, staff, and parents in the orientation and connection to our community and program
  • Directs and assists in the planning and presentation of school assemblies and programs; assists in maintaining a comprehensive calendar of school events; keeps entire school community informed of various school programs and activities
  • Works with the operations team to support and retain students and families
  • Implements, monitors and assesses the key initiatives of the school including the Science of Reading literacy programming (Structured Literacy), Highly Reliable Schools, The Writing Revolution, and Collaborative Problem Solving
  • Coordinates a master class schedule which supports the individual needs of students which incorporates a deep understanding of student intervention and enrichment
  • Serves as a coach to teachers in matters of classroom management, teaching methods, and general school policies and procedures
  • Provides guidance and oversees the grading and reporting of standards and methods used by teachers in measuring student achievement
  • Maintains timely and relevant communication to parents and facilitates staff communication with parents
Key Competencies:
  • Strong working knowledge of interventions and support for diverse learners and adolescence as a stage of human development
  • Openness to feedback and coaching and sees continuous improvement as the goal
  • Commitment to coaching and growing faculty and staff
  • Ability to sustain an academic program that supports our students and prepares them for their successes in a mainstream environment
  • Demonstrates intellectual curiosity, cultural competency, and growth mindset
  • Experience evaluating faculty and team building
  • Deftness in managing multiple and shifting priorities and ability to solve problems and conflicts effectively, strategically, and tactfully
  • Commitment to fostering an inclusive and diverse learning environment that cultivates an awareness of and sensitivity to all differences
  • Performs other duties as assigned by Chief Schools Officer
Minimum Qualifications:
  • Masters in Education Leadership
  • Five years of teaching experience and at least three years of school leadership demonstrating a commitment to serve students from underserved communities
  • Experience and empathy to be a mentor to faculty and staff and a key resource to parents
  • Strong interpersonal skills and collaborative working style
  • Ability to manage difficult conversations
  • Energy, optimism and a sense of humor necessary to take joy in the leadership of a school and its community
  • Fluency in Spanish Preferred

About Inwood Academy for Leadership

Inwood Academy for Leadership Charter School is a tuition-free public charter school that began as an idea among community members who longed to see more educational choices offered to the children of Washington Heights and Inwood. The school has been granted the ability to expand its current grade levels from 5 – 12 to include elementary school grades K – 4. The Elementary School Director will be tasked with being an integral part of the elementary school planning team and launching the elementary school in the fall of 2024.

Comments Off on Strategy Lead, Bridging (Program Officer)

Strategy Lead, Bridging (Program Officer)

Posted by | February 16, 2023 |

Strategy Lead, Bridging (Program Officer)

Einhorn Collaborative is seeking a Strategy Lead (similar to the “Program Officer” role at peer foundations) to drive our Bridging strategy and portfolio. The Strategy Lead will be responsible for advancing a long-term strategy to identify, fund, and support organizations that are helping members of Gen Z become more civic-minded and gain skills to build strong collaborative relationships across lines of difference.

Einhorn Collaborative is partnering with RCG Talent Solutions to support our search for the Strategy Lead position. Please direct all questions to the RCG team at openroles@rcgtalent.com.

 

About Einhorn Collaborative:

Einhorn Collaborative is a nonprofit foundation dedicated to addressing America’s growing crisis of connection. We work with a wide range of researchers, community leaders, cultural influencers, and funders to help Americans build stronger relationships, embrace our differences, and rediscover our shared humanity — so we can solve our most urgent challenges together.

To advance this mission, Einhorn Collaborative’s strategy focuses on four interconnected, mutually reinforcing areas of human connection:

  • Bonding: Developing our capacity to nurture healthy relationships by fostering emotional connection between babies and their parents/caregivers.
  • Bridging: Equipping young people with the skills and experiences to build relationships across lines of differences.
  • Building: Building systems and institutions that strengthen social connection and cohesion.
  • Belonging: Amplifying narratives that foster a culture of empathy, trust, collaboration, and belonging.

As a foundation, our approach is grounded in collaboration and collective impact. We believe in making impactful investments by bringing together field leaders and peer funders across varying ideological, racial, religious, socioeconomic, and geographic differences to listen, learn, and take on shared challenges and opportunities. We fuel the conditions for collaboration among these actors to harness collective wisdom and develop joint efforts to achieve more lasting outcomes.

More information about the foundation can be found here: www.einhorncollaborative.org.

 

About Einhorn Collaborative’s Bridging Strategy:

To help cultivate a more socially cohesive society, we need many more bridge-builders – people who have the motivation, skills, values, and behaviors to help others navigate divides and work together to address civic problems. Adolescence (12-25 years of age) is the ripest developmental stage where identity and values are formed. Young people have an openness to new people and ideas. By participating in high-quality bridging experiences, young people have the opportunity to become bridge-builders and gain the skill sets and lifelong habits needed to address community needs and repair our social fabric now and in the future.

Our current Bridging strategy seeks to increase the quality and quantity of bridging experiences in three key settings that reach young people:

  • Civic learning as the universal preparation across middle and high schools, with an emphasis on New York State.
  • Community-engaged learning (CEL) as an effective pedagogical approach in higher-education, with an emphasis on Einhorn Collaborative’s partnership with Cornell University as an exemplar institution committed to providing all students with high-quality CEL opportunities.
  • National service as a high-dosage model to develop future leaders committed to bridge-building.

We also seek to shift American culture to incentivize, resource, and celebrate bridging as a critical component of positive youth development and recognize the need and opportunity to effectively elevate youth voice.

In the spirit of the collaboration we wish to see in the world, our staff seeks to engage a wide range of stakeholders including grantee partners, industry leaders, peer funders, community members, young people, and many others to shape and influence the approach we take with our work. We seek to build deep, supportive relationships with our grantee partners –offering resources, time, and networking opportunities to them in support of our shared work.

Candidates who advance to the semi-finalist and finalist rounds will receive more detailed information about the Bridging strategy.

 

About the Role:

Reporting to the Executive Director, the Strategy Lead will implement and refine our Bridging strategy and serve as an active participant in several collaborative efforts to provide more young people with high-quality bridging experiences. In future years, the Strategy Lead will have the opportunity to develop the next iteration of the Bridging strategy, informed by insights from Einhorn Collaborative’s current work.

