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Teaching Artist

Posted by | June 21, 2018 |

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

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

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

 

Responsibilities:

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

 

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

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

 

Deadline: Applications will be accepted on a rolling basis, but priority will be given to those received by July 1st.

 

Compensation: Part-time, commensurate with experience.

 

About Us:

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

 

Work Environment:

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

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

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

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Dean of Curriculum and Instruction

Posted by | June 21, 2018 |

General Summary

The Dean of Curriculum & Instruction (DCI) holds primary responsibility for the ongoing development, implementation, and assessment of an Uncommon school’s curriculum. As part of the administrative team, the DCI plays a central role in the success of the school. The DCI also works closely with the Principal and Director of Operations of his or her school and other schools supported by Uncommon.

Essential Duties and Responsibilities

  • Demonstrate a relentless drive to improve the minds and lives of students in and out of school;
  • Research, design, and/or supplement the academic curriculum for all subjects and grades based on successful models and approaches;
  • Align the academic curriculum with state standards, Uncommon standards, and other scientifically-based benchmarks;
  • Document and communicate scope and sequence for each grade level;
  • Monitor grade-level progress against scope and sequence benchmarks;
  • Participate in the design and implementation of systems to assess student achievement;
  • Generate and manage standardized test and internal assessment schedules, logistics, and reporting;
  • Evaluate, approve, and purchase curricular materials such as textbooks;
  • Observe and coach Teachers daily;
  • Contribute to the Principal’s evaluation of school staff;
  • Train and orient staff members in Uncommon’s curricular systems and key pedagogical issues;
  • Coordinate the Uncommon summer staff orientation and curriculum development period;
  • Ensure access to and participation in high-quality internal and external professional development for staff;
  • Help teachers to develop instructional strategies and intervention programs that elevate achievement among struggling students;
  • Participate in staff recruitment;
  • Collaborate with the Assistant Superintendent, Principal, Dean of Students, the Special Education Coordinator, the School Social Worker, and other school staff to maximize the ability of Uncommon Charter Schools to support students’ academic and socio-emotional development;
  • Collaborate with the Assistant Superintendent and the Principals to ensure that best practices are shared across Uncommon Schools; and
  • Performs other related duties as required and assigned.

Qualifications

  • 3+ years of teaching experience at Uncommon or another high-performing school;
  • Experience and interest in writing curriculum;
  • Experience driving students toward exceptional academic results;
  • Experience providing feedback and coaching teachers toward strong, data-supported results;
  • Strong content knowledge;
  • Strong teaching skills in the classroom;
  • Strong organizational skills; extremely careful attention to detail and follow-through;
  • Strong analytical and problem-solving skills;
  • Strong communication and negotiating skills;
  • Ability to work well in a team;
  • Exceptional ability to bridge and enhance cooperative working relationships;
  • Ability to create, monitor and maintain systems that enhance organizational efficiency;
  • Ability to thrive in a fast-paced, entrepreneurial environment; flexible, able to work autonomously as well as take direction as needed;
  • Passionate commitment to the mission of Uncommon Schools.

Minimum Education Level

  • Must have a Bachelor’s degree.

Experience Required

  • 3+ years working in classrooms and coaching teachers, preferably in urban schools and/or communities.
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Dean of Students

Posted by | June 21, 2018 |

POSITION

The Dean of Students at Uncommon will work with the school’s Principal and Director of Operations to ensure that all students demonstrate dramatic student achievement gains and internalize the school’s values. This individual will also help lead the school’s efforts to create a positive, structured, consistent, caring, and disciplined school culture. At Uncommon Schools, the Dean of Students is the behavioral specialist.

ESSENTIAL DUTIES & RESPONSIBILITIES

  • The Dean of Students works closely with the Principal to establish a positive, structured, achievement-oriented, and creative school culture
  • The Dean of Students supports teachers to hold all students to high and consistent behavioral expectations
  • The Dean of Students serves as the point person for dealing with behavioral crisis-intervention and acute behavioral issues
  • The Dean of Students acts as a resource for teachers in their instructional practice, especially as it relates to issues of discipline, relationships with students, classroom management, and school culture
  • The Dean of Students assists teachers, students, and parents in the effective creation and implementation of individual behavior plans
  • The Dean of Students leads staff efforts to ensure all students have excellent attendance and arrive at school on time, and works aggressively with students and parents to ensure excellent attendance
  • The Dean of Students may participate in summer home visits highlighting the responsibilities of parents, teachers, and students
  • The Dean of Students arranges for efficient homework collection in the morning, and ensuring homework is delivered to staff from students appropriately and accurately
  • The Dean of Students helps to reinforce the effective use of a school-wide behavior plan, including managing the school’s demerit and rubric systems
  • The Dean of Students serves as the point person for discipline/culture issues
  • The Dean of Students ensures that the physical environment of the school reinforces school culture and facilitates student achievement
  • The Dean of Students is highly present and visible during school hours, relentlessly ensuring the school has an exceptional school culture
  • The Dean of Students proactively circulates throughout classrooms and hallways during the day, to gain valuable context on student behavior and help support positive school culture Monitoring behavioral pull-out and in-school suspensions
  • The Dean of Students models the school’s values and the standard for professional behavior
  • The Dean of Students coordinates student apologies and school culture messages at Community Meeting
  • The Dean of Students supervises breakfast, lunch, in-between class transitions, enrichment, and dismissal, making sure students are always where they are supposed to be and ensuring a professional school culture at these times
  • The Dean of Students manages afterschool detention
  • The Dean of Students keeps accurate student discipline records, documenting all conferences, suspensions, and phone calls for behavior
  • The Dean of Students teaches at least one whole or small-group class
  • The Dean of Students tracks behavior on the school bus, ensuring students are exemplary bus riders to and from school
  • The Dean of Students ensures that behavioral expectations and school culture standards are met outside of the classroom as well as inside, including establishing and monitoring bus behavior/culture as well as cafeteria/meal time behavior and culture

QUALIFICATIONS

  • Drive to improve the minds and lives of students in and out of the classroom
  • Excellent communication skills, both verbal and written, and strong interpersonal skills with students, parents, colleagues, and community members
  • Understanding of the nuances of urban school environments and school culture
  • Bachelor’s degree is required; a Master’s degree is preferred
  • Minimum of two years teaching experience in an urban district or charter school setting
  • Belief in and alignment with Uncommon’s core beliefs and educational philosophy is non-negotiable.

COMPENSATION

We offer a generous compensation package. All staff members are equipped with the tools needed to succeed, including a dedicated work space, laptop computer, email, high-speed internet access, and all necessary supplies.

The foregoing information is requested for mandatory government reporting purposes only. As an equal opportunity employer, we hire without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status, disability, or any other category protected by applicable law.

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Special Education Coordinator

Posted by | June 21, 2018 |

POSITION

The Special Education Coordinator is passionate about supporting the students who are at-risk for academic underperformance due to emotional and/or physical challenges so that they can succeed in the school’s rigorous academic program. The Special Education Coordinator holds primary responsibility for providing academic, emotional, and physical services for students who require additional support to thrive within the school’s core academic program.

Special Education Coordinators will support teachers in the following subject areas:

  • Math – Pre-Algebra, Algebra
  • History
  • Science
  • English Language Arts (ELA) – Reading & Writing

RESPONSIBILITIES

  • Demonstrate a relentless drive to improve the minds, characters & lives of students both in and out of school.
  • Show unwavering commitment to urban youth achieving greatness.
  • Create a positive, structured learning environment to ensure that students observe the school’s core values, high expectations, and strict code of conduct.
  • Implement curricula and activities to meet academic standards.
  • Design and implement assessments that measure progress towards academic standards
  • Use assessment data to refine curriculum and inform instructional practices.
  • Participate in the collaborative curriculum development process.
  • Provide consistent rewards and/or consequences for student behavior to ensure that students observe the school’s core values, high expectations, and strict code of conduct.
  • Be accountable for students’ mastery of academic standards.
  • Share responsibility for grade-level and school-wide activities.
  • Exhibit resilience to persevere and turn challenges into opportunities.
  • Focus constantly on student learning, thinking critically and strategically to respond to student learning needs.
  • Communicate effectively with students, families, and colleagues.
  • Engage families in their children’s education.
  • Commit to continual professional growth, participating actively in department meetings, faculty meetings, and other meetings.
  • Participate in an annual three-week teacher/ staff orientation and Special Education training.
  • Mentor and engage another teacher in instructional practice and professional development.
  • Include a teacher in daily classroom activities to help students meet academic standards.

QUALIFICATIONS

  • Drive to improve the minds and lives of students in and out of the classroom.
  • Proven track-record of high achievement in the classroom.
  • Mastery of and enthusiasm for academic subjects. Evidence of self-motivation and willingness to be a team player.
  • Bachelor’s degree is required; Master’s degree is preferred.
  • Minimum of two years teaching experience in an urban public school or charter school setting.
  • Valid State Certification is helpful but not required.
  • Belief in and alignment with Uncommon’s core beliefs and educational philosophy is non-negotiable.
  • By the time that employment begins, candidates must have received a Bachelor’s degree from a College or University. For teaching roles in New York and Massachusetts, candidates must have also earned a cumulative Grade Point Average (GPA) of 2.5 or higher by the time employment begins. For teaching roles in New Jersey, the candidates must have earned a cumulative 2.75 GPA (for candidates graduating before September 1, 2016) or 3.0 (for candidates graduating on or after September 1, 2016).

COMPENSATION

We offer a competitive compensation package, including a salary significantly above the district scale and comprehensive health benefits. Aside from extensive professional development, all our teachers are equipped with a laptop computer, email, high-speed internet access, library budget, and all necessary instructional supplies.

The foregoing information is requested for mandatory government reporting purposes only. As an equal opportunity employer, we hire without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status, disability, or any other category protected by applicable law.

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Operations Fellow

Posted by | June 21, 2018 |

Position

To make more elementary, middle, and high schools, we need future leaders to commit themselves to the most urgent and exciting work of our time. It takes individuals who can inspire students, who put excellence ahead of easy, and who project urgency about closing the achievement gap. It takes individuals who are fearless about making decisions and conducting difficult conversations and who can build a highly collaborative team and shape a vibrant culture. These individuals cultivate learning communities that are simultaneously academically rigorous and joyful. They know that their job is the most important one in the world. Self-reflective and humble, they are open to feedback and committed to continuously improving.

Uncommon Schools is offering a one-year fellowship to prepare to do one of three things:

  1. open a new Uncommon school;
  2. take over an existing Uncommon school; or
  3. join an existing K-8 school as an Academy Director of Operations.

The Fellowship provides a robust development process to prepare leaders to oversee the ongoing operations at a school in conjunction with the Principal and Uncommon Home Office. The Fellow (i.e., the eventual Operations Leader) will work very closely with Uncommon’s Director of Organizational Learning. The Operations Fellow is a full-time employee, hired, supported, and evaluated by the Network Chief Operating Officer. The Operations Fellow must have a B.A. and ideally has an M.P.P., M.B.A., or J.D.

Prepare for Success

The Fellowship year is based on a foundation of six core elements that are aligned to the competencies of Uncommon leaders. Each element is designed to build Fellows’ capacity towards becoming effective operational school leaders. These include the following:

  • Evaluation and Feedback;
  • Fellowship Deliverables and Immersion;
  • Operations Leadership Meetings;
  • Professional Development;
  • School Startup Preparation;
  • and School Visits.

Evaluation and Feedback

Throughout the fellowship year, Fellows will receive coaching and feedback from their Network Chief Operating Officers in addition to the school leaders they are working closely with during their fellowships. Each Fellow will have an Individual Development Plan that identifies the specific areas of development around which their fellowship will be customized.

Fellowship Deliverables and School Guidelines

Fellows will join the current Operations leaders for periodic meetings to share and tackle current Operational challenges across Uncommon schools and to build their support network of current leaders.

Professional Development

Starting in the summer, Fellows will engage in professional development focusing on three main domains: Cultural Leadership, Leadership and Management, and Operational Leadership. Each professional development session will be lead by our experienced group of Managing Directors, current leaders and a select group of external partners.

Leadership and Management

  • Connecting with and Leading Teachers
  • Difficult Conversations
  • Managing Teams and Groups
  • Personal Effectiveness
  • Student Recruitment
  • Teacher Recruitment
  • Understanding Yourself As A Leader

Operational Leadership

  • Data Analysis and Data-Driven Instruction
  • Financial Management
  • Organizational Systems
  • Personnel & Certification
  • School Transportation, Food Services, Health & Safety
  • Systems Thinking and Operations
  • Technology Management
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Instructional Fellow

Posted by | June 21, 2018 |

General Summary

To make more elementary, middle, and high schools, we need future leaders to commit themselves to the most urgent and exciting work of our time. It takes individuals who can inspire students, who put excellence ahead of easy, and who project urgency about closing the achievement gap. It takes individuals who are fearless about making decisions and conducting difficult conversations and who can build a highly collaborative team and shape a vibrant culture. These individuals cultivate learning communities that are simultaneously academically rigorous and joyful. They know that their job is the most important one in the world. Self-reflective and humble, they are open to feedback and committed to continuously improving.

Uncommon Schools is offering a one-year fellowship to prepare fellows to open a new Uncommon school or sustain an existing school as Principal.

Essential Duties and Responsibilities

The fellowship provides a robust development process to prepare leaders to lead a school in conjunction with the Director of Operations. This Fellow and eventual Principal is a full-time employee, hired, supported, and, evaluated by the Assistant Superintendent. The Instructional Fellow must have a Bachelor’s degree and a minimum of four years of teaching experience and at least 1 year of experience leading or coaching teachers.

Prepare for Success

Leaders are born, sure. But those who become great leaders do so through hard work and deep learning. At Uncommon Schools, we make that learning possible through a year-long fellowship. The Fellowship year is based on a foundation of six core elements that are aligned to the competencies of Uncommon leaders. Each element is designed to build Fellows’ capacity towards becoming effective instructional school leaders. These include the following:

  • Evaluation and Feedback;
  • Fellowship Deliverables and Immersion;
  • Professional Development;
  • Reading and Discussion Groups;
  • School Startup Preparation; and
  • School Visits.

Evaluation and Feedback

Throughout the fellowship year, Fellows will receive coaching and feedback from their Assistant Superintendent in addition to the school leaders they are working closely with during their fellowship year. Each Fellow will have an Individual Development Plan that identifies the specific areas of development for the Fellow around which the fellowship will be customized to ensure focused development opportunities.

Fellowship Deliverables and School Guidelines

During the fall of their fellowship year, Fellows will be placed at an existing Uncommon school to observe and learn in the environment of a successful school. While in this residency, the Fellow will be involved in teaching across subject and grade levels, observing and providing feedback to teachers, and completing special projects for the school. In addition, Fellows will be responsible for completing a variety of pre-determined deliverables.

Professional Development

Ideally, fellows start in June to prepare to open their schools in the following summer. Throughout their fellowship, they will engage in professional development focusing on two domains: Cultural Leadership and Management, and Instructional Leadership. Each professional development session will be led by our experienced group of Assistant Superintendents, current leaders, and a select group of external partners.

Cultural Leadership and Management:

  • Connecting with and Leading Teachers
  • Difficult Conversations
  • Managing Teams and Groups
  • Personal Effectiveness
  • Student Recruitment
  • Teacher Recruitment
  • Understanding Yourself as a Leader
  • Family Engagement
  • Community Engagement
  • Whole-school Moments
  • Celebrating Student and Staff Successes

Instructional Leadership:

  • Curriculum Alignment and Yearlong Planning
  • Data-Driven Instruction
  • Driving Student Achievement in Special Education
  • Observation and Feedback
  • Taxonomy of Effective Teaching Practices
  • Teaching Math
  • Teaching History
  • Teaching Reading
  • Teaching Science

Qualifications

  • Demonstrates a relentless drive to improve the minds, characters, and lives of students both in and out of school;
  • Strong record of driving exceptional student results;
  • Strong data analysis skills;
  • Ability to provide high leverage feedback to teachers via classroom observations;
  • Demonstrates grit and personal responsibility;
  • High quality communications skills with multiple stakeholders including teachers, students, families, and colleagues;
  • Able to have difficult conversations in a respectful manner;
  • Committed to continual professional growth;
  • Strong organizational skills, extremely careful attention to detail and follow-through

Minimum Education Level

  • The Instructional Fellow must have a Bachelor’s degree.

Experience Required

  • 4 or more years of teaching experience highly preferred;
  • 1 or more years of experience coaching or leading teachers (e.g., grade level chair, content/department chair, Assistant Principal, Dean of Curriculum, etc.) highly preferred.

Compensation

We offer a generous compensation package. All staff members are equipped with the tools needed to succeed, including a dedicated work space, laptop computer, email, high-speed internet access, and all necessary supplies.

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Director of Operations

Posted by | June 21, 2018 |

GENERAL SUMMARY:

Oversees the ongoing operations at the school in conjunction with an Uncommon network’s Chief Operating Officer. Ensures implementation and maintenance of clear systems that allow principals and teachers to focus on students. Works closely with Uncommon’s Home Office Directors and with outside consultants and vendors.

ESSENTIAL DUTIES & RESPONSIBILITIES:

  1. Oversees the ongoing operations at the school with the Network Chief Operating Officer and Associate Chief Operating Officer of Uncommon Schools (Uncommon).
  2. School start-up and growth: Creates a detailed start-up checklist and ordering list to ensure that the school starts each year prepared and fully stocked.
  3. Facility Manages and oversees the school’s physical condition.
  4. Technology Works with Uncommon Chief Technology Officer to ensure that the school has a fully functioning technology infrastructure.
  5. Student Information Manages student information database system and generates reports as needed.
  6. Food and Transportation Manages food and transportation services.
  7. Regulations and Reporting Ensures school-wide compliance with health and safety laws, charter contracts, state education mandates (including staff fingerprinting), teacher certification, and all federal and state workplace regulations.
  8. Finance and Purchasing Ensures that school-based employees receive payroll and benefits in timely and accurate manner from Uncommon. Works with Uncommon – particularly the Uncommon Director of Finance – to create and oversee the school’s budget, finances, and relationships with outside vendors.
  9. Scheduling Works with appropriate staff to construct advisory and class rosters. Creates and manages teacher, student, and classroom schedules.
  10. External Relations and Development Manages relationships with all outside organizations and leads the school’s efforts to partner with community leaders and organizations. Manages visitor program.
  11. Student Recruitment Maintains thorough list of pre-kindergarten programs, head start programs, youth service programs, churches, and other community organizations with which to correspond regarding student recruitment. Tracks student admission applications and maintains waitlist.
  12. Manages the Office Manager and staffs the Main Office when Office Manager is unavailable or not present, and ensures the smooth operation of the main office, including mailings, attendance reporting, office machine maintenance, etc.
  13. Coordinates with Uncommon to ensure smooth operations, identify needs, and facilitate flow of information.
  14. Performs other related duties as required and assigned.
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Principal

Posted by | June 21, 2018 |

GENERAL SUMMARY:

The School Principal, in conjunction with the Director of Operations, is responsible for all aspects of running a school. The principal is responsible for overseeing instruction, curriculum, assessment, and professional development.

