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.

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.

Position Responsibilities:

The 3^rd-5^th 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!

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.

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.

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.

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
  • There 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.

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.

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.

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.

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.

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.

Role Responsibilities & Calendar

We’re Looking for Someone Who

Compensation and Support

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!

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!

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.

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.

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 5^th – 12^th 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

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

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

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.

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.

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-1^–5^th), the NYSA Academic Lead Teachers will instruct a self-contained classroom, teaching Phonics, Literacy, and Math. At the Upper School levels (6–12^th) 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 5^th, 6^th, 7^th,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 10^th– August 11^th, 2023
• Location: Avenues the World School, 259 10^th 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.

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 3^rd 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.

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.

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. 

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

• 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.

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

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

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

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 is an Equal Opportunity Employer

Salary Range:  $100,000 – $110,000

Start Date: 7/3/2023

2023-2024-001

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

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.

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.

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

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

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.