In their first year, the Strategy Lead will assume leadership of our existing strategy as outlined above, build strong relationships across relevant ecosystems, and connect with our existing team and culture. In 2024, the Strategy Lead will take learnings from their first year in the role to set the long-term strategy for our Bridging work in partnership with our Executive Director and other staff members.

Given that Einhorn Collaborative is a very small and talented team of seven committed to effecting positive social change, we have established a culture and routine centered on advising and supporting each other. In addition to energy spent leading the Bridging work, the Strategy Lead will also spend substantial time collaborating across our team and will assume leadership and support roles in internal, cross-portfolio initiatives, and organization-wide priorities in a fully emergent way.

The ideal Strategy Lead is an experienced strategist driven by impact and relationships. The Strategy Lead will need to successfully communicate with and inspire partners at every level – from middle schoolers to University Presidents. Most importantly, the Strategy Lead will need a deep understanding of and passion for Gen Z and will bring a deep belief in their potential to be a bridge-building generation.

 

Role Responsibilities:

Manage and Evolve Bridging Strategy:

  • Assume leadership of the Bridging strategy theory of action.
  • Leverage an emergent strategic approach and an expansive learning orientation to support active investments and efforts in the Bridging strategy.
  • After the first year or so in the role, develop recommendations for continuation and/or new partnerships that will most effectively advance the Bridging Strategy.
  • Develop deep, collaborative, and reciprocal relationships with a wide range of peers, partners, researchers, and prospects to better inform the Bridging Strategy.

Identify, Manage, and Support Grantee Partnerships:

  • Source, evaluate, recommend, and manage multi-year philanthropic partnerships to advance concrete projects that complement collaborative efforts.
  • Establish and nurture co-funding partnerships with peer philanthropic organizations to aggregate capital toward collaborative projects.
  • Create and execute impact measurement strategies to track progress at the project and strategy level while minimizing unnecessary reporting burden on grantee partners.
  • Support grantee partners in meaningful ways that help them realize their impact goals including offering coaching, connecting them to resources, connecting them to people, and otherwise rooting for their success.
  • Build connections across grantee partners, when mutually advantageous, in meaningful and efficient ways.

Thought Leadership:

In partnership with Einhorn Collaborative’s Belonging Lead,

  • Raise the profile of Einhorn Collaborative, the Bridging strategy, and the work of grantee partners through traditional media, social media, and speaking engagements.
  • Represent Einhorn Collaborative and effectively communicate Einhorn Collaborative’s core mission and vision and the Bridging strategy specifically to a wide range of stakeholders.
  • Identify and participate in opportunities to connect with others in philanthropy to advance the Bridging strategy’s efforts and goals.

Cross-Portfolio Support:

  • Design and lead organization-wide internal projects to advance Einhorn Collaborative’s commitment to connection, progress, and learning.
  • Review peer funding recommendations from other strategies to support cross-portfolio emergent learning, due diligence, etc.

 

Who You Are:

You’re passionate about reweaving our social fabric: You are excited about being part of a small team that works with incredible nonprofits and stakeholders that are advancing the power and possibility of human connection to bridge our divides. This mission reflects your values and your own personal approach to working with others.

You’re an exceptional communicator, relationship-builder, and project manager: You are people-driven, ensuring internal and external stakeholders are engaged and informed at key moments across the arc of an initiative–knowing what is needed of them and when–to ensure high-quality, seamless execution and impact.

You believe in the power of young people: You are committed to helping young people thrive as critical assets in addressing society’s greatest challenges and opportunities.

You love big ideas and bringing people together to make them happen: You are exceptional at building vision, recruiting others to join, co-developing strategy, connecting the dots, and rolling out on-time execution.

You have excellent analytical skills and remarkable attention to detail: You enjoy setting goals and developing the analytics and metrics to assess effectiveness and performance in order to improve; you routinely identify gaps and opportunities for new projects and programs to ensure we achieve maximum impact.

You are always learning: You actively seek feedback, are intellectually curious and motivated to tackle new challenges, and contribute to the team’s continuous learning and improvement by modeling it in your own approach to professional growth and problem-solving.

You thrive being part of a small, tight-knit team: You work both collaboratively and independently and effectively create structures to manage ambiguity and deliver clarity and focus for our team and external partners.

You do what it takes to get the job done: No project or task is too big or too small; you are clever and nimble, helping find solutions, willing to roll up your sleeves and jump in when and where needed. You are a self-starter and have strong time management skills with the ability to prioritize tasks and coordinate multiple projects simultaneously in a fast-paced environment.

 

What You’ve Done:

Required experience:

  • Bachelor’s degree
  • Work experience that includes organizational leadership or cross-organizational leadership
  • Time spent working in one or more of these social impact contexts:
    • Youth development with a focus on socioemotional development
    • National service
    • Civic education
    • Secondary education
    • Student life in higher education
    • Workforce development that is focused on character development
  • Experience interfacing with donors, ideally in a fundraising context
  • Demonstrated experience in a role that required sophisticated strategic and tactical planning and execution at the organizational level or across an organization
  • Demonstrated experience developing and stewarding external relationships and leveraging those relationships to work in concert towards shared goals
  • Demonstrated experience gathering, analyzing, synthesizing, and effectively communicating key insights (in writing and presenting) from multiple sources to inform short- and long-term strategy evolutions
  • Demonstrated ability to build meaningful and authentic relationships through interpersonal skills such as listening, engaging, seeking to learn from others with an assets-based approach, seeking to understand multiple and divergent perspective, and presenting ideas in ways that draw others into your thinking while also holding an openness and willingness to change your mind

Preferred Qualifications:

  • Demonstrated experience facilitating and/or participating in collaborative or collective impact efforts
  • Either:
    • Grantmaking experience including evaluating, recommending, and stewarding partnerships
    • Fundraising experience including work identifying, qualifying, pursuing, cultivating, securing, and stewarding funding opportunities
  • Familiarity with advocacy, policy, and systems change best practices
  • Demonstrated ability to work well with young people and effectively lift up and represent youth voice

 

Einhorn Collaborative Values:

  • We’re driven by our mission: We’re a small and dedicated team who believe that addressing America’s crisis of connection is not only critically urgent, but possible. We believe the prevailing narratives of distrust and division are not only flawed, but reversible if we are willing to sit down, listen, learn, and share different perspectives.
  • We put relationships first: We put human connection at the center of everything we do. We treat others with open-hearted curiosity, compassion, and dignity. We are relational, not transactional, because trust is at the heart of true partnership and collaboration.
  • We believe we are better together: We actively seek opportunities to work among diverse groups of people to complement individual skillsets, knowledge, and expertise—both lived and academic. Working together, we find common ground and generate better ideas that can achieve more lasting outcomes.
  • We practice what we preach: We bring a spirit of mutuality to our relationships with funding peers and nonprofit partners. We provide perspective, a vast network, and resources, while our grantee partners determine key actions, metrics, and the support they need to achieve outcomes we both care deeply about.
  • We focus on a few key levers: We prioritize a few key levers that address critical aspects of today’s crisis of connection within a large, growing ecosystem. By providing targeted support, we believe we will make concerted advances toward our long-term vision.
  • We seek transformational impact: We seek out opportunities with the potential for outsized impact. Our collaborators learn, adapt, and spread core insights about human connection and belonging across settings and institutions that together transform systems and communities.
  • We’re always learning and improving: We define success for ourselves and our partners by what we learn together. We revisit assumptions, examine what’s working for whom and why, and pivot as necessary. We know even the best laid plans will change due to lessons learned on the ground.
  • We’re committed to each other, the work, and the journey: In order to help build a culture of connection and belonging in America, we recognize the work we must do as individuals to be students of our nation’s history, reflect on our hidden biases, and routinely engage with perspectives different from our own, to help inform, shape, and guide our work and our worldview. Read more about our commitment here.

Working at Einhorn Collaborative:

Einhorn Collaborative is committed to providing a total rewards package (both base salary and benefits) that is competitive within the philanthropic sector. The base pay for this role is anticipated to be between $175,000 and $200,000. Actual compensation for successful candidates will be carefully determined based on a number of factors, including their skills, qualifications, and relevant work experience. Additionally, employees are eligible for a discretionary annual performance bonus.

We offer competitive core benefits, including fully paid medical and dental insurance premiums for employees and dependents, generous employer-paid retirement contribution after the first full calendar year of employment, $5,000 annual professional development funds, and three weeks’ vacation time plus the last week of the year off. Einhorn Collaborative requires all employees to live within a commutable distance from the office near Grand Central in New York City. Employees must work in the office at least three days a week (per current policy, subject to change). Perks of being in the office include an on-site gym, lunch, snacks, and a business casual dress code.

Equal Opportunity Employer:

Einhorn Collaborative is committed to equal employment opportunity and providing reasonable accommodations to qualified candidates and employees pursuant to applicable law. We value and encourage diversity and solicit applications from all qualified applicants without regard to race, color, gender, sex, age, religion, creed, national origin, ancestry, citizenship, marital status, sexual orientation, physical or mental disability, medical condition, military and veteran status, gender identity or expression, genetic information, or any other characteristic protected by applicable federal, state, or local law. If you require reasonable accommodation as part of the application process, please contact openroles@rcgtalent.com.

 

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Education Strategist

Posted by | February 13, 2023 |

At MissionWired, we help clients create revolutionary digital strategies that advance their mission, change our country, and have a positive impact on the world.

We’re digital-obsessed, tech-savvy do-gooders who care deeply about social change. We’ve brought digital strategies to life for nonprofit organizations working around the world, including Save the Children, Sandy Hook Promise, and Friends of the Earth, as well as progressive political organizations, campaigns and candidates. Each cycle is an opportunity for us to support organizations across the country while expanding the Democratic majority in the Senate.

We’re an equal-opportunity employer and take seriously our commitment to equality and equity. Our efforts to be inclusive and create opportunity don’t end when someone joins us – they begin.

We’ve set our sights on changing the world through our work and with our clients, and representation is at the foundation of what we do. We know that diversity of thought and background makes us stronger. That’s why we’re committed to building and maintaining a diverse community.

Every new team member broadens our perspective and allows us to think bigger. We’ll be at our best when people from underrepresented communities and people with a range of perspectives and lived experiences want to come, stay, and push the boundaries of what’s possible.

Overview: We are seeking a full-time Education Strategist to develop and manage integrated marketing, fundraising and communications strategies for our growing client base. If you have strong writing and analytical skills, are an expert multitasker, have experience as a teacher or in education, can lead teams effectively and want to put your stamp on creative campaigns that mobilize resources for social good, this job is for you!

Successful candidates will be responsible for:

  • Day-to-day management of client relationships and satisfaction;
  • Working with our team to carry out multiple tasks and support multiple projects in a deadline-driven environment;
  • Generating insights using results and social analytics tools to optimize content and strategy;
  • Contributing to collaborative brainstorms and planning sessions; and
  • Analyzing performance to determine future messaging.
  • Developing and implementing online education content and communications strategies, including the design and management of communications calendars;
  • Working with writers, designers and technical experts to generate top-notch, engaging content;
  • Advising education clients, particularly non-profits focused on math curricula and equity in student success, on industry best practices and emerging strategies;
  • Providing education clients with strategic testing opportunities and designing next steps from data analysis;
  • Working with client teams, including technology and creative, to assist in managing resources and project timelines;
  • Supporting business development efforts and participating in new business pitches; and
  • Providing top-quality customer service to clients, including regular reporting and invoicing.

Must-have qualifications:

  • Strong writing and analytical skills;
  • At least 2-5 years experience with educational organizations, nonprofits or interactive marketing companies;
  • Experience building and executing project plans to achieve fundraising and communications goals;
  • Ability to juggle multiple projects in a deadline-driven environment;
  • Background in digital communications, fundraising and/or marketing.

Nice-to-have qualifications:

  • Background as a classroom teacher
  • At least 2-5 years experience with educational organizations including schools or districts, with experience in the math classroom a particular plus
  • Client management experience is a plus.

Salary range for this role is $60,000 to $70,000 per year, depending on experience.

*Supporting your team on some nights and weekends as we approach high-volume times may be required.