ESSENTIAL DUTIES & RESPONSIBILITIES:

INSTRUCTIONAL & SCHOOL LEADERSHIP

  • Provide exemplary leadership to all members of the school community to achieve outstanding performance in the school’s mission of preparing each student for college
  • Work to dramatically improve student achievement by leading the educational program Manage effectively faculty and staff
  • Develop and communicate the school’s systems, culture, and vision, and create a plan to achieve that vision
  • Oversee curriculum development and assessment
  • Implement effective internal and external assessment systems and use data to inform decisions
  • Ensure strong consistency within the school program and curricular alignment with state and other rigorous standards
  • Select and share effective curricular and instructional practices from and with other schools Serve as point person for all students and families

EVALUATION & FEEDBACK

  • Oversee faculty and staff of the school, including recruitment, selection, evaluation, supervision, retention, and dismissal
  • Manage teaching staff, including professional development, staff observations, curriculum development, staff communication, and scheduling and program decisions
  • Lead faculty to ensure that all staff are providing well-managed and rigorous daily lessons, reasonable and effective daily homework, and regular and productive afterschool tutoring
  • Foster commitment among faculty and staff to the development and fulfillment of the school’s mission and objectives
  • Hold teachers accountable for meeting high standards for student academic and behavioral performance
  • Work with staff on all curricular, instructional, assessment, and professional development issues and activities to ensure data drives classroom instruction
  • Work with staff to foster consistency among staff in enforcing the Student and Family Handbook and other school-wide discipline policies Facilitate positive faculty dynamics
  • Work with Special Education Coordinator to ensure 504 accommodations, IEP modifications, and counseling needs are met

FAMILY SUPPORT

  • Maintain communication and relations with the families of the school, ensuring they are kept involved with and held accountable for their children’s academic and behavioral performance
  • Communicate regularly with families regarding student performance and academic achievement
  • Work with staff to correspond regularly with families regarding school policies, trips, events, and milestones
  • Work with staff to plan, coordinate, and support family meetings and special events Respond to family concerns promptly and effectively

STUDENT SUPPORT/SCHOOL CULTURE

  • Collaborate with school staff to maximize the ability of the school to support students’ academic and socio-emotional development
  • Provide leadership to all staff and students in establishing a positive, structured, achievement-oriented, and fun school culture
  • Oversee students’ academic and behavioral program, including disciplinary decisions, enforcement of the Student and Family Handbook, scheduling and class decisions, educational program, and assessment and accountability
  • Ensure that traditions and rituals that support the school’s college mission are being created and maintained, grade by grade, year to year
  • Foster consistency in academic and behavioral expectations in and out of class Ensure effective exam preparation to ensure student success
  • Work with appropriate staff to ensure the smooth administration and effectiveness of the after school enrichment programs

ORGANIZATIONAL LEADERSHIP

  • Demonstrate a relentless drive to improve the minds and lives of students in and out of school
  • Help oversee school-wide strategic planning and problem solving
  • Work with Director of Operations to lead the school’s administrative program

QUALIFICATIONS:

Required knowledge, skills & abilities:

  • Strong organizational skills; extremely careful attention to detail and follow-through.
  • Strong analytical and problem-solving skills.
  • Strong communication and negotiating skills.
  • Ability to work well in a team.
  • Exceptional ability to bridge and enhance cooperative working relationships.
  • Ability to create, monitor, and maintain systems that enhance organizational efficiency.
  • Ability to thrive in a fast-paced, entrepreneurial environment; flexible, able to work autonomously as well as take direction as needed.
  • Passion for the vision of an all-boys school.

Minimum educational level:

  • Bachelor’s Degree

Experience required:

  • 5 years teaching and working in classrooms and coaching teachers, preferably in urban schools and/or communities
  • Experience as a Dean or equivalent leadership role highly preferred
  • Experience at a high-performing charter school highly preferred but not required
Comments Off on Summer Teaching Fellowship

Summer Teaching Fellowship

Posted by | June 21, 2018 |

POSITION

Summer Teaching Fellows come from college campuses across the United States to observe, learn from, and co-teach with Mentor Teachers who are currently full-time, high-performing teachers within our Uncommon schools. STF is currently offered in Boston (MA), Newark (NJ), Camden (NJ), Brooklyn (NY), and Troy (NY) and Fellows serve students in grades K-12. The format and experience of the fellowship varies by region and the grade level in which a Fellow has been placed.

Candidates can indicate their choice of region and grade level (elementary, middle, or high) on the application and, if selected, will be notified of specific STF placement info in mid-May. Please note that positions in preferred geographic locations and grade levels may not always be available due to varied capacity and size of each region. Candidates should list their top choices of location and grade level on the application but understand that placements in in top choices may not always be available.

During the end of the regular school year, most Fellows will observe classrooms, support their Mentor Teacher, and potentially lead individual or small group student instruction. When the regular school year ends and Summer Academy commences, Fellows progress to leading instruction for a full class of students, allowing for direct teaching experience still with the support and guidance of a Mentor. Fellows receive regular feedback and coaching from their Summer Academy Director (leader of Summer Academy) and Mentor Teacher. Depending on the region and grade level, Fellows may lesson plan and build curriculum for their summer class with the support of their Mentor Teacher and Summer Academy Director.

Fellows will also participate in professional development sessions around teaching taxonomies, as well as regular check-in and feedback meetings with their Mentor Teacher and/or Summer Academy Director. Fellows will have many opportunities to gain the experience and support necessary to develop, grow, and enhance their instructional skills.

By the end of the summer, Summer Teaching Fellows will be strong candidates for full-time teaching positions to begin after completion of their undergraduate requirements.

SPECIFIC RESPONSIBILITIES (may vary depending on region and grade level that a Fellow is placed in)

The first few weeks of STF may look different than the ones to follow. During that time, Fellows will have a week of Orientation where they will receive professional development on various topics and the opportunity to build cohort culture and connect with colleagues. PD Topics include time and task management, STF and Uncommon 101, Teach Like a Champion techniques, panel discussions on education reform, and much more.

Following Orientation Week, Fellows will be at their assigned host school and in classrooms during the last few weeks of the school year where they develop skills and knowledge to aid in their success during Summer Academy. Examples of tasks and activities that a Fellow may engage in are:

  • Reporting to your host school—Fellows typically get to school at around 7:00am and leave by around 4:30pm.
  • Mentor teacher check-ins— meeting your Mentor Teacher and getting to know him/her.
  • Observations— observing your Mentor Teacher or other master teachers in their classrooms.
  • Prepping for Summer Academy— gathering materials, information, and building content knowledge necessary before you begin teaching or co-teaching in your Summer Academy classroom.
  • Daily routines and structures of our schools— learning about how our Uncommon Schools operate on a daily basis and the standard that is set for our scholars.
  • Lesson plan internalization— beginning to internalize lesson plans and practice executing.
  • Professional development sessions— attending sessions led by your Summer Academy Director or other staff members on instructional skills.
  • Culture building activities— participating in activities hosted by the STF team or Summer Academy Directors.

After the first few weeks, Summer Academy will commence at which point Fellows will report to their Summer Academy site on a daily basis. Please see below for examples of tasks and actives Fellows may engage in during this time:

  • Reporting to your Summer Academy site—Fellows typically report to their Summer Academy site at 7:00am and leave by around 4:30pm. Length of days vary, as Fellows may have mandatory cohort meetings or professional development sessions after the end of the summer school day.
  • Observations— observing your Mentor teacher or other teachers in their classrooms.
  • Teaching or co-teaching— executing your lesson plans with scholars either independently or with the help of your Mentor Teacher or another Fellow.
  • Task time at home— lesson practice for the week or preparing for the next day of teaching.
  • Professional development sessions— hosted within their region by Summer Academy Directors.
  • Culture building activities— participating in activities hosted by Summer Academy Directors.

QUALIFICATIONS

  • Current standing as an undergraduate college junior expected to graduate in December 2018 or Spring 2019 (Candidates graduating in December 2019 or in year three of a five-year undergraduate/Master’s program are NOT eligible to apply for STF 2018 and are encouraged to apply for our 2019 cohort. Candidates who are studying abroad in the spring may be ineligible to apply. For more info, please see our FAQs.)
  • U.S. citizen or legally eligible to work in the U.S.
  • Minimum undergraduate GPA of 3.0 in concentration/major
  • Full availability from May 27th to August 3rd, 2018
  • Drive to improve the minds and lives of students in and out of the classroom
  • Evidence of self-motivation, willingness to be a team player, and strong sense of personal responsibility
  • Hard-working, punctual, urgent, energetic, and willing to learn and adapt
  • Extremely self-reflective and constant desire to improve
  • Strong organizational skills, communication skills (with children and with peers), and problem solving skills
  • Belief in and alignment with Uncommon’s core beliefs and educational philosophy
  • Prior experience working in schools and/or urban communities is preferred but not required
  • Background or major in education is not required, though candidates should show a demonstrated passion for working with K-12 students

COMPENSATION

  • The Summer Teaching Fellowship is between 7 to 10 weeks long.
  • For Fellows who are placed at the Elementary or Middle School levels, the program is 7 weeks long and runs from May 28th to July 13th for summer 2018.
  • For Fellows who are placed at the High School level, the program is 10 weeks long and runs from May 28th to August 3rd for summer 2018.
  • During the program, Fellows receive: $3,500 stipend (subject to all applicable taxes and fees; $6,000 for High School Fellows)
  • Travel stipend ($150 – $400, varies by region)
  • Provided dormitory-style housing (or an additional $800 stipend for Fellows who opt out of housing and find their own accommodation for summer; note that housing stipends are subject to all applicable taxes and fees)
  • Meals (breakfast and/or lunch) at select mandatory professional development sessions during the first week of the program.
  • Fellows are responsible for the cost of their own meals through the majority of the program.

 

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High School Teacher

Posted by | June 21, 2018 |

POSTION

High School STEM Teachers hold primary responsibility for the implementation and development of Uncommon’s curriculum and the success of its students. Therefore, Uncommon Schools seeks teachers who are committed to continuously improving curriculum and instruction through collaboration as part of a grade level team. We are seeking:

  • Algebra I / Algebra II
  • Geometry
  • Calculus
  • Biology teachers
  • AP Biology teachers
  • Chemistry teachers
  • Physics teachers
  • Engineering teachers

SPECIFIC RESPONSIBILITIES OF HIGH SCHOOL STEM TEACHER

  • Teacher will implement curricula and activities to meet academic standards;
  • Teacher will design and implement assessments that measure progress towards academic standards;
  • Teacher will use assessment data to refine curriculum and inform instructional practices;
  • Teacher will participate in collaborative curriculum development, grade-level activities, and school-wide functions;
  • Teacher will provide consistent rewards and/or consequences for student behavior;
  • Teacher will be accountable for students’ mastery of academic standards;
  • Teacher will communicate effectively with students, families, and colleagues; and
  • Teacher will participate in an annual three-week staff orientation and training.

QUALIFICATIONS

  • Drive to improve the minds and lives of students in and out of the classroom;
  • Proven track-record of high achievement in the classroom;
  • Mastery of and enthusiasm for academic subjects;
  • Evidence of self-motivation and willingness to be a team player;
  • Bachelor’s degree is required; Master’s degree is preferred; and Minimum of two years teaching/education experience in an urban public school or charter school setting preferred.
  • By the time that employment begins, candidates must have received a Bachelor’s degree from a College or University. For teaching roles in New York and Massachusetts, candidates must have also earned a cumulative Grade Point Average (GPA) of 2.5 or higher by the time employment begins. For teaching roles in New Jersey, the candidates must have earned a cumulative 2.75 GPA (for candidates graduating before September 1, 2016) or 3.0 (for candidates graduating on or after September 1, 2016)
  • Valid State Certification is helpful but not required.
  • Belief in and alignment with Uncommon’s core beliefs and educational philosophy is non-negotiable.

COMPENSATION

We offer a generous compensation package. All staff members are equipped with the tools needed to succeed, including a dedicated work space, laptop computer, email, high-speed internet access, and all necessary supplies.

The foregoing information is requested for mandatory government reporting purposes only. As an equal opportunity employer, we hire without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status, disability, or any other category protected by applicable law.

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Special Education Teacher

Posted by | June 21, 2018 |

POSITION

The Special Education Teacher is passionate about supporting the students who are at-risk for academic underperformance due to emotional and/or physical challenges so that they can succeed in the school’s rigorous academic program. The Special Education Teacher holds primary responsibility for providing academic, emotional, and physical services for students who require additional support to thrive within the school’s core academic program.

RESPONSIBILITIES

  • The Special Education Teacher will demonstrate a relentless drive to improve the minds, characters & lives of students both in and out of school
  • The Special Education Teacher will show unwavering commitment to urban youth achieving greatness
  • The Special Education Teacher will create a positive, structured learning environment to ensure that students observe the school’s core values, high expectations, and strict code of conduct
  • The Special Education Teacher will implement curricula and activities to meet academic standards
  • The Special Education Teacher will design and implement assessments that measure progress towards academic standards
  • The Special Education Teacher will use assessment data to refine curriculum and inform instructional practices
  • The Special Education Teacher will participate in the collaborative curriculum development process
  • The Special Education Teacher will provide consistent rewards and/or consequences for student behavior to ensure that students observe the school’s core values, high expectations, and strict code of conduct
  • The Special Education Teacher will be accountable for students’ mastery of academic standards
  • The Special Education Teacher will share responsibility for grade-level and school-wide activities
  • The Special Education Teacher will exhibit resilience to persevere and turn challenges into opportunities
  • The Special Education Teacher will focus constantly on student learning, thinking critically and strategically to respond to student learning needs
  • The Special Education Teacher will communicate effectively with students, families, and colleagues
  • The Special Education Teacher will engage families in their children’s education
  • The Special Education Teacher will commit to continual professional growth, participating actively in department meetings, faculty meetings, and other meetings
  • The Special Education Teacher will participate in an annual three-week staff orientation and training
  • The Special Education Teacher will mentor and engage an Apprentice Teacher in instructional practice and professional development
  • The Special Education Teacher will include an Apprentice Teacher in daily classroom activities to help students meet academic standards

QUALIFICATIONS

  • Drive to improve the minds and lives of students in and out of the classroom
  • Proven track-record of high achievement in the classroom
  • Mastery of and enthusiasm for academic subject
  • Evidence of self-motivation and willingness to be a team player
  • Bachelor’s degree is required; Master’s degree is preferred
  • Minimum of two years teaching experience in an urban public school or charter school setting
  • Valid State Certification is helpful but not required
  • Belief in and alignment with Uncommon’s core beliefs and educational philosophy is non-negotiable
  • By the time that employment begins, candidates must have received a Bachelor’s degree from a College or University. For teaching roles in New York and Massachusetts, candidates must have also earned a cumulative Grade Point Average (GPA) of 2.75 or higher by the time employment begins. For teaching roles in New Jersey, the candidates must have earned a cumulative 2.75 GPA (for candidates graduating before September 1, 2016) or 3.0 (for candidates graduating on or after September 1, 2016).

COMPENSATION

We offer a competitive compensation package, including a salary significantly above the district scale and comprehensive health benefits. Aside from extensive professional development, all our teachers are equipped with a laptop computer, email, high-speed internet access, library budget, and all necessary instructional supplies.

The foregoing information is requested for mandatory government reporting purposes only. As an equal opportunity employer, we hire without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status, disability, or any other category protected by applicable law.

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Middle School Teacher

Posted by | June 21, 2018 |

POSITION

Middle School Teachers hold primary responsibility for the implementation and development of Uncommon’s curriculum and the success of its students. Therefore, Uncommon Schools seeks middle school teachers who are committed to continuously improving curriculum and instruction through collaboration as part of a grade level team.

SPECIFIC RESPONSIBILITIES OF MIDDLE SCHOOL MATH TEACHERS

  • Teachers implement curricula and activities to meet academic standards;
  • Teachers design and implement assessments that measure progress towards academic standards;
  • Teachers use assessment data to refine curriculum and inform instructional practices;
  • Teachers participate in collaborative curriculum development, grade-level activities, and school-wide functions;
  • Teachers provide consistent rewards and/or consequences for student behavior;
  • Teachers are accountable for students’ mastery of academic standards;
  • Teachers communicate effectively with students, families, and colleagues;
  • Teachers participate in an annual three-week staff orientation and training;

QUALIFICATIONS

Our middle school teachers strive to improve the minds and lives of students in and out of the classroom;

  • Proven track-record of high achievement in the classroom
  • Mastery of and enthusiasm for academic subjects; (especially core subjects of English Language Arts (ELA), Math, Science and History)
  • Evidence of self-motivation and willingness to be a team player;
  • Bachelor’s degree is required; Master’s degree is preferred; and Minimum of two years teaching experience in an urban public school or charter school setting.
  • By the time that employment begins, candidates must have received a Bachelor’s degree from a College or University. For teaching roles in New York and Massachusetts, candidates must have also earned a cumulative Grade Point Average (GPA) of 2.5 or higher by the time employment begins. For teaching roles in New Jersey, the candidates must have earned a cumulative 2.75 GPA (for candidates graduating before September 1, 2016) or 3.0 (for candidates graduating on or after September 1, 2016).
  • Valid State Certification is helpful but not required.
  • Belief in and alignment with Uncommon’s core beliefs and educational philosophy is non-negotiable.

COMPENSATION

We offer a generous compensation package. All staff members are equipped with the tools needed to succeed, including a dedicated work space, laptop computer, email, high-speed internet access, and all necessary supplies.

The foregoing information is requested for mandatory government reporting purposes only. As an equal opportunity employer, we hire without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status, disability, or any other category protected by applicable law.

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Elementary School Teacher

Posted by | June 21, 2018 |

POSITION

The Elementary School Teacher’s primary responsibility is the implementation and development of Uncommon’s curriculum and the success of its students. Therefore, Uncommon Schools seeks elementary School teachers who are committed to continuously improving curriculum and teaching through collaboration as part of a grade level team.

  • Kindergarten teacher – 2nd Grade teacher
  • 3rd Grade teacher – 4th Grade teacher
  • Primary teacher and Co-teacher

SPECIFIC RESPONSIBILITIES FOR ELEMENTARY SCHOOL TEACHER:

  • Implement curricula and activities to meet academic standards
  • Design and implement assessments that measure progress towards academic standards
  • Use assessment data to refine curriculum and inform teaching practices
  • Participate in collaborative curriculum development, grade-level activities, and school-wide functions
  • Provide consistent rewards and/or consequences for student behavior Be accountable for students’ mastery of academic standards
  • Communicate effectively with students, families, and colleagues
  • Participate in an annual three-week staff orientation and elementary teacher training

QUALIFICATIONS

  • Drive to improve the minds and lives of students in and out of the classroom
  • Proven track-record of high achievement as a classroom teacher
  • Mastery of and enthusiasm for teaching academic subjects
  • Evidence of self-motivation and willingness to be a team player
  • Bachelor’s degree is required; Master’s degree is preferred
  • Minimum of two years teaching experience in an urban public school or charter school setting
  • Valid State Certification is helpful but not required.
  • Belief in and alignment with Uncommon’s core beliefs and educational philosophy is non-negotiable.
  • By the time that employment begins, candidates must have received a Bachelor’s degree from a College or University. For teaching roles in New York and Massachusetts, candidates must have also earned a cumulative Grade Point Average (GPA) of 2.75 or higher by the time employment begins. For teaching roles in New Jersey, the candidates must have earned a cumulative 2.75 GPA (for candidates graduating before September 1, 2016) or 3.0 (for candidates graduating on or after September 1, 2016).

COMPENSATION

We offer a generous compensation package. All staff members are equipped with the tools needed to succeed, including a dedicated work space, laptop computer, email, high-speed internet access, and all necessary supplies.

The foregoing information is requested for mandatory government reporting purposes only. As an equal opportunity employer, we hire without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status, disability, or any other category protected by applicable law.

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Apprentice Teacher

Posted by | June 21, 2018 |

POSITION

The Apprentice Teacher position provides a unique opportunity for talented individuals with limited or no teaching experience to explore the field of education and to gain hands-on practice and the training necessary to become a successful full-time classroom teacher. Apprentice Teachers will have an opportunity to observe best practices in classroom instruction and education reform from experienced teachers and school leaders at one of the leading charter management organizations in the country. Apprentice Teachers observe and learn from Master Teachers, co-teach with teacher-leaders, provide in-house substitute teaching coverage for teachers, and support teachers with tutoring, grading, and individual or small group student instruction. Depending on school needs and candidate background, Apprentice Teachers may also teach their own class of students, allowing for direct teaching experience within a more limited teaching load. Apprentice Teachers will also offer teacher support with a variety of work inside and outside of the classroom, including teaching Enrichment classes, organizing student events, and developing mentoring relationships with students. Through full participation in summer and school-year professional development, as well as regular meetings with an instructional coach, Apprentice Teachers will have many opportunities to gain the experience and support necessary to develop their teaching skills. By the end of the year, Apprentice Teachers will be very strong candidates for a lead teaching position.

We are seeking apprentice teachers for the following subject areas:

Elementary School:

  • Grades K-2, or 3-4

Middle School:

  • Math (Pre-Algebra, Algebra I)
  • Science
  • History
  • English
  • Language Arts (ELA) – Reading & Writing
  • Special Education

SPECIFIC RESPONSIBILITIES FOR APPRENTICE TEACHERS

  • Apprentice teachers teach classes on behalf of Deans and teacher-leaders who are observing other teachers
  • Apprentice teachers provide substitute teaching coverage for teachers within the school;
  • Apprentice teachers teach one class or small groups of students;
  • Apprentice teachers periodically plan and deliver instruction, gradually taking on more esponsibility throughout the year;
  • Apprentice teachers develop teaching skills to potentially become a full-time teacher at the school;
  • Apprentice teachers support students by providing one-on-one and small group tutoring daily, and small group intervention and student support;
  • Apprentice teachers observe Master Teachers in order to improve instructional techniques and classroom management;
  • Apprentice teachers meet regularly with a coach to implement feedback on lessons and instruction;
  • Apprentice teachers teach or help coordinate an Enrichment class; Similar to teaching assistants, Apprentice teachers help with instruction, assessments, grading, and other classroom responsibilities; (especially in core subjects: English Language Arts (ELA), Math, Science, History) They’re just doing this work full time.

As appropriate, perform all duties expected of classroom teachers, including but not limited to:

  • Implementing curricula and activities to meet academic standards;
  • Designing and implementing assessments that measure progress towards academic standards;
  • Using assessment data to refine curriculum and inform instructional practices;
  • Participating in collaborative curriculum development, grade-level activities, and school-wide functions, events, and trips;
  • Providing consistent rewards and/or consequences for student behavior;
  • Serving as an advisor to a small group of students; Helping to co-lead advisory/homeroom in the morning and afternoon;
  • Supervising students during transitions, breakfast, lunch and afterschool;
  • Being accountable for students’ mastery of academic standards;
  • Communicating effectively with students, families, and colleagues;
  • Participating in an annual three-week staff orientation and training.

QUALIFICATIONS

Drive to improve the minds and lives of students in and out of the classroom

  • Evidence of self-motivation, willingness to be a team player, and has a strong sense of personal responsibility;
  • Ideal candidates are hard-working, urgent, energetic, and are willing to learn and adapt; Is extremely reflective and constantly wants to improve;
  • Is flexible and enjoys dealing with unpredictability; Strong time management skills; ability to manage multiple tasks simultaneously and meet tight deadlines;
  • A strong candidate will possess strong organizational skills, communication skills (particularly with children), and problem solving skills;
  • Interest in performing a critical support role and the ability to excel in a fast-paced, entrepreneurial, results-oriented environment;
  • Prior experience working in schools and/or urban communities is preferred but not required;
  • Relentless commitment to mission of educating urban students. Belief in and alignment with Uncommon’s core beliefs and educational philosophy is non-negotiable.

EDUCATIONAL BACKGROUND AND WORK EXPERIENCE

Bachelor’s degree is required. A background in education is not required, though candidates should show a demonstrated passion for working with K-12 students.

By the time that employment begins, candidates must have received a Bachelor’s degree from a College or University. For teaching roles in New York and Massachusetts, candidates must have also earned a cumulative Grade Point Average (GPA) of 2.5 or higher by the time employment begins. For teaching roles in New Jersey, the candidates must have earned a cumulative 2.75 GPA (for candidates graduating before September 1, 2016) or 3.0 (for candidates graduating on or after September 1, 2016)

COMPENSATION

This is a full-time paid teaching apprenticeship, including comprehensive health benefits. Aside from extensive professional development, all our teachers are equipped with a laptop computer, email, high-speed internet access, and all necessary instructional supplies.

The foregoing information is requested for mandatory government reporting purposes only. As an equal opportunity employer, we hire without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status, disability, or any other category protected by applicable law.

Comments Off on Associate, Development

Associate, Development

Posted by | June 20, 2018 |

Start Date:                          Immediate

Team:                                   Development

Location:                             New Haven, Connecticut

 

About Achievement First:

Achievement First, a non-profit 501(c)3 charter school management organization, operates over 30 public charter schools in Brooklyn, Connecticut and Rhode Island. The mission of Achievement First is to deliver on the promise of equal educational opportunity for all children, regardless of race or economic status. Achievement First currently educates more than 12,600 students in historically underserved neighborhoods, with over 90% of our students identifying as Black and Latino. With its college-preparatory focus, the Achievement First approach is attaining breakthrough academic gains throughout the network. Beyond our students and schools, Achievement First is an engaged and prominent partner in the larger conversation about how to improve public education and student achievement in our country.

 

Achievement First’s approach to teaching and learning enables every student to succeed at the highest levels. This involves:

  • Recruiting and developing successful teachers and school leaders and empowering them to use student data to strategically drive instruction;
  • Creating a joyful school culture where it is “cool to be smart” that emphasizes character education and focuses students on college;
  • Providing students with more time on task and intense intervention when they are struggling so that no child falls through the cracks.

 

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

 

Summary

Team Development secures the philanthropic resources necessary for students, teachers, and leaders to thrive and for the network to serve as an exemplar in public education.  The associate will report to the director of development and play an important role in securing grant support for Connecticut and Rhode Island operations. The associate will also support the development of strong relationships with individuals, foundations and corporations who share our vision for equity in education. In addition, the associate will support the cultivation, stewardship and solicitation of compassionate, generous contributors. This is a unique opportunity to contribute to a team that raises in excess of $20 million annually and to hone effective development skills while advancing the sustainability of one of the leading education reform organizations in the country.

 

Responsibilities of the development associate will include but are not limited to:

 

  • Grant Writing and Management
    • Lead grant writing for CT and RI foundations as a key component of Team Development’s annual and/or multi-year strategy
    • Collaborate across departments at the Network and school-levels to execute compelling and timely proposals and reports that faithfully and knowledgeably communicate Achievement First’s successes and challenges
    • Support co-CEO, VP and/or Director in hosting funder meetings and site visits as a part of the grant making due diligence process

 

  • Donor Cultivation and Stewardship
    • Develop clear, compelling and high-quality materials to introduce prospective donors to Achievement First and/or support fundraising and donor stewardship, including managing annual appeals and campaigns

 

  • Administrative
    • Track progress toward goal for a team that raises in excess of $20 million in private revenue
    • Maintain contact and gift records in Raiser’s Edge and Salesforce database for a portfolio of contributors
    • Assist team members in planning and execution of board meetings, school visits, and other fundraising/special events as necessary

 

Skills and Characteristics

  • Excellent and persuasive communicator as demonstrated by exceptional written, oral, interpersonal, and presentation skills, with the ability to differentiate internal stakeholder communications from those intended for external stakeholders
  • Highly organized, with superior attention to detail and the ability to manage, prioritize, and ensure the completion of multiple projects
  • Resourceful in pursuit of outcomes, seeking clarity in ambiguity and calmly handling the unanticipated
  • Interest in performing a critical grant-writing role while learning in a fast-paced, entrepreneurial environment
  • Willing to learn and improve, self-reflective, receptive to constructive feedback
  • Able to connect with others and build effective professional relationships
  • Healthy curiosity about all aspects of Achievement First, eager to learn more about and support the larger mission and vision by engaging in network opportunities outside of Team Development
  • Belief in and passion for the Achievement First mission and educational model
  • Solid technical skills, including proficiency with Microsoft (Word, Excel, PowerPoint), experience with Google Drive, Raiser’s Edge, and Salesforce a plus
  • Maturity, humility, strong work ethic, sense of humor, and “roll-up-my-sleeves” attitude

 

Educational Background and Work Experience

  • Bachelor’s degree
  • 3-5 years work experience, consistently meeting or exceeding performance goals
  • Prior grant writing, development or consulting experience a plus

 

This position will require occasional evening work and travel within Connecticut and between Connecticut, New York and Rhode Island.

 

Compensation

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

 

 

Comments Off on Director, Development

Director, Development

Posted by | June 20, 2018 |

Start Date:                          Immediate

Team:                                   Development

Location:                             Brooklyn, New York

 

About Achievement First:

Achievement First, a non-profit 501(c)3 charter school management organization, operates over 30 public charter schools in Brooklyn, Connecticut and Rhode Island. The mission of Achievement First is to deliver on the promise of equal educational opportunity for all children, regardless of race or economic status. Achievement First currently educates more than 12,600 students in historically underserved neighborhoods, with over 90% of our students identifying as Black and Latino. With its college-preparatory focus, the Achievement First approach is attaining breakthrough academic gains throughout the network. Beyond our students and schools, Achievement First is an engaged and prominent partner in the larger conversation about how to improve public education and student achievement in our country.

 

Achievement First’s approach to teaching and learning enables every student to succeed at the highest levels. This involves:

  • Recruiting and developing successful teachers and school leaders and empowering them to use student data to strategically drive instruction;
  • Creating a joyful school culture where it is “cool to be smart” that emphasizes character education and focuses students on college;
  • Providing students with more time on task and intense intervention when they are struggling so that no child falls through the cracks.

 

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

 

Summary

Team Development secures the philanthropic resources necessary for Achievement First and our schools to grow, improve and innovate. The director of development will report to the vice president of development with a particular focus on generating private revenue in New York City. In August 2018, Achievement First will have 23 schools in Brooklyn that serve more than 8,100 students. The director of development will be responsible for developing strong relationships with individuals, foundations, corporations and board members who share our vision for equity in education, as well as cultivating, stewarding and soliciting compassionate, generous contributors. This is a unique opportunity to be a lead member of a team that raises in excess of $20 million annually in support of a high-performing, scaling organization that is committed to excellence.

 

Responsibilities of the director of development will include but are not limited to:

 

  • Donor Stewardship
    • Manage grant application and reporting calendar to ensure Team Development meets deadlines and annual fundraising goals
    • Prepare grant applications and reports for a subset of private funders as a key component of Team Development’s annual and/or multi-year strategy for these funders
    • Coordinate across other Achievement First teams and/or school teams to obtain the information necessary to prepare and complete timely funding proposals and reports
    • Analyze and synthesize information to compose compelling funding proposals and reports that accurately communicate Achievement First’s successes and challenges
    • Maintain and deepen relationships with key funders by sharing updates, articles and events and by ensuring priorities align with Achievement First’s work
    • Host highly-engaging and informative school visits to complement the grant approval process and deepen funder connection with Achievement First’s mission and the need for support
    • Develop high-quality materials to support frontline fundraising, grant proposals/reports and donor stewardship

 

  • Prospecting
    • Implement cultivation strategies to increase funding from existing, lapsed and new donors
    • Attract new sources of funding to support Achievement First’s growing need for capital funding in New York City and the network’s special initiatives, such as “AF Through College”
    • Develop clear, compelling materials to introduce Achievement First to prospects and make a case for funding

 

  • Governance/Board Relations
    • Develop and implement annual board calendar to drive the effectiveness of the Achievement First Brooklyn and Network Support boards, including recruitment and onboarding efforts
    • Collaborate with senior staff to provide key organizational updates that will increase Achievement First Brooklyn and Network Support boards’ knowledge and ability to serve as partners
    • Oversee principal approval process for Achievement First’s Brooklyn schools
    • Satisfy governance reporting requirements in collaboration with Team Legal & Compliance

 

Skills and Characteristics

  • Excellent and persuasive communicator as demonstrated by exceptional written, oral, interpersonal and presentation skills and the ability to effectively interface with senior leaders, board members and staff
  • Resourceful in pursuit of outcomes, seeking clarity in ambiguity and calmly handling the unanticipated
  • Highly organized, with superior attention to detail and the ability to manage, prioritize and ensure the completion of multiple projects
  • Interest in applying leadership skills in a fast-paced, entrepreneurial environment
  • Willing to learn and improve, self-reflective, receptive to constructive feedback
  • Able to connect with others and build effective professional relationships
  • Strong management skills; ability to influence and engage direct and indirect reports and peers
  • Healthy curiosity about all aspects of Achievement First, eager to learn more about and support the larger mission and vision by engaging in network opportunities outside of Team Development
  • Belief in and passion for the Achievement First mission and educational model
  • Solid technical skills, including proficiency with Microsoft (Word, Excel, PowerPoint), experience with Google Drive, Raiser’s Edge and Salesforce a plus
  • Maturity, humility, strong work ethic, sense of humor and “roll-up-my-sleeves” attitude

 

 

Educational Background and Work Experience

  • Bachelor’s degree
  • 7-10 years work experience, consistently meeting or exceeding performance goals
  • Prior development, consulting and/or strategic planning work experience a plus

 

This position will require occasional evening work and travel within New York City and between New York City, Connecticut and Rhode Island.

 

Compensation

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

 

 

Comments Off on Administrative Assistant – NYS-TEACHS

Administrative Assistant – NYS-TEACHS

Posted by | June 19, 2018 |

Overview

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

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

AFC seeks a full-time Administrative Assistant for the NYS-TEACHS project to complete our team of seven (including the Administrative Assistant). The Administrative Assistant will support all facets of NYS-TEACHS’ operations, especially those related to outreach and data management. The Administrative Assistant has a pivotal role in ensuring that our work reaches key contacts who work with students experiencing homelessness. As a team we value growth and learning with regard to how we can better serve marginalized communities. As a result of staff efforts, we regularly engage in conversations regarding race and equity as they impact our external work as well as our internal experiences in the workplace.

 

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

Responsibilities

The Administrative Assistant will be responsible for the following activities, which are followed by approximate time spent in each activity. Note that some aspects of the work are seasonal, so percentages reflect time spent over the course of a year.

  • updating training and contact information in our SalesForce database (35%);
  • assisting with organizing our trainings and workshops (scheduling, copying and assembling handouts, serving as point-person for questions, etc.) (20%);
  • tracking and preparing mailings of outreach and training materials (10%);
  • communicating with school districts, service providers, and families about the educational rights of students experiencing homelessness through the NYS-TEACHS hotline and making follow-up calls (10%);
  • conducting outreach via email and phone for our trainings (5%);
  • creating and running reports, and exporting and interpreting data from our SalesForce database (5%);
  • simple data analysis using Microsoft Excel (5%);
  • updating our website (5%); and
  • editing and updating our outreach materials using Publisher and InDesign (5%).