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Special Education High School Teacher

Posted by | February 8, 2023 |

Who We Are
New Visions for Public Schools is the leading non-profit organization dedicated to the improvement of public education in New York City. Today, we support almost 2,000 public schools and thousands of teachers, serving over a million students, in their most critical work: deciding what and how to teach, helping keep students on track to graduation, and preparing students for success beyond high school. New Visions directly manages a network of 10 charter high schools across the Bronx, Brooklyn, and Queens.

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

What You’ll Do
You’ll develop accessible curriculum through team co-planning, co-teaching and co-assessing. You’ll collaborate with teachers, families and school-based support teams to meet your students’ needs. You’ll build students’ academic and socio-emotional skills while advocating to ensure that they receive appropriate supports. You’ll create plans for post-high school transition to ensure quality of life after high school.

Why New Visions?
You can expect to receive enhanced instructional support, a range of professional development opportunities, access to flexible data tools and the opportunity to be part of a passionate team of colleagues. You’ll be empowered to meet each of your student’s needs through a collaborative and innovative learning environment. And most importantly, you’ll continue to inspire and make a difference in students’ lives.

Apply Now!
To apply and read the comprehensive job description, check out our careers site!

Salary
$72,702 minimum to $132,715 maximum

While the majority of new hires’ starting salaries shall be expected to be placed in the first half of the range(s) to allow space to grow in the job, for those who already have significant relevant experience at that level of the job, placement at the higher end of the range(s) is possible.”

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

Comments Off on Head of School

Head of School

Posted by | February 3, 2023 |

YOUR OPPORTUNITY FOR IMPACT

Broome Street Academy Charter High School (BSA) is seeking to hire a Head of School beginning in July/September 2023. BSA serves NYC students who are the most at risk and face significant barriers to graduation. By design, 50% of the seats for incoming 9th graders are set aside for students who are homeless, in foster care, or have otherwise had experience with the child welfare system.

 

Given the extensive needs of BSA’s students, the model — which is unique among New York City charter schools — goes above and beyond the classroom through a formalized partnership with The Door, one of the country’s premier youth development organizations. BSA is housed within The Door so that students have facilitated and consistent access to The Door’s complete range of programming on site including:  reproductive and primary healthcare and education, mental health counselling and crisis assistance, legal advice and representation, tutoring and homework help, college preparation services, job training and placement, supportive housing, sports and recreational activities, arts, and nutritious meals – all for free, completely confidential, and under one roof.

 

Broome Street Academy was born out of The Door’s 2009 strategic plan as a response to the growing needs of New York City’s at-risk youth. In 2021, BSA’s charter was renewed and extended through July 31, 2026. The renewal was the result of the school’s demonstrated success in improving attendance, credit accumulation, Regents scores, and retention rates. As BSA’s authorizer, the Charter Schools Institute of the State University of New York, stated in its March 9, 2021 report recommending renewal:

 

“Broome Street is an academic success… The school prepares its unique student population for post-secondary success by providing access to high quality instruction and robust non-academic supports through its partnership with The Door.”

 

Broome Street Academy now seeks a next generational leader, to formally solidify our current model and to explore opportunities for the replication and permanency of the school’s model and place in the educational landscape of New York City. The successful candidate will provide strong, decisive, energetic leadership to the school, be skilled at fostering a climate of excellence, innovation, cooperation, and growth, and be enthusiastically aligned with BSA’s mission.

 

This is an extraordinary opportunity for a dynamic and accomplished leader with a background in education and youth development.

 

 

ACADEMICS AND LEARNING

BSA’s model merges a rigorous academic curriculum with comprehensive social and learning support to prepare students for a successful future beyond high school. BSA’s academic model was designed in recognition that some of our students require extra support to reach the same academic milestones as their peers. We intentionally maintain small class sizes and offer integrated co-teaching in most classes to provide additional academic support for students. The student-centered approach includes a continuum of academic support as well as opportunities for more rigorous learning to ensure that each student is being challenged to their full potential.

 

By offering targeted academic intervention for students who need additional support, along with advanced coursework such as College Now, and Advanced Placement classes, students at all skill levels are being continuously challenged and thoroughly supported. Social-emotional support and learning opportunities are also incorporated into the school day and available after school. In addition to the distributive academic counseling and social-emotional lessons offered through Advisory sessions, BSA has four social workers on-staff, and strategically works to take advantage of the relationships students can establish with staff in a relatively small school that emphasizes community and academics together.

 

GOVERNANCE

The Head of School will report to BSA’s CEO and Board of Trustees. The Board and CEO establish policy for BSA in accordance with its by-laws and consistent with the terms of its charter. The Board meets twelve times per year, once each month. The Head of School will be expected to attend Board meetings and most Board committee meetings as well. The Charter Schools Institute of the State University of New York serves as BSA’s authorizer.

 

THE POSITION

The Head of School will administer the 9th-12th grade curriculum and will be responsible for promoting the mission of the school as well as overseeing the daily operations in partnership with staff.  The HOS will be responsible for oversight and development of all academic programs and curricula; faculty and staff hiring; professional development, compensation, and all other personnel matters; and student recruitment, enrollment, attendance, and discipline. The HOS will also oversee budgeting, financial management, compliance, development, and management of school facilities. Key responsibilities include:

 

Academics and Instructional Rigor

  • Provide instructional leadership by maintaining and improving high academic achievement standards including the implementation of a rigorous student assessment program aligned to state standards.
  • Analyze key sources of data to identify instructional priority areas, develop strategies to tackle pedagogical and programmatic challenges, set academic goals, monitor progress, and adjust strategies to ensure continued growth.
  • Continue to improve promotion rates for students who are, on average, entering BSA’s ninth grade with math and reading scores at the 5th and 6th grade levels.
  • Expand and develop post-secondary support for BSA students, ensuring success in college and/or as students transition to career and independent living.

 

Student Enrollment and Retention

  • Lead admissions staff to plan and execute a strategy to achieve annual school enrollment of approximately 320 students
  • Ensure effective student recruitment strategies. Secure and strengthen “feeder” relationships with foster care agencies, NYC not for profits, and key middle schools.
  • Develop and implement strategies for attendance improvement and drop-out prevention.
  • Promote BSA as an innovative charter high school.