Qualifications

  • Knowledge of Microsoft Word and Excel a must. Experience working with Adobe Suite, especially InDesign, databases (e.g., SalesForce), and bulk email platforms preferred.
  • College graduate preferred.
  • Spanish language skills preferred.
  • Ideal candidate should be:
    • adaptable,
    • able to work effectively in a busy environment,
    • detail-oriented,
    • organized,
    • able to keep meticulous records,
    • tech-savvy,
    • able to manage projects start to finish,
    • able to learn new programs quickly,
    • good at time management, and
    • comfortable interacting with other professionals on the phone and in writing.

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

Expected Start Date
Position is available immediately.

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

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Education Director

Posted by | June 14, 2018 |

About Us

Youth Communication provides powerful, teen-written stories and professional development to help educators and youth workers connect with the teens they serve and build their social and emotional competencies and literacy skills. To our knowledge, we are the only organization that puts the voices of struggling youth at the center of curricula and professional development.

The education department is fairly new at our 38-year-old organization. Beginning four years ago, we built a curriculum and professional development framework that would enable educators to be more effective in engaging struggling teens. Based on that framework, we developed five curricula, each with about two dozen lessons (topics include SEL for middle and high school students, gender, and work readiness). We also created day-long interactive professional development sessions for each curriculum. Last year, we trained more than 400 educators at several dozen schools, after school programs, and city agencies.

We want to expand the programs we offer and dramatically increase the number of schools and agencies that use them. Our employees must be self-directed, hands-on, and passionate about serving educators and marginalized youth, including youth in alternative schools, after school programs, and the foster care and juvenile justice systems. We want someone who is just as comfortable presenting our work to principals and education directors as s/he is writing monthly lessons to accompany our teen-written magazines.

Moving forward, the Education Director will play a key role in developing new training programs for educators on specialized topics, like restorative practices and trauma, which are based on our stories but are not tied directly to our five curricula. We also expect to develop several new mini-curricula of about 10 lessons each.

Qualifications

We are looking for a master trainer who can also write curricula and provide the educational vision to sustain and grow this work. The ideal candidate will have the following skills and background:

  • A background in education, including teaching experience, and an advanced degree in education.
  • Knowledge of the NYC educational landscape.
  • Strong understanding of social and emotional learning and literacy for struggling readers.
  • Experience providing professional development to diverse staff (school-based, after school, etc.)
  • Experience developing lessons and curricula.
  • Familiarity with the challenges of educators who work with marginalized teens.
  • Ability to work independently, manage multiple projects at once, and set and meet deadlines.
  • Familiarity with and/or interest in social science research and how it applies to educational practice.
  • Passion for reading and writing.

Scope of Responsibilities

Supervisor: Deputy Director

Direct Reports: Per Diem trainers and other staff as we grow (e.g., per diem curriculum writers)

Works closely with: YC management team, editorial, and administrative staff

Manage Professional Development and Coaching (40%)

  • Manage all aspects of professional development, including: Provide full- and half-day trainings on our curricula and on specialized topics; Hire, supervise, and train several per diem trainers and coaches, as needed, who work with schools and contract agencies to implement our programs; Refine PD offerings, as needed, based on feedback from trainers and sites. Work with YC administrative staff to coordinate training schedules, coaching, etc.
  • Provide coaching to YC partner sites (teachers, afterschool workers, etc…) to improve their group facilitation and youth development skills. This will also include developing and refining our coaching model.

Create Lessons and Curricula (40%)

  • Update existing curricula in response to changing needs.
  • Create new curricula and trainings based on customer needs (e.g., create a 10-lesson mini-curriculum on middle school to high school transition; design story-based workshops to build staff awareness and youth development skills).
  • Complete an in-progress “casebook” that will use our stories to help pre-service teachers better understand struggling students, develop greater empathy for them, and identify strategies for engaging them (in collaboration with the Hunter College School of Education).
  • Stay abreast of new ideas in education (including core youth development, social and emotional learning and literacy issues, and topic-specific issues, such as gender, restorative practice, middle school to high school transition, etc.), and integrate them into our training and curricula as needed.
  • Write lessons for our two teen magazines (9 issues per year).

Manage Continuous Improvement and Growth (20%)

  • Work to improve lessons and professional development—and develop new programs—based on feedback obtained through surveys, observation, and new trends and research on social-emotional learning, literacy, and youth development.
  • Work with YC management team to assess customer demand, available funding, workload, and other factors to determine need to hire per diem and/or permanent staff to support Education Department activities.
Comments Off on New York Reporter

New York Reporter

Posted by | June 13, 2018 |

Chalkbeat, the growing nonprofit news organization covering the story of public education in America, is seeking a hard-charging reporter to join our New York bureau.

It’s an incredible time be covering education in New York. The past few months have seen an onslaught of news carrying profound implications for students and families in the nation’s largest school district — from the dramatic arrival of a new schools chancellor to a controversial proposal to change admission practices at the city’s most selective high schools. Chalkbeat has been at the forefront of these and other stories, breaking news and providing smart analysis of the implications on policy and politics — from visiting classrooms to cornering lawmakers in Albany as part of our state coverage. We’re looking for a reporter who can jump in immediately, contribute smart ideas, and execute both quick-turn and long-term enterprise stories.  

You won’t just be responsible for conceiving and executing daily news stories; you’ll be tasked with providing crucial context for what is happening, who is affected, and why. You’ll analyze public policy decisions at the district and state level and assess the impact on educators, families, and communities. You will scrutinize the people calling the shots.

Who are you?

You are committed to local journalism and respect the transformative power a good story can wield. You’re a self-starter who is hungry to break news, eager to understand and inform vital public policy debates, and enthusiastic about creating new models for sustainable journalism. You’re a strong beat reporter who can develop reliable sources and beat the competition. You’ve got the ability to write a range of stories, from breaking news to enterprise and long-term investigative projects. Most important, you can serve as a guide for our readers — school personnel, education insiders, parents, students, and curious citizens — in explaining how education in New York works. And you’re not afraid to call its leaders to task when warranted.

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

  • Reporting experience, preferably in digital, with a focus on public policy issues and/or education. (We’re open to hiring veteran reporters and up-and-coming journalists alike.)
  • A passion for education and the future of New York and its children.
  • Specific knowledge about education issues and the city of New York are strong pluses, but not required.
  • Experience in data journalism and visual production is a plus.
  • Ability to report in a language other than English — one that will help us connect with the diverse communities of New York — is a plus.

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

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

About Chalkbeat:

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

Comments Off on Instrumental Music Teacher of Afro Caribbean Latin Jazz

Instrumental Music Teacher of Afro Caribbean Latin Jazz

Posted by | June 12, 2018 |

Join us and be the first teacher in a school in the United States to teach through an Afro-Caribbean Latin Jazz curriculum created by Jazz at Lincoln Center (JALC). Help us form our first ever Jazz Orchestra including listening, history, theory, basic to advanced songs, chord structures & progressions, improvisation, solo & ensemble performing, styles, and aesthetics. Work with our students to help develop their repertoire in order to secure scholarships for college. Part of your instructional day will include teaching JALC’s “From Ragtime to Rap.”

School Vision Statement for the Arts

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

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

More About Us

TAPCo is a DOE Learning Partners host school.  We have been recognized in US News & World Report’s Best High Schools in America for the past two years, appeared in The Huffington Post, and featured in many local television news stories for the artistic and academic accomplishments of our students. We offer 4 AP courses, and are members of College Readiness for Middle & High School, Algebra for All, the LINCT program, Urban Advantage, the Writing Revolution, RULER, and Beyond Differences. Partnerships: Roundabout Theatre Company, Jazz at Lincoln Center, 92Y, Elisa Monte Dance, Hip Hop Dance Conservatory, Fred Dolan Art Academy, Reidi Dance, the Sessions, and Hispanic Information Telecommunications Network (HITN).

Salary

According to DOE/UFT contract.

Comments Off on Teach in NYC. 1 application, 85 great schools!

Teach in NYC. 1 application, 85 great schools!

Posted by | June 12, 2018 |

Who We Are

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

While each consortium member has its own unique focus and culture, we share a belief in the power of great teachers to unlock students’ potential and prepare them to achieve their goals. For us, this makes the most important factor in the success of our students the teacher in their classroom. Teachers for NYC Charter Schools was created by TNTP, a national non-profit with 20 years of experience recruiting great teachers for urban schools.

Who You Are

We are looking for teachers who:

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

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

Benefits of Teachers for NYC Charter Schools

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

  • Earn a trusted recommendation. Our consortium members prioritize candidates who apply through Teachers for NYC Charter Schools and pass our screening process. Make sure your resume is given the attention it deserves.
  • Find the school community that’s right for you. Consortium members have embraced the spirit of innovation, diversity, and choice that has defined the charter school movement. Find the school with a vision, focus, and culture that matches your skills, interests, and career goals.
  • Streamline your teacher job search . Apply to our consortium members’ 15 networks and 85 schools with a single application. Teachers for NYC Charter Schools saves you time by connecting you directly with multiple schools seeking great teachers. Then, bypass first-round interviews by participating in a video interview shared with all consortium members.
  • Get support throughout the hiring process. From resume advice and pre-interview preparation to regular updates on hiring prospects, you’ll have a point of contact throughout the process to help you maximize your chances of finding a meaningful and rewarding career.
  • Make a lasting difference. This is your opportunity to join a vibrant movement to meet NYC children’s social, emotional, and academic needs–and prepare them for success in college and career.

Qualifications and Eligibility

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

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

 

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Middle School Math & Science Teachers

Posted by | June 12, 2018 |

TNTP has partnered with Success Academy to bring a group of talented and passionate middle school math and science teachers to Success Academy’s schools next fall. TNTP is a national nonprofit founded by teachers that believes our nation’s public schools can offer all children an excellent education. We work at every level of the public education system to attract and train talented teachers and school leaders, ensure rigorous and engaging classrooms, and create environments that prioritize great teaching and accelerate student learning. TNTP will provide personalized support to candidates throughout the application process, and successful candidates will be employees of Success Academy.
As the fastest growing, highest-performing public charter school network in New York State, Success Academy has reimagined public education. Primarily serving low-income families and communities, we have created a revolutionary K-12 school model that is nationally recognized for achieving outstanding academic results for students. We are seeking hard-working, fast-learning, exceptional candidates to join our revolution.
We are looking for candidates just starting their career (or considering a career change) and candidates with lead teaching experience.
Our Associate Teachers receive intensive training over the summer so that they are ready to hit ground running to support students in the classroom. Associate Teachers that demonstrate their ability to effectively lead a classroom will be considered for a Lead Teacher position.
Our Lead Teachers are results driven, foster a love of learning in their classrooms and motivate students to think critically and take ownership over their own learning. Lead Teachers drive towards academic outcomes by analyzing student work, studying data, and implementing high-leverage instructional moves to ensure dramatic gains for all students.
Success Academy is disrupting the status quo so we need candidates with a deep-seated belief that all children are capable of reaching the highest bars we set for them and are excited to join the ed reform movement.
If you are ready to join this elite team, your key responsibilities would include:
Associate Teachers
-Teaching small groups and leading whole-class instruction using an inquiry-based, rigorous curriculum that inspires intellectual curiosity, reinforces the joy of learning, and enables all students to thrive;
-Working collaboratively with other teachers, assuming increased teaching responsibilities while progressing towards the Lead Teacher role;
Lead Teachers
– Leading instruction that is rich, rigorous, and engaging
– Building a classroom culture in which students love math or science
– Guiding students towards a deep understanding of math or science
– Analyzing data to drive to ambitious outcomes
All Teachers
– Engaging in training with school leaders to benefit from targeted, in-the-moment feedback on instruction, accelerating learning and growth with unparalleled support;
-Developing meaningful relationships with students and parents that drive students to love learning and make exceptional academic gains; and
-Joining a highly motivated team committed to education reform, parent choice, and the building of exemplary schools.
Successful candidates have the following:
-Bachelor’s degree, with an outstanding record of academic achievement and leadership;
-Flexibility and openness to feedback;
-Grit and perseverance; and
-Interest in working in a collaborative environment.
Success Academy Charter Schools is an equal opportunity employer and actively encourages applications from people of all backgrounds. Compensation is competitive and commensurate with experience. Success Academy offers a full benefits program and extraordinary opportunities for professional growth

Questions? Email TNTP@successacademies.org 

 

Comments Off on Now Hiring: All Content Areas

Now Hiring: All Content Areas

Posted by | June 10, 2018 |

New Visions for Public Schools’ goal is to radically disrupting the cycle of poverty by improving student achievement, resilience and creating and sustaining a network of high performing schools for New York City’s highest-need  students.

New Visions for Public Schools believes that the best way to strengthen schools is to develop the professional capacity of teachers, principals and administrators. Our mission is to ensure all of New York City’s public school students, regardless of race or economic class, have access to a high-quality education that prepares them for the rigors of college and the challenges when entering the workforce.  New Visions for Public Schools works with the NYC Department of Education to provide instructional and operational support to 69 high needs public schools throughout the five boroughs and also directly operates 10 Charter High Schools in the Bronx, Brooklyn, and Queens. New Visions looks for teachers who will contribute to a healthy school climate by adhering to the goals, values, teaching practices, and organizational structures of the school they are hired in.

Advantages of Teaching at a New Visions School Include:

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

 

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

 

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

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

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

Reading Specialist

Posted by | June 10, 2018 |

SUMMARY: The purpose of this position is threefold (1) to support schools in providing a coordinated data-driven literacy intervention program, (2) to provide students with small group literacy intervention instruction and (3) to provide teachers with ongoing literacy strategy support aligned with student learning goals.

ESSENTIAL JOB FUNCTIONS:

  1. Coordinate and facilitate the school’s literacy intervention program.

  2. Collaborate with teachers individually to identify the literacy needs of students, to set learning goals and targets, and to problem solve with teachers to develop best practices for continuous academic growth of students in literacy.

  3. Assist teachers with the collection of data, analysis of data results and supports the sharing of findings with all staff.

  4. Review student achievement and assist with placing students in appropriate reading and writing intervention and support services.

  5. Teach targeted literacy intervention to small groups of students daily using research-based intervention curriculum and resources.

  6. Assist students using software and materials related to literacy programs.

  7. Meet regularly with the classroom teacher to plan literacy instruction that correlates with the individual student’s needs or as requested by the classroom teacher.

  8. Attend professional development to enhance knowledge of pedagogy and content, especially literacy.

  9. Maintain and submit accurate and up-to-date management records of all students’ progress.

  10. Perform other duties and responsibilities related to literacy as assigned by supervisor.

Secondary Job Functions:

Supervisory Reports: None

Interacts with: Principal, APs, English Language Teachers

Required Education, Certifications and Experience:

  • Literacy 5-12, English Language Arts or Students with Disabilities 9-12 Teaching Certification (or in process of reciprocity)

  • Bachelor’s Degree, Master’s Preferred

To Apply:

Please complete online application and attach cover letter, resume and recent salary history at:

https://www.newvisions.org/pages/Teaching-Careers?gh_jid=1205227

Only candidates who closely fit the qualifications will be contacted for an interview.

Disclaimer:

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

EEO:

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

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

 

Comments Off on STEM Coach

STEM Coach

Posted by | June 6, 2018 |

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

Organization Mission & Background

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

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

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

The Urban Assembly is proud to be a data-informed organization, continually evaluating and monitoring progress and success as we iterate and innovate alongside our schools and our partners.

Position Summary

As a member of the Academics & Leadership team, the STEM Coach will provide coaching in high school and middle school math and physics to participating schools, collaborate closely with UA’s Math Program Manager to inform program development, and plan and facilitate professional learning across multiple schools. This is an opportunity to join a mission-driven staff and to take part in the vital process of improving the lives of NYC students. This position will involve travel across Brooklyn, Manhattan and the Bronx to a selected cohort of our 21 schools, opportunities for remote work when not school-based, and a home base in Urban Assembly’s newly renovated central office in Manhattan’s Financial District.

Key Responsibilities

  • Coach school staff: Provide thoughtful, responsive, goal-driven support to school staff.
  • Lead professional development: Design and provide excellent, high quality learning experiences for school staff. Approach professional development with a facilitative stance, providing opportunities for community members to learn from each other.
  • Collaborate: Partner with UA’s Math Program Manager, Academics and Leadership team members, UA central staff and school staff. Believe strongly that collaboration with these teams makes the work richer.

Key Competencies

  • Flexible and dynamic: You are eager to work in an organization that values learning, growth and change. You are comfortable with rapid iteration and the knowledge that the job you were hired for will change and grow alongside our evolving organization.
  • Growth mindset-oriented: You have a relentless belief in the ability of adolescent and adult learners to grow and achieve success, no matter where they start.
  • Self-motivated: You like to self-manage time, deadlines and outcomes. You are excited about a job that involves managing multiple priorities at once. You probably have a system that you swear by to help you manage your priorities and keep you focused on your goals.
  • Data-driven: You use data to make analysis and interpretations. You are comfortable using multiple data sources to inform decisions. You are familiar with basic data visualizations and help-seek if you do not understand.
  • Excellent STEM Content Knowledge: You possess conceptual and procedural understanding of middle and high school mathematics AND a high comfort level with physics instruction, including a belief in the efficacy of physics first as a viable change strategy in schools.
  • Believer in adult change: You are familiar with and comfortable employing coaching principles; you have research-based ideas about how to manage adult change and impact adult development as well as a toolkit of resources including protocols, coaching prompts and strategies at your disposal.
  • Collaborative and communicative: You thrive on the sharing of ideas, practices, challenges and successes, and are committed to actively engaging as a member of several teams across the UA and its network of schools.

Qualifications

  • A demonstrated track record of instructional success
  • Strong content knowledge in middle and high school math and physics
  • Bachelors of Arts or Sciences
  • Master’s Degree in Education
  • 5+ years teaching
  • Prior experience coaching adults
  • Familiarity and comfort with urban and/or traditionally underserved student populations
  • Knowledge of and experience with NYC public schools preferred

Comments Off on High School Math Teacher

High School Math Teacher

Posted by | June 5, 2018 |

    ABOUT KIPP NYC

KIPP NYC is a non-profit network of free, public charter schools that prepares students for success in college and life. In 1995 we started our first middle school, KIPP Academy, in the Bronx. Our goal was to graduate students with the strength of character and academic abilities needed to succeed in high school, college and beyond – and in so doing, to prove what is possible in for all students. Today, our New York City network is comprised of five elementary schools, five middle schools, one high school, and KIPP Through College, a comprehensive support program for our alumni. We are also excited to be opening two new schools in August 2018 – KIPP Freedom Elementary School and KIPP Freedom Middle School!

    About KIPP NYC College Prep High School

KIPP NYC College Prep is a free college-preparatory public school serving students from KIPP NYC’s five middle schools. In July 2009, KIPP NYC College Prep opened its doors to its founding 9th grade class. Now fully grown, the high school serves over 1000 students. We have set ambitious goals for our students: 95% will graduate from high school, 85% will matriculate to college, and 75% will graduate from college. Year over year, we have exceeded both our graduation and matriculation goals, and are on track for over 50% of our alumni to graduate from college (5x the national average for low-income students), while continuing to work towards our ultimate 75% college graduation goal for our students.

    Duties and Responsibilities:

KIPP NYC College Prep High School seeks experienced educators for the 2018-2019 school year. Teachers who join our team will be part of content-specific departments as KIPP NYC College Prep enters its 9th year.
General responsibilities include (but are not limited to):
Planning a college preparatory curriculum that combines the school’s standards, New York State Standards, and, most importantly, fosters critical thinking.
Executing thoughtful, rigorous daily college preparatory lessons.
Assessing student progress, and communicating results to students, families, and colleagues.
Providing individual and small group instruction until all students achieve mastery.
Modeling the school’s values in all communications with students, families, and staff.
Advising a small group of students to success through their four years of high school.

    Qualifications:

KIPP NYC is looking for exceptional teachers who have achieved dramatic results with their students and have a strong interest in building a school of excellence from the ground up. We are seeking individuals from all backgrounds who believe in KIPP NYC’s mission and who have the potential to excel as educators and leaders within our building.

Zest, grit, hope, love, social intelligence, gratitude, and a sense of humor.
A passion for being, mission-driven school culture.
A strong desire to become a better teacher by joining the KIPP NYC team and family.
Demonstrated success in raising the achievement levels of traditionally under-served students.
A commitment to relentless professional and personal growth inside and outside of school.
Ability and desire to work closely with a team of committed colleague who challenge assumptions in service of letting the best idea win out for our students.
At least three years of teaching experience strongly preferred.
New York State teacher certification in the appropriate content area.

KIPP NYC LLC is an Equal Opportunity Employer. KIPP NYC LLC is committed to the principles of equal employment opportunity for all employees and applicants for employment.

Comments Off on Director of Operations

Director of Operations

Posted by | June 5, 2018 |

Chalkbeat, the growing nonprofit news organization covering public education in America, is seeking a Director of Operations. Reporting directly to Chalkbeat’s COO, the Director of Operations will add senior capacity to Chalkbeat’s operations team and help position the organization for rapid growth. The right candidate will be a strategic thinker with expert project management, systems design, and communications skills. S/he will ensure that our operations team is viewed as a positive support to achieving Chalkbeat’s mission and goals.

The key responsibilities for this role include:

Talent

  • Lead systems improvements that streamline the various parts of our recruitment, hiring, and onboarding process
  • Continuously improve our performance management system, with a focus on tools for managers
  • Lead searches for business roles and identify (and liaise with) specialized search firms that can expand our talent capacity
  • Manage our policy development process, including the documentation and communication of key policies
  • Supervise operations team members and build an increasingly specialized team that can support Chalkbeat’s growth

Organizational development

  • Lead a strategic planning process to build a more robust operations team that can better serve Chalkbeat’s growing network, including finance, administration, HR, technology and other supports
  • Lead content planning for our all-team retreat, offsites, and all-team meetings
  • Design knowledge management systems, such as training tools and document management, in collaboration with our Operations Associate  
  • Improve Chalkbeat’s playbook for expansion to new markets
  • Own “progress to goals” reporting on organization-wide KPIs
  • Identify opportunities for centralization, and design systems where they don’t yet exist

What background and skills do you have? (Not all are required, but we hope you’ll have several of these):

  • Experience with nonprofits, media operations, or tech firms
  • 10+ years of professional work experience with a focus on talent, organizational development, systems design, or operations
  • Master’s degree (MPA, MBA) a plus
  • Proven project management ability in a deadline-driven and goal-oriented environment
  • Good supervisory instincts
  • Flexibility and comfort working in an environment where multitasking is the norm, the pace is fast, and priorities will evolve
  • Ability to communicate clearly across teams
  • Proficient with office software, primarily the Google Suite, document management solutions (e.g. Dropbox, Google Drive), and project management tools (e.g. Asana)
  • Interest in education and/or journalism and passion for Chalkbeat’s equity mission

This position is based in New York City. Our office is conveniently located near Penn Station and many subway lines.

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

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

Comments Off on English Teacher – High School, Promise Academy

English Teacher – High School, Promise Academy

Posted by | June 4, 2018 |

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

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

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

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

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

High School English Teacher Essential Duties and Responsibilities

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

High School English Teacher Qualification, Skill and Knowledge Requirements

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

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

Posted by | June 4, 2018 |

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

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

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

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

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

ELA Teacher – Middle School Essential Duties and Responsibilities

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

ELA Teacher – Middle School Qualification, Skill and Knowledge Requirements

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

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

Posted by | June 4, 2018 |

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

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

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

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

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

Science Teacher – Middle School Essential Duties and Responsibilities

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

Science Teacher – Middle School Qualification, Skill and Knowledge Requirements

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

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

Posted by | June 4, 2018 |

DESCRIPTION

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

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

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

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

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

Middle School Positions at Promise Academy:

  • Art Teacher
  • ELA Teacher
  • Math Teacher
  • Science Teacher
  • Special Education Teacher
  • Social Studies Teacher
  • Spanish Teacher

Middle School Teacher Essential Duties and Responsibilities

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

Middle School Teacher Qualification, Skill and Knowledge Requirements

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

Science Teacher – High School, Promise Academy

Posted by | June 4, 2018 |

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

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

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

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

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

Science Teacher High School Positions at Promise Academy:

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

Science Teacher High School Essential Duties and Responsibilities:

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

Science High School Teacher Qualification, Skill and Knowledge Requirements

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

Math Teacher – High School, Promise Academy

Posted by | June 4, 2018 |

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

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

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

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

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

Math Teacher Essential Duties and Responsibilities

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

Math Teacher Qualification, Skill and Knowledge Requirements

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

Spanish Teacher

Posted by | June 4, 2018 |

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

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

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

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

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

Spanish Teacher Essential Duties and Responsibilities

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

Spanish Teacher Qualification, Skill and Knowledge Requirements

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

Math Teacher – Middle School (2018/2019 School Year), Promise Academy

Posted by | June 4, 2018 |

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

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

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

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

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

Middle School Positions at Promise Academy

  • Art Teacher
  • ELA Teacher
  • Math Teacher
  • Science Teacher
  • Special Education Teacher
  • Social Studies Teacher
  • Spanish Teacher

Middle School Teacher Essential Duties and Responsibilities

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

Middle School Teacher Qualification, Skill and Knowledge Requirements

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

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

Comments Off on High School Teacher – 2018/2019, Promise Academy

High School Teacher – 2018/2019, Promise Academy

Posted by | June 4, 2018 |

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

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

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

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

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

High School Positions at Promise Academy:

  • English Teacher
  • Math Teacher (Algebra, Trigonometry, Geometry)
  • Science Teacher (Chemistry, Biology, Living Environment, Physics)
  • Special Education Teacher
  • History Teacher
  • Spanish Teacher

High School Teacher Essential Duties and Responsibilities

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

High School Teacher Qualification, Skill and Knowledge Requirements

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

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

 

 

 

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

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

Posted by | June 4, 2018 |

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

 

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

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

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

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

Elementary Teacher Essential Duties and Responsibilities

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

Elementary Teacher Qualification, Skill and Knowledge Requirements

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

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

 

Comments Off on Spanish Teacher

Spanish Teacher

Posted by | June 3, 2018 |

Start Date: July 1, 2018
Location: Brooklyn

To apply, please email your resume directly to Jamie Goldstein at jamiegoldstein@achievementfirst.org.

Teaching at Achievement First:
Achievement First invites passionate educators to apply for the position of Spanish Teacher the 2018-19 school year. Teaching Spanish at Achievement First is an ideal position for an educator with deep passion for instruction who is eager to gain rigorous development to help perfect his/her craft. In addition to participating in weekly professional development and team planning meetings, teachers receive consistent high-impact coaching and feedback from a school administrator or teacher-leader. Furthermore, Achievement First has launched Teacher Career Pathway, a systematic, coordinated approach to recognizing and developing great teachers as they progress through five career stages. These stages were developed to celebrate excellent teachers and are accompanied by increased compensation, recognition and professional development opportunities. Achievement First is committed to recruiting, developing and retaining excellent Spanish teachers.

Responsibilities of Achievement First Spanish Teachers will include but are not limited to: 

Outstanding academic achievement and student character development  

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

Professional learning, development and growth

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

Skills and Characteristics

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

Educational Background and Work Experience

  • Two years of teaching experience preferred with a proven record of high student achievement.
  • Bachelor’s degree with a GPA of at least 3.0 from a competitive college or university; Master’s degree preferred.
  • New York certified or in process of obtaining a certification.
    • If you are not yet certified, you may learn more about the process at http://eservices.nysed.gov/teach/certhelp/CertRequirementHelp.do

Compensation

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

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

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Special Education Teacher

Posted by | June 3, 2018 |

Start Date: July 1, 2018
Location: Brooklyn

To apply, please email your resume directly to Jamie Goldstein at jamiegoldstein@achievementfirst.org.

Teaching at Achievement First:
Achievement First invites passionate educators to apply for the position of Special Education Teacher the 2018-19 school year. Teaching Special Education at Achievement First is an ideal position for an educator with deep passion for instruction who is eager to gain rigorous development to help perfect his/her craft. In addition to participating in weekly professional development and team planning meetings, teachers receive consistent high-impact coaching and feedback from a school administrator or teacher-leader. Furthermore, Achievement First has launched Teacher Career Pathway, a systematic, coordinated approach to recognizing and developing great teachers as they progress through five career stages. These stages were developed to celebrate excellent teachers and are accompanied by increased compensation, recognition and professional development opportunities. Achievement First is committed to recruiting, developing and retaining excellent Special Education teachers.

Responsibilities of Achievement First Special Education Teachers will include but are not limited to: 

Outstanding academic achievement and student character development  

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

Professional learning, development and growth

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

Skills and Characteristics

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

Educational Background and Work Experience

  • Two years of teaching experience preferred with a proven record of high student achievement.
  • Bachelor’s degree with a GPA of at least 3.0 from a competitive college or university; Master’s degree preferred.
  • New York certified or in process of obtaining a certification.
    • If you are not yet certified, you may learn more about the process at http://eservices.nysed.gov/teach/certhelp/CertRequirementHelp.do

Compensation

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

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

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English Language Arts Teacher

Posted by | June 3, 2018 |

Start Date: July 1, 2018
Location: Brooklyn

To apply, please email your resume directly to Jamie Goldstein at jamiegoldstein@achievementfirst.org.

Teaching at Achievement First:
Achievement First invites passionate educators to apply for the position of English Language Arts Teacher the 2018-19 school year. Teaching ELA at Achievement First is an ideal position for an educator with deep passion for instruction who is eager to gain rigorous development to help perfect his/her craft. In addition to participating in weekly professional development and team planning meetings, teachers receive consistent high-impact coaching and feedback from a school administrator or teacher-leader. Furthermore, Achievement First has launched Teacher Career Pathway, a systematic, coordinated approach to recognizing and developing great teachers as they progress through five career stages. These stages were developed to celebrate excellent teachers and are accompanied by increased compensation, recognition and professional development opportunities. Achievement First is committed to recruiting, developing and retaining excellent ELA teachers.

Responsibilities of Achievement First ELA Teachers will include but are not limited to: 

Outstanding academic achievement and student character development  

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

Professional learning, development and growth

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

Skills and Characteristics

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

Educational Background and Work Experience

  • Two years of teaching experience preferred with a proven record of high student achievement.
  • Bachelor’s degree with a GPA of at least 3.0 from a competitive college or university; Master’s degree preferred.
  • New York certified or in process of obtaining a certification.
    • If you are not yet certified, you may learn more about the process at http://eservices.nysed.gov/teach/certhelp/CertRequirementHelp.do

Compensation

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

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

Comments Off on Science Teacher

Science Teacher

Posted by | June 1, 2018 |

Start Date: July 1, 2018
Location: Brooklyn

To apply, please email your resume directly to Jamie Goldstein at jamiegoldstein@achievementfirst.org.

Teaching at Achievement First:
Achievement First invites passionate educators to apply for the position of Science Teacher the 2018-19 school year. Teaching science at Achievement First is an ideal position for an educator with deep passion for instruction who is eager to gain rigorous development to help perfect his/her craft. In addition to participating in weekly professional development and team planning meetings, teachers receive consistent high-impact coaching and feedback from a school administrator or teacher-leader. Furthermore, Achievement First has launched Teacher Career Pathway, a systematic, coordinated approach to recognizing and developing great teachers as they progress through five career stages. These stages were developed to celebrate excellent teachers and are accompanied by increased compensation, recognition and professional development opportunities. Achievement First is committed to recruiting, developing and retaining excellent science teachers.

Responsibilities of Achievement First Science Teachers will include but are not limited to: 

Outstanding academic achievement and student character development  

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

Professional learning, development and growth

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

Skills and Characteristics

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

Educational Background and Work Experience

  • Two years of teaching experience preferred with a proven record of high student achievement.
  • Bachelor’s degree with a GPA of at least 3.0 from a competitive college or university; Master’s degree preferred.
  • New York certified or in process of obtaining a certification.
    • If you are not yet certified, you may learn more about the process at http://eservices.nysed.gov/teach/certhelp/CertRequirementHelp.do

Compensation

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

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

Comments Off on Math Teacher

Math Teacher

Posted by | June 1, 2018 |

Start Date: July 1, 2018
Location: Brooklyn

Please send your resume directly to Jamie Goldstein at jamiegoldstein@achievementfirst.org.

Teaching at Achievement First:
Achievement First invites passionate educators to apply for the position of Math Teacher the 2018-19 school year. Teaching math at Achievement First is an ideal position for an educator with deep passion for instruction who is eager to gain rigorous development to help perfect his/her craft. In addition to participating in weekly professional development and team planning meetings, teachers receive consistent high-impact coaching and feedback from a school administrator or teacher-leader. Furthermore, Achievement First has launched Teacher Career Pathway, a systematic, coordinated approach to recognizing and developing great teachers as they progress through five career stages. These stages were developed to celebrate excellent teachers and are accompanied by increased compensation, recognition and professional development opportunities. Achievement First is committed to recruiting, developing and retaining excellent math teachers.

Responsibilities of Achievement First Math Teachers will include but are not limited to: 

Outstanding academic achievement and student character development  

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

Professional learning, development and growth

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

Skills and Characteristics

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

Educational Background and Work Experience

  • Two years of teaching experience preferred with a proven record of high student achievement.
  • Bachelor’s degree with a GPA of at least 3.0 from a competitive college or university; Master’s degree preferred.
  • New York, Connecticut or Rhode Island certified or in process of obtaining a certification.
    • If you are not yet certified, you may learn more about the process at http://eservices.nysed.gov/teach/certhelp/CertRequirementHelp.do

Compensation

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

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

Comments Off on Middle School Math & Science Teachers

Middle School Math & Science Teachers

Posted by | May 30, 2018 |

TNTP has partnered with Success Academy to bring a group of talented and passionate middle school math and science teachers to Success Academy’s schools next fall. TNTP is a national nonprofit founded by teachers that believes our nation’s public schools can offer all children an excellent education. We work at every level of the public education system to attract and train talented teachers and school leaders, ensure rigorous and engaging classrooms, and create environments that prioritize great teaching and accelerate student learning. TNTP will provide personalized support to candidates throughout the application process, and successful candidates will be employees of Success Academy.
As the fastest growing, highest-performing public charter school network in New York State, Success Academy has reimagined public education. Primarily serving low-income families and communities, we have created a revolutionary K-12 school model that is nationally recognized for achieving outstanding academic results for students. We are seeking hard-working, fast-learning, exceptional candidates to join our revolution.
We are looking for candidates just starting their career (or considering a career change) and candidates with lead teaching experience.
Our Associate Teachers receive intensive training over the summer so that they are ready to hit ground running to support students in the classroom. Associate Teachers that demonstrate their ability to effectively lead a classroom will be considered for a Lead Teacher position.
Our Lead Teachers are results driven, foster a love of learning in their classrooms and motivate students to think critically and take ownership over their own learning. Lead Teachers drive towards academic outcomes by analyzing student work, studying data, and implementing high-leverage instructional moves to ensure dramatic gains for all students.
Success Academy is disrupting the status quo so we need candidates with a deep-seated belief that all children are capable of reaching the highest bars we set for them and are excited to join the ed reform movement.
If you are ready to join this elite team, your key responsibilities would include:
Associate Teachers
-Teaching small groups and leading whole-class instruction using an inquiry-based, rigorous curriculum that inspires intellectual curiosity, reinforces the joy of learning, and enables all students to thrive;
-Working collaboratively with other teachers, assuming increased teaching responsibilities while progressing towards the Lead Teacher role;
Lead Teachers
– Leading instruction that is rich, rigorous, and engaging
– Building a classroom culture in which students love math or science
– Guiding students towards a deep understanding of math or science
– Analyzing data to drive to ambitious outcomes
All Teachers
– Engaging in training with school leaders to benefit from targeted, in-the-moment feedback on instruction, accelerating learning and growth with unparalleled support;
-Developing meaningful relationships with students and parents that drive students to love learning and make exceptional academic gains; and
-Joining a highly motivated team committed to education reform, parent choice, and the building of exemplary schools.
Successful candidates have the following:
-Bachelor’s degree, with an outstanding record of academic achievement and leadership;
-Flexibility and openness to feedback;
-Grit and perseverance; and
-Interest in working in a collaborative environment.
Success Academy Charter Schools is an equal opportunity employer and actively encourages applications from people of all backgrounds. Compensation is competitive and commensurate with experience. Success Academy offers a full benefits program and extraordinary opportunities for professional growth

For immediate consideration, please apply directly to our website.