 

Inclusive People Leadership

  • Build a strong, cohesive staff and leadership team and hold primary responsibility for professional development, staff observations, staff communication, and program decisions.
  • Build a staff and student culture focused on accountability, integrity, and excellence.
  • Work with the CEO and BSA’s Board to recruit and develop new Board members.
  • Develop and sustain relationships with BSA’s Board and The Door’s leadership team.

 

Administration and Operations

  • Fully advance and integrate the BSA/Door partnership and capitalize on The Door’s resources. This includes programming, data sharing and analysis, and cultural alignment.
  • Skillfully build and manage the budget, which is approximately $8 million, and oversee daily operations of the school, including safety, student support, behavior management, and finances.
  • Ensure BSA ‘s most vulnerable students are getting connected to the supportive services they need. Continue to develop strong linkages with foster care agencies and caregivers.
  • Meet the outcomes that comprise BSA ‘s Accountability Plan with its authorizer,

and in all other ways work toward charter renewal.

 

External and Community Relations

  • In collaboration with the CEO and the development department, create and cultivate a deeper pipeline of potential funders, and steward relationships with current funders.
  • Work with the CEO to externally message BSA via social media and traditional media platforms.
  • Externally represent BSA with key education, public policy, and local government stakeholders invested in the outcomes of BSA students.

 

PROFESSIONAL QUALIFICATIONS

The ideal candidate will have prior experience in school leadership – as a head of school, principal, or division head at a charter, traditional public, or independent school – and teaching experience. Candidates with comparable experience in nonprofit leadership, especially with educational and other youth development services, are also encouraged to apply. The HOS should possess a strong understanding of the use of academic data to inform and improve student outcomes and an awareness of developments in the broad worlds of education and pedagogy.

 

A Bachelor’s degree is required. The successful candidate may hold a Master’s degree or higher in Education, Education/Business Administration, Public Administration, Social Work, or a related field or have commensurate youth development leadership experience.

 

REQUIRED ABILITIES AND PERSONAL CHARACTERISTICS

The Head of School will believe, and act upon the belief, that all young people can reach high levels of academic achievement regardless of background, experience or need. The HOS must:

 

  • Be passionately committed to students and to 9th-12th grade education. The Head of School’s belief in all young people’s ability to learn will be apparent in every aspect of their leadership style.
  • Be an inspiring leader and communicator. The HOS must possess the confidence and ability to continuously articulate the school’s high expectations for academic achievement by every student and will build constructive relationships of trust with the staff, teachers, parents and other caregivers.
  • Genuinely value, and have affirmatively demonstrated, a strong commitment to cultural, racial and economic diversity. The HOS will have knowledge of, commitment to, and the ability to reach traditionally underserved populations.
  • Be a strong, organized, and independent manager. The HOS will be a critical thinker, relentless achiever, and an independent-minded self-starter who thrives in a setting that rewards autonomy and accountability. The HOS will establish high performance standards; be accountable and hold others accountable to clear goals and priorities; show a willingness to take tough, principled stands even when unpopular; ensure that adequate resources are available to achieve objectives; and make decisions that benefit BSA’s mission and continuing financial viability. The HOS will involve faculty and staff in decisions that affect them and address performance issues promptly – with fairness, firmness and consistency.
  • Be prepared to connect both people and strategies. The HOS must understand the connections between enrollment and budget and meaningfully increase recruitment and retention. The HOS must leverage resources of The Door and work in close partnership with The Door to connect students to those services. The HOS will develop these strategies in conjunction with students, staff, and Board members and lead with vision and execution.
  • Be a proven team builder with strong people leadership skills. The HOS will assist in the retention and recruitment of a superior and diverse faculty and staff and manage their performance and growth through coaching and developing their potential. The HOS will work collaboratively with all staff and resolve issues that affect them while maintaining clear focus on meeting the needs of students.
  • Be persevering and personally effective. The HOS will be capable of thinking clearly and staying focused under pressure and will demonstrate a willingness to take responsibility for mistakes and work to avoid repeating them. The HOS will possess and project unwavering confidence in his or her personal capacity, be a constant learner, take personal initiative to achieve the school’s goals, and set a high standard for personal effectiveness that goes beyond the traditional school day.
  • Be open to new ideas, be entrepreneurial, and actively seek out innovative strategies to improve student achievement.
  • Possess the highest standards of integrity and a strong ethical character.
  • Be approachable, accessible, and highly visible.

 

COMPENSATION: $180,000 – $200,000

 

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Middle School Operations Coordinator

Posted by | January 26, 2023 |

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

 

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

 

What makes VOICE different?

 

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

 

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

 

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

 

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

 

All Staff at VOICE:

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

________________________________________________________________________

 

Position Responsibilities:

The Middle School Coordinator is responsible for supporting instructional needs and planning for the school. The Middle School Coordinator also supports the non-instructional operations and communications at the school, working directly with the school operations team to help maintain a friendly, safe, and professional school environment.

 

Major Responsibilities

 

Middle School Programming

  • Creates and implements the logistical procedures to facilitate school events for internal and external participants, including students, faculty, and parents
  • Plays an integral role in planning, communicating, and executing off-site student trips, in-school assemblies and family academic events in close collaboration with Deans and teachers
  • Works closely with the Middle School (MS) Operations Manager, MS teachers, and colleagues to plan, implement and ensure the logistical success of one-time and recurring internal school events, including but not limited to in-house professional development sessions, student assemblies, and visitors
  • Works with staff to develop and execute programs to serve the needs of VOICE, including after school programs
  • Works with central Operations Manager to recruit new students
  • Initiates and develops relationships with potential external educational community partners and visitors

Parent Communications

  • Creates and distributes high quality, effective parent communications, including weekly newsletters, recorded calls, calendars, and flyers
  • Serves as the staff advisor on the Parent Association executive board
  • Supports the Parent Association in planning and coordinating events, meetings, and communications with families and staff

Team Support and Management

  • Assists with office reception activities such as answering phone calls, faxes, electronic communication, sorting mail, and greeting visitors
  • Supports the drafting and distribution of internal staff-wide communications
  • Maintains positive relationships with vendors and building teams such as Custodians, School Food, and

    School Safety

  • Supports and assists the team with any other administrative activities and projects that may arise

    related to School Operations

  • Performs additional tasks as needed in support of other departments
  • Supports the management of assistants and temporary staff by delegating tasks and providing feedback
  • Works closely with the Elementary School Operations Team and Middle School Operations Team to

    ensure smooth coordination of scheduling functions

  • Serves as back-up scheduler

Position Qualifications:

 

Behavioral Qualifications

  • Unwavering commitment to VOICE mission, vision, and values
  • Models high standards of integrity, trust, openness, and respect for others
  • Demonstrates integrity by honoring commitments and promises
  • Operates and follows through on assigned tasks and projects under specific time constraints and by specified deadlines
  • Is productive and carries fair share of the workload; focuses on quality and expends the necessary time and effort to achieve goals
  • Seeks to understand and meet and/or exceed the needs and expectations of customers and clients; treats customers and clients with respect
  • Builds and maintains excellent positive relationships with and between team members
  • Recognizes the constructive value of and embraces feedback
  • Responds and adapts to developing challenges and obstacles when under pressure calmly and logically to develop working solutions in a timely manner
  • Identifies and seeks to resolve and prevent problems
  • Approaches new challenges as opportunities to improve skills and abilities, seeking advice and feedback to constantly improve
  • Seeks opportunities for personal and professional learning

Skills and Knowledge

  • Exercises discretion regarding sensitive personal and legal information
  • Effectively prioritizes tasks in order to meet deadlines
  • Responds to requests in a professional manner, even in difficult circumstances; provides accurate and timely service
  • Works effectively and cooperatively with others to achieve goals
  • Writes clearly and concisely; listens attentively to others and responds appropriately; takes into account the audience and nature of the information
  • Verbally articulates progress against tasks clearly and concisely; communicates ideas, suggestions and concerns as well as outcomes and progress throughout the course of a task or project
  • Regularly applies feedback and training outcomes to the work to grow continuously in and add value to the role
  • Ensures that all problems encountered are addressed at the appropriate level and communicates all relevant information on a timely basis with accuracy and completeness
  • Manages up and laterally by proactively providing supervisors and clients support and solutions to move work and projects forward
  • Delegates tasks clearly and concisely, holding others accountable to deadlines and outcomes
  • Identifies and seeks to resolve and prevent conflicts with team members
  • Monitors workloads and provides feedback
  • Demonstrates proficiency in Microsoft Office Suite and Google Drive applications
  • Familiarity with office operations and event planning

Educational Background and Work Experience

  • High School Diploma or equivalent required.
  • Bachelor’s degree from an accredited college or university preferred.
  • 1-2 years of experience working in an office environment
  • Clear understanding of office organization
  • 1-2 years of increasing responsibility tied to events and/or operations
  • 1-2 years of experience working in a nonprofit organization or school preferred
  • Experience managing multiple large projects preferred
  • Bilingual in Spanish preferred

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

 

 

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

 

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Middle School ICT Teacher

Posted by | January 26, 2023 |

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

 

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

 

What makes VOICE different?

 

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

 

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

 

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

 

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

 

All Staff at VOICE:

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

Position Responsibilities: 

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

 

Curriculum and Planning

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

 

In the Classroom

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

 

Communication and Collaboration

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

 

Professionalism and Work Day Expectations

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

 

Position Qualifications:

 

Attitude and Focus

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

 

Skills and Knowledge

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

 

Educational Background and Work Experience

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

 

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

 

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

 

 

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Classroom Assistant

Posted by | January 26, 2023 |

VOICE Charter School (www.voicecharterschool.org) is an elementary and middle school located in Long Island City, Queens that serves students in grades K-8. We are located just minutes from Manhattan (two stops from the last subway stop in Manhattan on the F train) and Long Island City’s growing waterfront district, thriving arts community, and rapid residential growth. We combine rigorous academics with daily instruction in choral singing, thereby encouraging creative and critical thinking while improving academic performance. We are looking to identify extraordinary educators and administrators committed to urban education and high academic achievement who wish to join a dynamic 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 for each individual child. Our teachers, administrators, students and parents come together to support our children’s education. We operate as part of a professional learning community that promotes collegiality, shared work, and unending reflection and growth. At VOICE, you will be pushed to become more.

 

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.

 

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

 

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

 

All Faculty and Staff at VOICE:

  • Love and nurture all of our students as they become deeply caring and responsible individuals
  • Take personal responsibility for the performance and growth of each individual student as we understand that the progress of all students is directly under our control
  • Work collaboratively
  • Hold themselves to the highest standards
  • Push and support themselves, their students, and their colleagues
  • Proactively seek and incorporate feedback
  • Help each individual child gain the opportunity to choose what his or her future will be

________________________________________________________________________

 

Position Responsibilities:

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

 

Educational Activities

  • Provide behavior management support
  • Work with students one-on-one or in small groups to reinforce instruction
  • Proactively identify student growth areas and implement collaborative problem-solving plans to address student lagging skills
  • Serve as a substitute for teachers as necessary

School Culture Activities

  • Support dean team by investigating incident reports, guiding students to solve their own problems, and holding students accountable for consequences and restorative work
  • Supervise out of classroom settings such as arrival, transitions, lunch, and dismissal
  • Lead activities during daily recess periods in all weather conditions
  • Ensure playgrounds are safe and free of ice and snow by supporting snow removal and shoveling snow
  • Support select after school opportunities such as concerts, ceremonies, dances, athletics, and detention
  • Fully participate in opportunities for individual and school-wide professional development

Administrative Activities

  • Correspond with families via telephone, written notes, and in-person communications
  • Distribute classroom materials and complete other clerical tasks as needed by teachers and support staff

Position Qualifications:

 

Behavioral Qualifications

  • Unwavering commitment to VOICE mission, vision, and values
  • Models high standards of integrity, trust, openness, and respect for others
  • Demonstrates integrity by honoring commitments and promises
  • Operates and follows through on assigned tasks and projects under specific time constraints and by specified deadlines
  • Is productive and carries fair share of the workload; focuses on quality and expends the necessary time and effort to achieve goals
  • Seeks to understand and meet and/or exceed the needs and expectations of customers and clients; treats customers and clients with respect
  • Builds and maintains positive relationships with team members
  • Recognizes the constructive value of and embraces feedback
  • Responds and adapts to developing challenges and obstacles when under pressure calmly and logically to develop working solutions in a timely manner
  • Identifies and seeks to resolve and prevent problems
  • Approaches new challenges as opportunities to improve skills and abilities, seeking advice and feedback to constantly improve
  • Seeks opportunities for personal and professional learning