Questions? Email tntp@successacademies.org 

Comments Off on Teach in NYC. 1 application, over 40 great schools!

Teach in NYC. 1 application, over 40 great schools!

Posted by | May 30, 2018 |

Who We Are

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

While each consortium member has its own unique focus and culture, we share a belief in the power of great teachers to unlock students’ potential and prepare them to achieve their goals. For us, this makes the most important factor in the success of our students the teacher in their classroom. Teachers for NYC Charter Schools was created by TNTP, a national non-profit with 20 years of experience recruiting great teachers for urban schools.

Who You Are

We are looking for teachers who:

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

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

Benefits of Teachers for NYC Charter Schools

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

  • Earn a trusted recommendation. Our consortium members prioritize candidates who apply through Teachers for NYC Charter Schools and pass our screening process. Make sure your resume is given the attention it deserves.
  • Find the school community that’s right for you. Consortium members have embraced the spirit of innovation, diversity, and choice that has defined the charter school movement. Find the school with a vision, focus, and culture that matches your skills, interests, and career goals.
  • Streamline your teacher job search . Apply to our consortium member’s 15 networks and 85 schools with a single application. Teachers for NYC Charter Schools saves you time by connecting you directly with multiple schools seeking great teachers. Then, bypass first-round interviews by participating in a video interview shared with all consortium members.
  • Get support throughout the hiring process. From resume advice and pre-interview preparation to regular updates on hiring prospects, you’ll have a point of contact throughout the process to help you maximize your chances of finding a meaningful and rewarding career.
  • Make a lasting difference. This is your opportunity to join a vibrant movement to meet NYC children’s social, emotional, and academic needs–and prepare them for success in college and career.

Qualifications and Eligibility

In addition to the above, we are looking for candidates who will be able and available to work in New York City as early as summer 2018. For us to review your application, you must:

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

 

Comments Off on Education Specialist, Helpline

Education Specialist, Helpline

Posted by | May 29, 2018 |

Advocates for Children of New York, Inc. (AFC) seeks a full-time Education Specialist for its Jill Chaifetz Education Helpline. The Education Specialist must be able to gather information from the diverse group of people who reach out to our Helpline, quickly analyze facts to identify issues and provide information regarding the broad spectrum of issues facing students and families in the New York City school system, and work with other projects at AFC to help address the underlying problems.  The position also involves identifying trends and emerging policy issues in NYC public schools. Please see below for a more detailed description of the job responsibilities.

 

The Helpline has five full-time staff, including a Supervisor, three Education Specialists, and one Educational Specialist/Administrative Coordinator.  The Education Specialist reports to the Helpline Supervisor. The Helpline team works collaboratively with each other and with other projects throughout the office.  The Helpline team has biweekly team meetings to review questions and identify trends.

 

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

Major Duties and Responsibilities:

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

Qualifications:

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

Compensation:

The salary depends on experience and includes generous benefits.

Comments Off on K-12 Teachers, 2018-2019 Academic Year (CT & NYC)

K-12 Teachers, 2018-2019 Academic Year (CT & NYC)

Posted by | May 29, 2018 |

Elementary Teacher, 2018-2019 Academic Year

All Subjects, Grades K-12

Start Date: August 1, 2018

Location: Bridgeport, CT & NYC

About Capital Preparatory Schools

Capital Preparatory Schools is a charter school management organization operating a network of educational communities. Our mission is to build a path where there was none. From its inception, the Capital Prep community—our students, parents, faculty, and staff—have come together to create a compelling and meaningful educational experience. The Capital Preparatory Schools, located in Bridgeport, Connecticut and New York, NY provides with a year-round education in a private school setting that encourages students to become scholars and agents of change.

Capital Preparatory Schools believes that all children, when given the right conditions and environment, will succeed and excel in their academic and social-emotional growth. This is achieved by blending elements of academic models that successfully support students from historically disadvantaged populations, with innovative approaches that get 100% of our graduates accepted to four-year colleges.

Focusing on the key attributes of leaders, our learner expectations are designed to develop students who are:

  • collaborators;
  • information processors;
  • problem solvers;
  • knowledgeable people;
  • responsible and empathetic citizens.

With the support of the Capital Prep team of skilled and compassionate educators, students realize their academic abilities, advocate for social justice and fulfill their civic responsibilities. As leaders of social justice, we expect our students to use their education to improve the lives of others.

Teaching at Capital Preparatory Schools

Capital Preparatory Schools is committed to teaching and learning that promotes the success of every student by:

  • Creating a safe and enjoyable educational environment that encompasses our social justice model and that ensures every graduate moves on to attend college;
  • Providing individualized instruction and enrichment opportunities for students to ensure that gifted students are challenged and struggling students are supported;
  • Hiring and growing quality teachers and leaders and empowering them to use their craft to inspire students to achieve at the highest levels.

Capital Preparatory Schools seeks passionate educators to join our community for the 2018-2019 Academic Year.

Teacher responsibilities include, but are not limited to:

Student achievement

  • Create a safe, effective, student-centered learning environment that fosters student curiosity;
  • Motivate students to put forth their best efforts in academics, athletics, activities, and personal conduct;
  • Support students to recognize their full potential in all areas of human development;
  • Build a bridge of communication and involvement with parents, families, and community leaders;
  • Analyze data and use it to inform and drive instruction.

Professional development and learning

  • Attend all professional development trainings, data team meetings, and curriculum meetings;
  • Collaborate with peers and school leaders to improve instructional strategies, school climate, and leadership skills;
  • Participate in professional trainings to enhance knowledge as well as educational and leadership capabilities.

Skills:

  • Effective classroom management strategies;
  • Engaging instructional methods;
  • Strong organizational, planning, and communication skills;
  • Willingness to be collaborative and flexible, committed to self-improvement and holding self to the highest of expectations;
  • Passion and enthusiasm for subject matter, along with content mastery.

Experience:

  • 3-5 years of teaching experience is preferred, first-year teachers are encouraged to apply;
  • Bachelor’s degree, Master’s degree preferred;
  • Willingness to seek valid state certification if necessary.

Compensation:

Salary for this position is competitive and commensurate with experience. Capital Preparatory Schools offers a comprehensive benefits package.

To apply, please complete our online application:

APPLY NOW!

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

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School Designer

Posted by | May 25, 2018 |

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

We operate a citywide network of public schools in partnership with the New York City Department of Education that fully embody our educational approach. Our network schools are unscreened and serve a predominantly high-needs student population. We support our schools by providing:

  • Coaching and professional development for teachers and school leaders in the implementation of EL Education, a nationally-recognized school-wide model with its roots in Outward Bound.
  • Character and leadership development programming for students.
  • “To & Through College” programming aimed at supporting our students—most of whom will be the first in their families to attend college—in applying to, enrolling in, and completing college.

We also bring our approach and activities to a growing number of public schools outside of our network through our new Select Strategies professional learning services and our Adventure and Team Building programs.

Summary

The School Designer role is a critical component of success in NYC Outward Bound Schools’ work with schools. This role supports both our Network and Select Strategy Schools. In our Network Schools, the School Designer functions as the cornerstone of our supports, typically spending 20-40 days per school per year supporting strategic planning, curriculum development, high quality instruction and assessment practices, and continuous leadership growth that create the conditions for student achievement. In our Select Strategy Schools, the School Designer works to support the school community in implementing a specific strategy and related practices such as Crew (advisory), Student Engaged Assessment, or project based learning in order to strengthen teaching and learning.

This position is a full-time role reporting to the Chief Schools Officer. School Designers work predominantly in their assigned schools as well as remotely and/or out of our headquarters office in Long Island City.

Essential Functions

School Coaching:

  • Partner with principals and school leadership teams in implementing EL Core Practices through a model of shared leadership in order to support high levels of student growth in knowledge and skills, character, and high quality work.
  • Provide leadership coaching for principals and assistant principals
  • Design and facilitate high quality professional development (PD) at the school relating to the EL Core Practices, i.e. curriculum, instruction, assessment, leadership, and school culture and character that results in improved teaching and learning.
  • Use modeling, co-teaching and observation and feedback to support teacher growth in core EL instructional practices.
  • Facilitate rapid inquiry cycles with school teams following a Plan, Do, Study, Act (PDSA) model.
  • Coach Instructional Guide (IG) and teachers in understanding and applying the EL model.
  • Support teachers and teams in the design of standards-based learning expeditions and case studies (curricula) student-engaged assessment strategies, and active pedagogy.
  • Foster the development of effective Crew (advisory) structures in schools.
  • Support the integration of NYC Outward Bound Schools’ To & Through College and Crew Expedition program supports.
  • Actively collaborate with members from other departments such as the Program Service Team (PST) in support of meeting the organization’s mission.
  • Shepherd the annual work plan cycle for each school from design to execution and manage processes for documenting, tracking, and reflecting on school progress toward achieving long term performance benchmarks.
  • Support schools on the path to EL Credentialing.
  • Serve on school planning teams or committees based upon the needs of the school.
  • Facilitate the annual Implementation Review (IR) with schools and compile data and results.
  • Counsel principals, assistant principals, and IGs on PD options and choices that support the school-wide PD plan as well as individual teacher development.

Out of School Professional Development and Supports:

  • Design and facilitate off-site professional development (Institutes, Seminars, etc.) which take place during the school year and in the summer.
  • Support internal NYC Outward Bound Schools projects designed to improve school and student outcomes.
  • Participate in external and internal professional development and support structures.

Professional Experience/Qualifications

  • Minimum 7 years of classroom teaching experience at the secondary level in an EL school or similar
  • Minimum 4 years effectively coaching and facilitating individual adults and teams in schools
  • Demonstrable success with interdisciplinary, project-based learning and active pedagogy
  • Previous success using data inquiry to improve student learning
  • Deep content knowledge and pedagogical expertise in at least two of the following areas; mathematics, science, humanities, project based learning, mastery based learning and social and emotional learning.
  • Affinity with the Outward Bound approach and belief in the EL Design Principles and Core Practices
  • Prior experience in NYC or a comparable urban district strongly preferred
  • Experience with restorative justice practices and advisory a plus

Additional Competencies and Desired Skills

  • Unwavering conviction that every student can achieve at high levels
  • Values impact, quality and sets high standards for him/herself and for others
  • Flexible, hard-working and effective multi-tasker
  • Builds strong working relationships and strong teams (teacher teams, leadership teams)
  • An efficient and effective coach who creates and tracks coaching plans, with attention to details, superb follow up and a consistent track record of delivering on promises
  • An independent, action oriented practitioner with an “anything is possible” attitude who can maintain humor and flexibility and work in all types of contexts and environments simultaneously
  • Engenders understanding and trust by helping others develop to the highest possible potential—meeting each individual at his or her starting point, without judgment, adopting a growth mindset
  • A master teacher of adults, who understands adult learning and knows how to inspire, engage and teach, and how to bring out the best in all people
  • A lifelong learner who is constantly seeking self-improvement and continually developing a deeper understanding of best practices in EL

Compensation and Benefits

  • We offer a competitive salary commensurate with experience and qualifications.
  • We offer medical, dental, and vision coverage as well as HRA/FSA/Transit accounts, life insurance, 403(b) with employer match after one year, sick leave, and generous PTO.

 

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

No phone calls please. We appreciate all responses, but due to the high volume of resumes received, we can only contact those applicants whose qualifications best match the position requirements.

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Math Mentor Teacher (New York City Regional Institute 2018)

Posted by | May 25, 2018 |

Institute Team Summary
In the summer of 2018, Teach for America – New York will host its second regional Institute in partnership with Relay Graduate School of Education. Institute will provide students from across the city access to a rigorous and relevant summer program that will put them on an accelerated path to academic and personal success in the fall. To get there, we strive to create the conditions that empower our teachers to know students, cultivate community within their classrooms, engage students in rigorous and relevant content and challenge inequity throughout and long after their corps experience. Our teachers will experience credit-bearing graduate level courses taught by professors and master teachers that develop their pedagogical skills and deepen each teacher’s content knowledge through frequent, deliberate opportunities for practice, coaching from mentor teachers deeply steeped in the student-facing curriculum and New York City context, and Teaching for Educational Equity (TEE)  Seminars that develop the mindsets and dispositions necessary to challenge, inspire, and support their students to be the leaders New York City needs. Upon completion of the six week NYC Institute, teachers emerge ready to learn and willing to engage in the wonderful challenges that education affords those who commit to the honorable profession.

As a part of this model, we seek to hire an outstanding team of Mentor Teachers (MTs). An MT’s primary purpose is to welcome corps members (CMs) into a community of NYC educators and serve as their primary coach during institute.  MTs coach and mentor corps members in group and individual settings to develop their instructional judgment and maximize their impact on student achievement. MTs will work in collaboration with colleagues at their school site such as  a Lead Mentor Teacher (who leads instructional sessions at each school site), two Directors, Programs (who facilitate Teaching for Educational Equity Seminars focused on Leadership- and Racial Identity- Development), and the Relay Faculty member (who leads sessions that teach foundational teacher knowledge and skills). Together, they will train and develop corps members in the knowledge, skills, and judgment necessary to become teachers who lead students to meaningful outcomes in academic and personal growth.
Teach for America seeks qualified individuals to serve as Mentor Teachers in all content areas and grade levels.

Scope of Role
Each Mentor Teacher works closely with one classroom and a cohort of 4-6 corps members. This role has a significant impact on their development as teachers and plays an important role in the achievement of their students. The Mentor Teacher operates as the teacher of record in the corps members’ classroom. Mentor Teachers are driven by the desire to continue learning as an educator and grow in their leadership of other teachers.

Responsibilities

Provide a rigorous and relevant summer school experience for students (30%):

  • Work alongside corps members to set up and maintain a productive learning environment
  • Internalize the student facing curriculum and model excellent teaching of the institute curriculum at designated points over the summer
  • As the teacher of record, take responsibility for the outcomes of students and any summer school administrative tasks required by the summer school site

Coach and mentor teachers over the trajectory of their development over the summer (50%):

  • Build one-on-one relationships with CMs and regularly prompting reflections such that CMs are aware of their growth over time
  • Internalize the desired CM outcomes and use a variety of coaching methods to help CMs reach those outcomes
  • Observe corps members’ classroom teaching and providing feedback and/or coaching aligned with the Relay coursework and TEE seminars through weekly debrief conversations and in-classroom coaching
  • Providing planning support to corps members by reviewing corps members’ lesson plans and providing feedback and/or coaching at select times over the summer

Participate as a strategic member of your summer school team (20%):

  • With other staff members, determine a plan of support for those CMs and determining which staff members are best-positioned to provide that support. For instance:
    • 1-1 rehearsal time
    • Co-teaching with a CM
    • Connecting CMs to differentiated support from other staff members
    • Assessing the impact of various intentions
  • Engage actively in selected sessions led by Lead Mentor Teachers, Teaching for Educational Equity (TEE) Seminar Leaders, and Relay faculty  (asking/answering questions throughout), as well as support them by:
    • Collecting evidence of classrooms, taking anecdotal notes, communicating and identifying trends in corps member development to support facilitators in shaping Deliberate Practice, coursework, and TEE Seminars
    • Productively aiding CM planning by working with a designated small group of CMs (based on grade-level/ subject, specificities of content, or skill) and accurately sharing observations, outcomes, and trends from that planning time with the Lead Mentor Teacher orTEE Facilitators, so that he/she can ensure sessions are data-driven and reflect corps member development needs
    • Productively supporting practice teaching by observing subsets of CMs and offering feedback that is aligned to the core practices of focus and/or the unique needs of the individual CM in that moment
  • Leverage your talents to respond to school-wide trends, which may include facilitating Differentiated Sessions or leading other school-wide or small-group initiatives

Ability to travel and participate during all components of institute is required for all staff members. This includes:

  • Spring Training: From March 2018 – June 2018, ability to attend once a month weekend-long training conference, participate in weekly conference calls and check-ins, and complete related independent preparation.
  • Summer Institute: From late June to mid August, ability to work some evening and weekend hours. While we strive to make the institute day as efficient as possible, Institute is a fast-paced environment and may require extended hours. This past summer, staff members in this role sometimes worked 11-12 hours a day.Skills
    • Demonstrated ability to connect with adult learners quickly and build strong working relationships across lines of difference as well as ability to develop a strong group culture
    • Excellent critical thinking and problem-solving skills
    • Strong organizational and time management skills
    • Strong knowledge and understanding of instructional practice in their content area
    • Orientation to and experience with Culturally Relevant Pedagogy
    • Effective verbal communication skills
    • Entrepreneurial thinking, ability to make adjustments
    • Ability to influence and motivate adult leaders
    • Maintain positive outlook, flexibility, and sense of possibility in stressful situations
    • An orientation towards social justice and desire to engage in conversations with others around issues pertaining to race

    Approach to Work

    • Excited about being a coach or resource for others
    • Enjoys applying energies to developing others
    • Enjoys being part of a team
    • Ability to navigate ambiguity with openness and scrappiness!
    • Deep commitment to Teach For America’s mission and Institute’s commitments to getting know students, engaging students in relevant and rigorous content, creating community, and challenging inequity

    Experience

    • Bachelor’s degree required
    • New York State Teacher Certification Required
    • Two years or more of teaching experience by the start of the institute required
    • Quantifiable success as a classroom teacher, with demonstrated student success in academic, cultural, and personal growth outcomes
    • Experience working with new teachers in professional development settings, including observing other teachers and giving feedback and facilitating group discussions required

    Benefits and Compensation
    Mentor Teacher compensation is competitive, and may varies depending on previous institute experience. Teach For America may provide room, board, and some travel for non-local staff members.

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Middle school math and ELA teachers

Posted by | May 25, 2018 |

Our progressive K-8 charter school is seeking one middle school math teacher and one middle school ELA teacher, for either classroom or intervention teaching.  We are a fully inclusive, co-taught, collaborative, and dynamic unionized charter school in the Bronx.