Skills and Knowledge

  • Exercises discretion regarding sensitive personal and legal information
  • Effectively prioritizes tasks in order to meet deadlines
  • Responds to requests in a professional manner, even in difficult circumstances; provides accurate and timely service
  • Works effectively and cooperatively with others to achieve goals
  • Writes clearly and concisely; listens attentively to others and responds appropriately; takes into account the audience and nature of the information
  • Verbally articulates progress against tasks clearly and concisely; communicates ideas, suggestions and concerns as well as outcomes and progress throughout the course of a task or project
  • Regularly applies feedback and training outcomes to the work to grow continuously in and add value to the role
  • Exhibits ability to identify and address issues
  • Manages up and laterally by proactively providing supervisors and clients support and solutions to move work and projects forward
  • Identifies and seeks to resolve and prevent conflicts with team members

Educational Background and Work Experience

  • Associates or Bachelor’s degree from an accredited college or university preferred. Highschool Diploma required.
  • Willingness to pursue NYS assistant certification
  • Ability to lift at least 40 pounds

Applications are enhanced if candidates:

  • Have one year of experience working in an office environment preferred
  • Speak Spanish
  • Have previous experience working with students
  • Have previous experience working in contexts involving high-needs communities

 

Compensation and Benefits: 

Salary is $22 per hour.  Compensation is competitive and based on experience and education.

 We offer a comprehensive benefits package, including participation in the TransitChek program and partial reimbursement for monthly commuting expenses, gym reimbursement, participation in the 403B retirement program, cultural enrichment reimbursements and many opportunities to get to know your VOICE colleagues!

 

 

How to Apply: Please submit an electronic application (including a VOICE-specific cover letter and resume) here.

 

 

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

Comments Off on Diversity, Equity and Inclusion Training Coordinator, Consultant

Diversity, Equity and Inclusion Training Coordinator, Consultant

Posted by | January 25, 2023 |

ERASE Racism, Inc., a regional civil rights non-profit with an office on Long Island, NY, is seeking the services of a Diversity Equity, and Inclusion (DEI) Training Coordinator Consultant to design, deliver, and drive impact through learning programs that will support organizations and school districts’ abilities to develop and embed Diversity, Equity, Inclusion and Cultural competencies intended to cultivate an equitable, anti-racist culture of anti-bias, inclusiveness and belonging.

The successful candidate will thoroughly understand and embrace ERASE Racism’s mission to transform our community by eradicating structural and institutional racism and engage the public in fostering anti-racism, equity, and inclusion.

Responsibilities include:

  • Developing and delivering innovative, interactive, and high-quality (DEI) learning experiences for various populations, organizations, corporations, and school districts, including senior leadership, administrators, and C-Suite Executives.
  • Creating and designing DEI training curriculum, participant guides, handouts, job aids, and evaluation and measurement tools, and ensuring that all materials are consistent with learning principles.
  • Constructing professional development and training for leaders to ensure they are creating an environment conducive to maximum DEI outcomes and can deeply embed DEI principles throughout their organizations.
  • Producing and executing scalable trainings and programs, including virtual offerings
  • Conducting follow up assessment of DEI learning experiences to evaluate and measure results, and modify content based on findings, as needed.
  • Monitoring changes and governmental laws and regulations to ensure that training remains current.
  • Improve the design and/or content of our offerings as necessary.
  • Evaluate individual and organizational development needs to design appropriate materials.

The successful candidate will have: 

  • Bachelor’s degree in related field required; master’s degree preferred.
  • Minimum of five (5) years of related work experience
  • Experience developing and leading DEI/Cultural Competency/Organizational Change trainings and programming.
  • Demonstrated expertise in content development, large and small group facilitation, and designing and delivering content via in-person and virtual settings.
  • Outstanding interpersonal skills
  • Exceptional written and oral communication skills
  • Strong project-management skills with the ability to prioritize a multitude of tasks.
  • Contemporary knowledge of current events, political contexts, and national issues
  • Familiarity with inter/intra-group dialogue.
  • Excellent computer skills using Microsoft Office Suite and experience utilizing social media technologies.
  • Ability to act as a collaborative, strategic thinker, and expert in the DEI training space.
  • Demonstrated emotional and social intelligence capabilities.
  • Demonstrated cultural competence and communication skills to nurture cooperative relationships and foster courageous conversations to unify the community around an enduring strategic vision for the dignity of all.
  • Demonstrated ability to build credibility and relationships with individuals across all levels, departments, and geographies.
  • Demonstrated ability to influence change and drive measurable impact from training.
  • Ability to regularly travel to different offices to facilitate in-person workshops, largely on Long Island but may include New York City.
  • Additionally, they will learn and confidently facilitate existing workshop content.

About ERASE Racism: ERASE Racism is a regional, civil rights nonprofit organization based on Long Island. It works to eliminate barriers to racial equity by primarily addressing the interrelated issues of fair housing enforcement, access to affordable housing in high opportunity areas, and quality public school education for Black and Latino families and children. Related issues include fostering equitable community engagement and empowerment and Diversity, Equity, and Inclusion training.

Compensation: ERASE Racism offers a competitive consultant rate

Location: We operate as a hybrid workplace to ensure consultants can create a work-life harmony that best fits them. Consultant must have availability to facilitate periodic sessions outside of regular business hours (e.g., Saturday workshops).

How to Apply: ERASE Racism is an equal opportunity employer and encourages applications from people of color, women, persons with disabilities, and lesbian, gay, bisexual, and transgender individuals. Incomplete applications will not be considered.

Comments Off on Elementary School Dean K-2

Elementary School Dean K-2

Posted by | January 25, 2023 |

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

 

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

 

What makes VOICE different?

 

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

 

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

 

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

 

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

 

All Staff at VOICE:

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

 

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

 

 

Major Responsibilities:

 

  1. Instructional Support, Coaching, and Supervision
    1. Observe and provide feedback to teachers
    2. Develop and implement coaching plans that are measurable and goal-driven
    3. Model instructional strategies as needed
    4. Coordinate internal and external professional development activities for teachers
    5. Design and implement teacher professional development based on identified needs

 

  1. Curriculum Implementation
  2. Provide feedback and support for the development of curriculum maps and lesson plans
  3. Analyze data to plan reteaches with teachers and help improve curriculum
  4. Facilitate selected team meetings to model and strengthen intellectual preparation
  5. Lead specific curriculum initiatives to improve lesson delivery school-wide
  6. Coordinate vertical alignment across grade levels in content areas
  7. Conduct instructional walk-throughs and follow-up support for particular initiatives

 

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

 

  1. School Leadership
    1. Inspire and rally behind a shared vision and high standards of excellence, including but not limited to fostering staff culture and relationships across teams and divisions
    2. As member of school leadership team, contribute to the development and implementation of school-wide policies and procedures, which may involve but is not limited to engaging in other teams’ and divisions’ priorities, goals, and activities
    3. Exercise external awareness; serve as liaison for other teams, departments, partners.

 

  1. Staff-Wide Professional Expectations
    1. Embrace and be an ambassador of VOICE’s mission, vision and values
    2. Collaborate communicate and maintain effective and professional relationships as member of an interdisciplinary team of educators, support staff, and administrators
    3. Participate in required meetings and events, which may include student events, school concerts, parent-teacher conferences, on- and off-site conferences and trainings, others.
    4. Meet expectations related to punctuality and professionalism including but not limited to reporting to work on time, following the appropriate call-out and lateness procedures, timely responding to emails, consistently meeting deadlines and communicating appropriately on progress on projects and goals.
    5. Proactively and appropriately seek assistance and/or guidance when faced with challenges appropriately provide and receive feedback to/from students, parents, faculty, classroom assistants, support staff, and administration
    6. Reflect on professional practice through self-reflection and engagement in informal and formal feedback processes

 

 

Position Qualifications:

 

Educational Background and Work Experience

  • Bachelors and Master degrees from accredited college or university
  • Valid NY State Teacher Certification
  • 3+ years of classroom teaching experience with improvements in student achievement
  • – Strong knowledge of best practices in early childhood literacy development
    – Experience training teachers in multi-sensory phonics instruction, guided reading, close reading and writing
    – Demonstrated ability to raise reading achievement data
  • Preferred: 2+ years of leadership experience (e.g. instructional coach, team leader)
  • Preferred: Experience working in an urban school setting

 

Knowledge, Skills and Abilities

  • VOICE’s mission, vision, values and culture
  • Effective skills in self-management including but not limited to meeting deadlines, effective prioritization of tasks, self-organization, managing up, and efficient time and task management
  • Ability to gather and analyze data using defined and differentiated processes
  • Tact and sensitivity, including but not limited to adhering to confidentiality obligations such as mandated reporting as part of child protection
  • Ability to build strong and effective collegial relationships as part of an interdisciplinary team of educators and administrators
  • Ability to build warm individual relationships with students
  • Ability to communicate and build relationships effectively and appropriately with diverse range of individuals, including but not limited to current and prospective children and families, colleagues, and external partners
  • Teaching and classroom
    • VOICE Teaching Framework
    • Common Core and other content area standards
    • Curriculum design principles
    • Child learning theory and behavioral approaches, teacher techniques
    • Differentiation strategies (conferencing; small group work); basic understanding of English as a Second Language and SpEd approaches and procedures
    • Elements of effective classroom environment and management
  • Building effective sequential long-term plans and mastery-oriented short term plans
  • Maintaining high academic expectations through purposeful building of thinking skills, standards-aligned independent practice, questioning and discussion techniques, high standards for language and evidence, and structured support for students
  • Staff-Wide Competencies for Supervisors:
    • Effective Self-Management, including but not limited to: Prioritizes time and tasks effectively; Builds relationships with others; Practices continual self- development; Demonstrates effective problem solving; Exercises complete ownership over tasks; Takes initiative; Navigates ambiguity with ease
    • Effective Project Management, including but not limited to: Manages up; Proactively engages clients and consultants; Reflects on and incorporates feedback; Engages in thoughtful, strategic, and creative envisioning; Exercises complete ownership over projects; Delegates and holds project helpers accountable for results; Focuses on product and process
    • Effective People and Team Development, including but not limited to: Sets clear and stretch outcomes for team; Assesses team progress and holds team accountable for results; Manages conflict within and across teams; Provides continuous support and coaching to team; Motivates and inspires others; Builds relationships across team; Maximizes team resources effectively
  • Content-Specific:
    • Proficiency in MS Office, Google calendar, Salesforce and other software and apps
    • Deep understanding of and ability to write and deliver curriculum in classroom
    • Deep understanding of classroom management strategies, including but not limited to Love & Logic language, proactive procedures, transitions, recovery, restorative justice
    • Adult learning theory/best practices for Professional Development

 

Behavioral Characteristics

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

 

 

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

 

Compensation and Benefits:  

Salary range is $87,000 to $105,000. Compensation is competitive and based on experience and education.

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

 

 

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

Comments Off on Director of The Koopersmith Family Literacy + Math Program

Director of The Koopersmith Family Literacy + Math Program

Posted by | January 25, 2023 |

THE MARLENE MEYERSON JCC MANHATTAN

POSITION DESCRIPTION

Job Title: Director of The Koopersmith Family Literacy + Math Program

Department: Joseph Stern Center for Social Responsibility

Reports To: Director, Joseph Stern Center for Social Responsibility

Job Type: Full Time

Classification: Exempt

Date: November 29, 2022

 

Background:

At the Marlene Meyerson JCC Manhattan, mutual responsibility is one of our core values. Through our Joseph Stern Center for Social Responsibility, we work in partnership with local nonprofits, synagogues, schools, and government officials to build a more equitable and inclusive city – and to connect community members with high impact ways to make a difference. A significant portion of our work is focused on educational equity, specifically, ensuring that every New York City public school student has access to a high quality education.