Our progressive curriculum includes:

  • An all-school study of the Bronx River
  • Humanities class and Math/Science class taught in long blocks
  • Interdisciplinary curriculum with many opportunities for deep and materials-rich studies
  • Balanced literacy supported by extensive classroom libraries
  • Math/Science curriculum that uses CMP3 and FOSS curricula to balance depth of scientific and mathematical knowledge and practices
  • Daily intensive small-group arts and tech electives that include dance, drumming, visual art, and technology
  • A strong emphasis on social and emotional learning, including a strong advisory program

We are seeking teachers who:

  • Believe that children learn best when they are active participants in their own learning
  • Understand that children learn in different ways
  • Believe in and are committed to interdisciplinary, creative, rigorous, experiential, and inquiry based learning
  • Believe in and enjoy creating innovative curriculum that meets the needs and reflects the interests of their students
  • Believe that learning goes beyond the classroom and are interested in taking students out into the community and bringing community resources into the classroom
  • Are eager for opportunities to work collaboratively with colleagues and families

BxC offers:

  • Co-taught classes with 26 students per class
  • A highly collaborative environment where teachers’ voices and opinions really matter
  • Coaches who collaborate closely with classroom teachers to design curriculum and support students
  • Structures for collaboration and professional development supported by the schedule, including grade team meetings, lab sites, 2 hour professional development sessions each week, and regular meetings with co-directors.
  • High levels of staff retention and a unionized staff

Qualifications for Teachers:

  • Understanding of and commitment to the mission, goals, and philosophy of BxC
  • Experience and demonstrated success in working with children
  • Commitment to continuous improvement and learning through professional development
  • Demonstrated expertise in the subjects taught
  • Hold or are working towards New York State certification

Preferred:

    • Special education or ESL certification or experience
  • Proficiency in another language
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Hiring Foreign Language Teachers (7-12)

Posted by | May 23, 2018 |

Foreign Language teachers at New Visions schools work with a diverse range of students to develop language skills through exploration, reading, discussion, and writing. While Foreign Language teachers at New Visions are expected to prepare all students for success with New York State Regents Foreign Language exams, they place an equal emphasis on developing students’ linguistic and critical thinking skills by inviting them to explore literature, media, and current events from foreign countries. New Visions Foreign Language teachers’ ultimate goal is to help students to become proficient in another language and to embrace diverse cultures to be responsible, tolerant, and curious global citizens in an increasingly connected world.

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

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

Successful New Visions teaching candidates will:

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

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

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

New Visions for Public Schools is an equal opportunity employer.

 

Comments Off on Early Childhood Educational Coach, All Our Kin Bilingual (English/Spanish) Full-Time and/or Part Time, Bronx, NY

Early Childhood Educational Coach, All Our Kin Bilingual (English/Spanish) Full-Time and/or Part Time, Bronx, NY

Posted by | May 22, 2018 |

All Our Kin, is seeking an Early Childhood Education Coach to enthusiastically support the launch of the New York site and bring All Our Kin’s best practices to family child care providers in the Bronx.

 

All Our Kin is a nationally-recognized, nonprofit organization that trains, supports, and sustains community child care providers to ensure that children and families have the foundation they need to succeed in school and in life.

 

All Our Kin is embarking on a ground-breaking initiative to expand our reach to New York! We are searching for a passionate team player who is looking to make an impact and is excited about being a part of an effective, growing and dynamic non-profit organization.

 

The Early Childhood Educational Coach will work one on one with family child care providers through, coaching, training and technical assistance. This position will be based in the Bronx, NY and is supervised by the New York Director.

 

All Our Kin believes all children deserve access to high-quality early learning opportunities. Through our programs, family child care professionals (“providers”) succeed as business owners; working parents find stable, high-quality care for their children; and our youngest and most vulnerable children receive the early learning experiences that prepare them to succeed in school and in life.

 

Today, we serve over 400 family child care providers in New Haven, Bridgeport, Norwalk and Stamford, with a new office opening in Bronx, NY in 2018; these parents and educators in turn serve over 2,400 children in our community. To learn more about our work, please visit www.allourkin.org.

 

We offer competitive salary, a flexible schedule, and the opportunity to work with a team of skilled and motivated professionals.

 

We are looking for both full and part time Early Childhood Education Coaches.

 

Key responsibilities of the.Early Childhood Educational Coach include:

  • Working one-on-one with family child care providers to improve the quality of their program. This may include goal setting, curriculum planning, modeling, co-teaching, observation, problem solving, sharing resources, reflecting on practice, and other support as needed.
  • Traveling to providers home regularly. On average 75% of week is spent in the field.
  • Conducting assessments to gauge quality and areas for growth.
  • Designing and facilitating professional learning opportunities for providers [1-2 times a month on the weekends and/or in the evening].
  • Responding to provider inquiries or requests in a timely manner.
  • Organizing and staffing in house trainings on weeknights  and occasional weekends.
  • Keeping detailed records and data of all interactions with providers in Salesforce.
  • Collaborating with the New York Director and the All Our Kin staff.

 

Ideal candidates will:

  • Be bilingual in Spanish and English.
  • Love children and understand principles of early childhood best practice.
  • Have an academic background in and experience teaching early childhood education, a plus if experience with birth-3 years old.
  • Have extensive experience mentoring teachers and understand adult development.
  • Be committed to the goal of making high-quality early care and education available to all children.
  • Value an asset-based approach to change and understand that the process is lengthy and requires sensitivity, flexibility, respect and commitment.
  • Value diversity and demonstrate cultural and linguistic competency.
  • Understand and respect the provider’s knowledge about his/her children’s experiences.
  • Believe in the All Our Kin mission and model.
  • Approach provider development with a growth mindset and believe all providers can improve, whatever their starting point.
  • Use reflective practice strategies and skills.
  • Self starter, takes initiative.
  • Be extremely organized.
  • Be flexible.
  • Be creative problem solver.
  • Be a team player.
  • Have a keen eye for detail and the ability to multitask.
  • Be proficient in Excel and Microsoft Word.
  • Possess excellent interpersonal and communication skills.
  • Have experience working in urban communities.
  • Have a minimum of a Bachelor’s Degree.

 

Benefits of working at All Our Kin:

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

 

All Our Kin is an equal opportunity employer and recognizes that diversity and opportunity are fundamental to children’s lives and to our work.  

 

 

Comments Off on Early Childhood Mentor Coach, All Our Kin Full-Time, New York City

Early Childhood Mentor Coach, All Our Kin Full-Time, New York City

Posted by | May 22, 2018 |

All Our Kin, Inc., a nationally-recognized, Connecticut-based nonprofit organization that trains, supports, and sustains community child care providers to ensure that children and families have the foundation they need to succeed in school and in life, seeks an Early Childhood Mentor Coach to partner with organizations (networks) supporting family child care providers in New York City.

 

All Our Kin first opened its doors in a New Haven housing development in 1999 with two staff members, six mothers, six children, and one core belief: all children deserve access to high-quality early learning opportunities. Through our programs, family child care professionals succeed as business owners; working parents find stable, high-quality care for their children; and our youngest and most vulnerable children receive the early learning experiences that prepare them to succeed in school and in life. Today, we serve over 400 family child care providers in New Haven, Bridgeport, Norwalk, Stamford, and New York City; these parents and educators in turn serve over 2,400 children in our community. To learn more about our work, please visit www.allourkin.org.

 

All Our Kin is embarking on a ground-breaking knowledge dissemination initiative to expand our reach by training new communities in our model and best practices around supporting quality in family child care. All Our Kin’s NYC Early Childhood Mentor Coach will play a key role in executing this initiative. The Mentor Coach will work directly with up to 12 staff coaches from the participating family child care networks (network coaches are experienced early educators who provide guidance to home-based family child care providers).  The Mentor Coach will support network coaches to grow and strengthen their coaching practices with family child care providers, leading to higher quality care and improved outcomes for children.

 

We are searching for an enthusiastic team player who is looking to make an impact and is excited about being a part of an effective, growing and dynamic non-profit organization. We offer competitive salary, a flexible schedule, and the opportunity to work with a team of skilled and motivated professionals. The Early Childhood Mentor Coach will work primarily in out of the Bronx office with occasional travel to other All Our Kin offices. This is a full-time position.

 

Key responsibilities of the Early Childhood Mentor Coach include:

  • Provide initial and ongoing training to network staff in All Our Kin’s strength-based, relationship-based model and best practices for working with family child care providers
  • Observe and work side-by-side with network coaches in the field during twice monthly onsite visits per network coach, modeling strategies, reflecting and debriefing, and problem solving to raise the quality of providers’ programs
  • Plan and facilitate monthly reflective supervision and training sessions with network coaches, and share relevant resources on early childhood development and developmentally appropriate practice
  • Support network leadership and coaches in setting and achieving goals to improve children’s outcomes, personalizing support based on individual needs
  • Promote the strengthening of relationships between network staff and family child care providers
  • Establish and manage relationships with multiple community-based family child care networks, stakeholders, funders, and family child care providers
  • Notice trends and themes in the work, and reflect on strategies that are most effective in working with communities, network staff, and providers, and in disseminating All Our Kin’s model and best practices
  • Communicate regularly with All Our Kin staff and staff at partner organizations on progress and assist with pilot evaluation measures
  • Work with the All Our Kin Knowledge Dissemination team to strengthen knowledge dissemination efforts and inform All Our Kin’s practices

 

The ideal candidate:

  • Believes in the All Our Kin mission and has a deep commitment to the well-being of children, families, and child care providers;
  • Has a minimum of a bachelor’s degree in early childhood education, psychology or related field;
  • Has five or more years of experience as an early childhood teacher and/or early childhood coach or mentor;
  • Has a strong commitment to strength-based coaching and alignment with All Our Kin core values;
  • Has experience coaching, mentoring, and training adults who work in urban communities;
  • Is a relationship-based individual with excellent interpersonal and communication skills;
  • Is a creative problem solver, who is able to design responsive strategies and interventions;
  • Is highly organized, highly entrepreneurial, flexible, and comfortable with uncertainty;
  • Is willing to work a flexible schedule, including evening and weekends if required;
  • Is able to attend two weeks of onboarding in New Haven, Connecticut prior to the start of coaching and potential additional meetings in New Haven, Connecticut (travel expenses will be reimbursed);
  • Values diversity and demonstrates cultural and linguistic competency;
  • Values an asset-based approach to change and understands that the quality; improvement process is lengthy and requires sensitivity, flexibility, respect, and commitment;
  • Is committed to the goal of making high-quality early care and education available to all children;
  • Is an enthusiastic team player who is looking to make a difference and is excited about being a part of a high-impact, growing, and dynamic non-profit organization;
  • Has experience working with home based child care providers;
  • [Preferred] Is bilingual in Spanish and English.

 

 

 

Benefits of working at All Our Kin:

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

 

The All Our Kin NYC Early Childhood Mentor Coach is a salaried position with competitive benefits. All Our Kin is an equal opportunity employer and recognizes that diversity and opportunity are fundamental to children’s lives and to our work.

Comments Off on Staff Attorney Educational Rights of Immigrant Students June 2018

Staff Attorney Educational Rights of Immigrant Students June 2018

Posted by | May 22, 2018 |

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

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

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

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

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

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

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

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Visual Arts Teacher

Posted by | May 22, 2018 |

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

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

1. Student-Centered methods of instruction
2. Effective classroom management approaches
3. The latest research in adolescent development and social emotional health
4. How to integrate literacy into lessons regardless of content area
5. How to use technology to accelerate student learning
6. How to use data to inform instruction and improve student outcomes
The art program at MHCS comprises both visual and performing arts. We seek to develop scholars’ imagination and skills as well as acquainting them with art principles, techniques and works of art of enduring importance. Scholars are encouraged to identify particular creative abilities and to master techniques appropriate to that form of expression. By making connections between art and ideas, our art program promotes the values of creativity and self-expression.

Responsibilities and Duties

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

ELIGIBILITY REQUIREMENTS:
● New York State certification Grades K-6, 5-9, or 7-12 in appropriate subject area.

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

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Middle School Social Studies Teacher

Posted by | May 22, 2018 |

About Mott Hall Charter School:

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

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

 

Position Overview:

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

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

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

 

Responsibilities and Duties

The successful candidate will:

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

 

ELIGIBILITY REQUIREMENTS:

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

 

COMPENSATION and BENEFITS:

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

Posted by | May 22, 2018 |

About Mott Hall Charter School:

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

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

 

Position Overview:

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

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

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

Responsibilities and Duties

The successful candidate will:

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

 

ELIGIBILITY REQUIREMENTS:

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

 

COMPENSATION and BENEFITS:

  • Our beginning compensation is 15% higher than New York City Department of Education with bonuses for performance and longevity increases of 5% after 3, 6, and 9 years and 10% after 14 and 19 years.
  • An annual $5,000 bonus for surpassing the local district average and $10,000 for meeting or exceeding State average on the NYS ELA exam.
  • Comprehensive health benefits and retirement plan 
with employer match of 3% in year 1-5 and 5% in year 6 and beyond.
  • Paid parking or metro card
  • Signing incentive of $500 to welcome you to the team!
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Middle School Math Teacher

Posted by | May 22, 2018 |

About Mott Hall Charter School:

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

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

Position Overview:

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

 

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

 

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

Responsibilities and Duties

The successful candidate will:

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

 

ELIGIBILITY REQUIREMENTS:

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

 

COMPENSATION and BENEFITS:

  • Our beginning compensation is 15% higher than New York City Department of Education with bonuses for performance and longevity increases of 5% after 3, 6, and 9 years and 10% after 14 and 19 years.
  • An annual $5,000 bonus for surpassing the local district average and $10,000 for meeting or exceeding State average on the NYS mathematics exam.
  • Comprehensive health benefits and retirement plan 
with employer match of 3% in year 1-5 and 5% in year 6 and beyond.
  • Paid parking or metro card
  • Signing incentive of $500 to welcome you to the team!
Comments Off on Math Teacher, K-12 (2018-2019)

Math Teacher, K-12 (2018-2019)

Posted by | May 15, 2018 |

Harlem Village Academies

Harlem Village Academies is a K-12 charter network committed to the ideals of progressive education. Based in Harlem, HVA is also the demonstration site for the Progressive Education Institute.

The Opportunity

Join an incredible community of educators who are passionate about progressive pedagogy while embracing a sense of urgency, a strong work ethic, and accountability for student learning. We select individuals who share our vision and are willing to put in the hard work to achieve it.

Responsibilities

  • Develop and teach engaging, academically rigorous lessons, aligned with HVA’s standards, curriculum and progressive pedagogical philosophy
  • Invest several hours per week in professional learning, including instructional coaching and co-planning
  • Build strong, lasting relationships with students, inspiring them to hold themselves to a high standard of academics and character
  • Establish and uphold classroom expectations that support students’ growth, ownership over their learning and responsible autonomy
  • Analyze assessment data and use it to inform and differentiate your instruction
  • Collaborate with colleagues to share best practices and ensure student mastery of standards
  • Maintain close relationships with families, including phone calls and conferences
  • Contribute to the school community by attending school events, leading a club, reading group, athletic team, or other initiative

Qualifications:

  • At least two years of mathematics teaching experience preferred, in a charter school setting
  • A commitment to progressive mathematics pedagogy: e.g. using inquiry, problem solving, and discussion to help students think like mathematicians and develop deep conceptual understanding
  • Strong track record of student achievement in your past teaching
  • Ability to create a class environment in which students feel safe, supported and challenged to engage deeply in meaningful work
  • A strong sense of personal accountability for student achievement
  • Unshakeable conviction that all students can learn at a high level
  • Highly thoughtful and reflective, committed to always getting smarter with colleagues, reflecting on mistakes, welcoming feedback and making continual adjustments in your practice
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New Visions Mathematics Teacher

Posted by | May 14, 2018 |

Position Summary

Mathematics teachers at New Visions schools work with a diverse range of students to develop math content knowledge and skills, primarily through collaborative classroom work around rich, authentic math tasks. Their goal is to help pupils develop critical-thinking abilities by gaining an understanding of mathematics concepts and practices. All teachers use both formal and informal assessment data about student thinking to inform instruction; core mathematics teachers (Algebra I, Geometry, and Algebra II) are also responsible for using an inquiry-driven approach to support student success on mathematics Regents examinations. Additionally, teachers may attend professional development workshops and meet with colleagues to collaboratively analyze data and plan an instructional response.

 

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

 

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

 

Successful New Visions teaching candidates will:

 

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

 

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

 

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

 

New Visions for Public Schools is an equal opportunity employer.

 

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The support you need for the career you want.

Posted by | May 10, 2018 |

About Us

New Visions for Public Schools’ goal is to radically disrupting the cycle of poverty by improving student achievement, resilience and creating and sustaining a network of high performing schools for New York City’s highest-need  students.

New Visions for Public Schools believes that the best way to strengthen schools is to develop the professional capacity of teachers, principals and administrators. Our mission is to ensure all of New York City’s public school students, regardless of race or economic class, have access to a high-quality education that prepares them for the rigors of college and the challenges when entering the workforce.  New Visions for Public Schools works with the NYC Department of Education to provide instructional and operational support to 69 high needs public schools throughout the five boroughs and also directly operates 10 Charter High Schools in the Bronx, Brooklyn, and Queens. New Visions looks for teachers who will contribute to a healthy school climate by adhering to the goals, values, teaching practices, and organizational structures of the school they are hired in.

Advantages of Teaching at a New Visions School Include:

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

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

Position Summary

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

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

Qualifications

Successful New Visions teaching candidates will:

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

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

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

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

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

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Middle School PE Teacher

Posted by | May 9, 2018 |

Neighborhood Charter School: Harlem has been chartered by the New York State Education Department and opened in Central Harlem in August 2012 with kindergarten and first grade. Neighborhood Charter School: Harlem currently serves grades K-6 and we will add a grade each year until the school accommodates scholars in kindergarten through eighth grade. The school has an accomplished and committed Board and support Network, and is one of the highest performing schools in the city. We are looking for experienced educators who are excited by the challenge of being part of a new school and have the dedication and motivation to make it happen.

Mission of the School

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

Teaching at Neighborhood Charter School: Harlem:

High quality, dedicated teachers who have a professional and personal dedication to student achievement are the single most important factor to the success of students and the school. Therefore, recruiting and selecting the best teaching staff is of paramount importance to our success.

Each of our teachers will be supported by:

  • Attending a new staff orientation
  • Professional development sessions that target:
    • Working with students with disabilities, specifically students with high-functioning autism spectrum disorders
    • Conceptual understanding of a dynamic physical education curriculum
    • Deep knowledge of the curricular programs used in the school
    • Delivery of instruction
    • Intensive methodology in scaffolding curriculum to meet diverse learners
    • Developing assessments to track effectiveness of lessons
    • Higher-order thinking
    • Inquiry-based learning
    • Classroom management
    • Including families as partners

Responsibilities of our Teaching Staff:

  • Belief System
    • Have an unyielding belief that all students will achieve
    • Desire to tailor instruction and “think outside of the box” to expose students to high quality and meaningful instruction at all times
  • Planning and Preparation
    • Set and hold students accountable for high academic and behavioral standards
    • Design a rigorous and experiential curriculum involving student IEPs.
    • Immediately adjust lessons and teaching style if it is not resulting in growth
    • Consider the various learning styles of students when planning and implement opportunities for all students to participate in every lesson
  • Delivery of Instruction
    • Deliver fast paced lessons that are stimulating for all
  • Classroom Management and Classroom Culture
    • Maintain impeccable order in the classroom with clear expectations and routines
    • Develop and maintain a phenomenal room environment that is clean, organized and student centered
  • Developing as a Professional
    • Willingness to give and accept feedback in order to promote professional growth
    • Willingness to be a public learner and participate in learning opportunities with colleagues
  • Student Data and Assessments
    • Develop and implement frequent student assessments
    • Use informal and formal assessments to adjust teaching practices
    • Communicate assessment data with students, families
    • Maintain student portfolios
    • Create and implement performance-based tasks for multiple subject areas
    • Participate in frequent review of student assessment data with supervisors
  • Professionalism and Skills
    • Impeccable teacher attendance and punctuality is expected
    • Superior communication skills
    • Strong work ethic

Educational Background and Work Experience

  • Bachelor’s degree
  • New York State certification or eligible
  • Demonstrated success working with students
  • One year of teaching experience working an urban setting (preferred)
  • Knowledge and experience working with students with disabilities, specifically high-functioning autism spectrum disorders
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7th Grade Science Teacher

Posted by | May 9, 2018 |

Neighborhood Charter School: Harlem has been chartered by the New York State Education Department and opened in Central Harlem in August 2012 with kindergarten and first grade. Neighborhood Charter School: Harlem currently serves grades K-6 and we will add a grade each year until the school accommodates scholars in kindergarten through eighth grade. The school has an accomplished and committed Board and support Network, and is one of the highest performing schools in the city. We are looking for experienced educators who are excited by the challenge of being part of a new school and have the dedication and motivation to make it happen.

Mission of the School

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

Teaching at Neighborhood Charter School: Harlem:

High quality teachers who have a professional and personal dedication to student achievement are the single most important factor to the success of students and the school. Therefore, recruiting and selecting the best teaching staff is paramount to our success.

Each of our teachers will be supported by:

  • Attending a new staff orientation
  • Professional development sessions that target:
    • Deep knowledge of the curricular programs used in the school
    • Delivery of instruction
    • Intensive methodology in scaffolding curriculum to meet diverse learners
    • Developing assessments to track effectiveness of lessons
    • Higher-order thinking
    • Inquiry-based learning
    • Classroom management
    • Inclusion of families as partners

Responsibilities of our Science Teacher:

Belief System

  • Have an unyielding belief that all students will achieve
  • Desire to tailor instruction and “think outside of the box” to expose students to high quality, meaningful instruction at all times

Planning and Preparation

  • Set and hold students accountable for high academic and behavioral standards
  • Design rigorous, inquiry-based Science lessons that are aligned to state standards and are rich with opportunity for students to participate in meaningful and thoughtful discovery through hands-on exploration
  • Immediately adjust lessons and teaching style if it is not resulting in academic and emotional growth
  • Consider the various learning styles of students when planning and implement opportunities for all students to participate in every lesson

 Delivery of Instruction

  • Deliver fast paced and stimulating lessons that are hands-on and engage students in the scientific process
  • Design inquiry based lessons that permit students to engage in daily experiments

Classroom Management and Classroom Culture

  • Maintain impeccable order in the classroom with clear expectations and routines
  • Develop and maintain a phenomenal room environment that is clean, organized, student centered and print rich

Developing as a Professional

  • Willingness to give and accept feedback in order to grow professionally
  • Willingness to be a public learner and participate in learning opportunities with colleagues

Student Data and Assessments

  • Develop and implement frequent student assessments that gauge the academic growth of students
  • Use informal and formal assessments to adjust teaching in order to better meet the needs of students
  • Communicate assessment data with students, families and supervisors
  • Maintain student portfolios
  • Create and implement performance based tasks for multiple subject areas

Professionalism and Skills

  • Impeccable attendance and punctuality is expected
  • Superior inter and intra personal skills
  • Excellent communication skills
  • Strong work ethic

Educational Background and Work Experience

  • Bachelor’s degree
  • New York State certification or eligible
  • Demonstrated success working with students
  • One year of teaching experience working an urban setting (preferred)
  • Knowledge and experience working with students with disabilities, specifically high-functioning autism spectrum disorders
Comments Off on Middle School ELA Teacher

Middle School ELA Teacher

Posted by | May 9, 2018 |

Neighborhood Charter School: Harlem has been chartered by the New York State Education Department and opened in Central Harlem in August 2012 with kindergarten and first grade. Neighborhood Charter School: Harlem currently serves grades K-6 and we will add a grade each year until the school accommodates scholars in kindergarten through eighth grade. The school has an accomplished and committed Board and support Network, and is one of the highest performing schools in the city. We are looking for experienced educators who are excited by the challenge of being part of a new school and have the dedication and motivation to make it happen.

Mission of the School

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

Teaching at Neighborhood Charter School: Harlem:

High quality, dedicated teachers who have a professional and personal dedication to student achievement are the single most important factor to the success of students and the school. Therefore, recruiting and selecting the best teaching staff is of paramount importance to our success.

Each of our teachers will be supported by:

  • Attending a new staff orientation
  • Professional development sessions that target:
    • Working alongside students with disabilities, specifically students with high-functioning autism spectrum disorders
    • Conceptual understanding and planning using the Common Core Standards
    • Deep knowledge of the curricular programs used in the school
    • Delivery of instruction
    • Intensive methodology in scaffolding curriculum to meet diverse learners
    • Developing assessments to track effectiveness of lessons
    • Higher-order thinking
    • Inquiry-based learning
    • Classroom management
    • Including families as partners

Responsibilities of our Teaching Staff:

  • Belief System
    • Have an unyielding belief that all students will achieve
    • Desire to tailor instruction and “think outside of the box” to expose students to high quality and meaningful instruction at all times
  • Planning and Preparation
    • Set and hold students accountable for high academic and behavioral standards
    • Design rigorous, inquiry-based lessons
    • Immediately adjust lessons and teaching style if it is not resulting in academic and emotional growth
    • Consider the various learning styles of students when planning and implement opportunities for all students to participate in every lesson
  • Delivery of Instruction
    • Deliver fast paced and stimulating lessons
  • Classroom Management and Classroom Culture
    • Maintain impeccable order in the classroom with clear expectations and routines
    • Develop and maintain a phenomenal room environment that is clean, organized and student centered
  • Developing as a Professional
    • Willingness to give and accept feedback in order to promote professional growth
    • Willingness to be a public learner and participate in learning opportunities with colleagues
  • Student Data and Assessments
    • Develop and implement frequent assessments
    • Use informal and formal assessments to adjust teaching practices
    • Communicate assessment data with students and families
    • Maintain student portfolios
    • Create and implement performance-based tasks for multiple subject areas
    • Participate in frequent review of student assessment data with supervisors
  • Professionalism and Skills
    • Impeccable teacher attendance and punctuality is expected
    • Superior communication skills
    • Strong work ethic

Educational Background and Work Experience

  • Bachelor’s degree
  • Certification in one of the following: New York State Secondary, Special Education, or eligible out of state certification
  • Demonstrated success working with students
  • One year of teaching experience working an urban setting (preferred)
  • Knowledge and experience working with students with disabilities, specifically high-functioning autism spectrum disorders
Comments Off on Middle School Math Teacher

Middle School Math Teacher

Posted by | May 7, 2018 |

Middle School Math Teacher

Start Date:  August 2018

Location: Harlem, NY

Neighborhood Charter School: Harlem has been chartered by the New York State Education Department and opened in Central Harlem in August 2012 with kindergarten and first grade. Neighborhood Charter School: Harlem currently serves grades K-6 and we will add a grade each year until the school accommodates scholars in kindergarten through eighth grade. The school has an accomplished and committed Board and support Network, and is one of the highest performing schools in the city. We are looking for experienced educators who are excited by the challenge of being part of a new school and have the dedication and motivation to make it happen.

Mission of the School

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

Teaching at Neighborhood Charter School: Harlem:

High quality, dedicated teachers who have a professional and personal dedication to student achievement are the single most important factor to the success of students and the school. Therefore, recruiting and selecting the best teaching staff is of paramount importance to our success.

Each of our teachers will be supported by:

  • Attending a new staff orientation
  • Professional development sessions that target:
    • Working alongside students with disabilities, specifically students with high-functioning autism spectrum disorders
    • Conceptual understanding and planning using the Common Core Standards
    • Deep knowledge of the curricular programs used in the school
    • Delivery of instruction
    • Intensive methodology in scaffolding curriculum to meet diverse learners
    • Developing assessments to track effectiveness of lessons
    • Higher-order thinking
    • Inquiry-based learning
    • Classroom management
    • Including families as partners

Responsibilities of our Teaching Staff:

  • Belief System
    • Have an unyielding belief that all students will achieve
    • Desire to tailor instruction and “think outside of the box” to expose students to high quality and meaningful instruction at all times
  • Planning and Preparation
    • Set and hold students accountable for high academic and behavioral standards
    • Design rigorous, inquiry-based lessons
    • Immediately adjust lessons and teaching style if it is not resulting in academic and emotional growth
    • Consider the various learning styles of students when planning and implement opportunities for all students to participate in every lesson
  • Delivery of Instruction
    • Deliver fast paced and stimulating lessons
  • Classroom Management and Classroom Culture
    • Maintain impeccable order in the classroom with clear expectations and routines
    • Develop and maintain a phenomenal room environment that is clean, organized and student centered
  • Developing as a Professional
    • Willingness to give and accept feedback in order to promote professional growth
    • Willingness to be a public learner and participate in learning opportunities with colleagues
  • Student Data and Assessments
    • Develop and implement frequent assessments
    • Use informal and formal assessments to adjust teaching practices
    • Communicate assessment data with students and families
    • Maintain student portfolios
    • Create and implement performance-based tasks for multiple subject areas
    • Participate in frequent review of student assessment data with supervisors
  • Professionalism and Skills
    • Impeccable teacher attendance and punctuality is expected
    • Superior communication skills
    • Strong work ethic

Educational Background and Work Experience

  • Bachelor’s degree
  • Certification in one of the following: New York State Secondary, Special Education, or eligible out of state certification
  • Demonstrated success working with students
  • One year of teaching experience working an urban setting (preferred)
  • Knowledge and experience working with students with disabilities, specifically high-functioning autism spectrum disorders

Compensation

We offer a very competitive salary, bonus program, and comprehensive benefits package.

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Posted by | May 3, 2018 |

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Comments Off on Teach in NYC. 1 application, over 40 great schools!

Teach in NYC. 1 application, over 40 great schools!

Posted by | May 3, 2018 |

Who We Are

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

While each consortium member has its own unique focus and culture, we share a belief in the power of great teachers to unlock students’ potential and prepare them to achieve their goals. For us, this makes the most important factor in the success of our students the teacher in their classroom. Teachers for NYC Charter Schools was created by TNTP, a national non-profit with 20 years of experience recruiting great teachers for urban schools.

Who You Are

We are looking for teachers who:

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

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

Benefits of Teachers for NYC Charter Schools

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

  • Earn a trusted recommendation. Our consortium members prioritize candidates who apply through Teachers for NYC Charter Schools and pass our screening process. Make sure your resume is given the attention it deserves.
  • Find the school community that’s right for you. Consortium members have embraced the spirit of innovation, diversity, and choice that has defined the charter school movement. Find the school with a vision, focus, and culture that matches your skills, interests, and career goals.
  • Streamline your teacher job search . Apply to all our consortium members with a single application. Teachers for NYC Charter Schools saves you time by connecting you directly with multiple schools seeking great teachers. Then, bypass first-round interviews by participating in a video interview shared with all consortium members.
  • Get support throughout the hiring process. From resume advice and pre-interview preparation to regular updates on hiring prospects, you’ll have a point of contact throughout the process to help you maximize your chances of finding a meaningful and rewarding career.
  • Make a lasting difference. This is your opportunity to join a vibrant movement to meet NYC children’s social, emotional, and academic needs–and prepare them for success in college and career.

Qualifications and Eligibility

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

• Have earned a Bachelor’s degree by July 1, 2018

• Currently have authorization to work in the United States for any employer

• Reside in the New York City area by July 1, 2018

 

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Senior Administrative Director of Education

Posted by | May 3, 2018 |

The Senior Administrative Director of Education is responsible for the day-to-day duties of all educational services for the Early Childhood Education Division (ECED).  All Center Directors report to this position, along with Administrative Directors responsible for the education components of the ECED.

Position Responsibilities:

  • Work collaboratively with the ECED senior management team to administer all functions of the Early Childhood Education Division, and ensure compliance with the Head Start Program Performance Standards, and all regulatory and funding requirements
  • Participate in the planning, coordination, and successful execution of all grant applications, the Self-Assessment, Community Assessment, ECED and agency strategic plans, annual reports, service plans; as well as share in the executive responsibility of the overall direction of the program
  • Work collaboratively with the Head Start Director to ensure a coordinated approach to service delivery that integrates high-quality education, health, mental health, dental health, disabilities, and parent engagement services
  • Works with the ECED senior management team to ensure that all sites meet our various funders requirements
  • Provide ongoing supervision of the ACS center-based and family child care program; including programmatic and fiduciary responsibilities
  • Demonstrate strong leadership and mature judgment in order to provide oversight of high quality educational services; and ensure activities are age-appropriate; child-centered, and effectively implemented across all programs
  • Ensure leadership staff at the centers maintain a positive center environment that successfully engages staff, including having awareness of the particular job of each staff member and its relationship to the whole program
  • Ensure high quality curriculum development and implementation that meets the intellectual and social emotional needs of each child, and prepares them for kindergarten and beyond
  • Support continuous quality improvement by ensuring professional development, coaching, and technical assistance provided to staff are reflective of their needs and promote sustained learning
  • Ensure that teaching staff are provided with the supervision, resources, and support needed to provide high-quality services, and enhance their practices and interactions with children and families
  • Work closely with the Administrative Director of Educational Support Services to ensure that the agency’s School Readiness Goals are developmentally appropriate, and that a committee consisting of parents, administrators, and community partners meet to review the outcomes of the assessments of children; adjust strategies as needed; and monitor the status and progress of children across domains
  • Provide ongoing monitoring by utilizing assessment/monitoring reports and conducting site visits, evaluate and analyze child outcomes data, goals, and activities across sites and classrooms to determine strengths and areas requiring additional focus and support, and ensure corrective actions are implemented as needed
  • Work closely with the Administrative Director of UPK/Pre-K for All/Disabilities to ensure partnerships with local community stakeholders; the Department of Education; and the LEA are sustainable, and that mandated requirements set forth by the DOE and LEA are met in order to enhance services to Head Start children and children with disabilities
  • Provide direct supervision, guidance, and support to the Administrative Directors with responsibilities in the area of educational support, disabilities, and management
  • Monitor the progress of work plans and responsibilities of all staff reporting to the position, and adherence to the policies and procedures of the Early Childhood Education Division as well as city, state, and federal standards and regulations
  • Along with the ECED management team, responsible for the development and monitoring of educational budget line items and the professional development training budget
  • Participate in the interviewing, evaluation and recommendation of applicants for employment
  • Perform any other related duties, as needed, or assigned by the Senior VP of  ECED
  • Participate in the One Page Plan (OPP) performance evaluation process
  • All schedules and responsibilities are subject to change at any time to meet the needs of the agency

Essential skills, experience, licensure, certification:

  • Master’s Degree in Early Childhood Education or a related field
  • NYS Permanent Certification in Early Childhood Education
  • Experience with ACS/ACF/DOE/DOHMH/CACFP
  • A minimum of 7 years of ECE experience

 

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Mathematics/Spanish/Science Teacher Vacancies

Posted by | May 3, 2018 |

Special Music School is a groundbreaking K-12 public school for musically gifted children. In addition to a pre-conservatory music education, we offer an innovative, child-centered academic program with small class sizes and an active parent community. We are seeking passionate educators to join our accomplished academic faculty.

We anticipate vacancies for the 2018-2019 school year in the following positions:

  • K-12: English as a New Language, Foreign Language (Spanish)
  • 6-12 Science, Math

Successful candidates will:

  • Design creative, engaging, standards-aligned curriculum
  • Collaborate with colleagues, music faculty and families in the spirit of our child-centered community.
  • Maintain assessment records and develop systems for students to receive timely and specific feedback.
  • Continually reflect on classroom pedagogy and practices as a part of our active professional development community.

 

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Education Specialist, NYS-TEACHS

Posted by | May 2, 2018 |

Overview
Advocates for Children of New York, Inc. (AFC) is a dynamic not-for-profit organization focused on high-quality education for New York students who face barriers to academic success. AFC works on behalf of children and youth who are at greatest risk of academic failure due to poverty, race, ethnicity, disability, homelessness, immigration status/limited English proficiency, or involvement in the child welfare or juvenile justice systems.

The New York State Technical and Education Assistance Center for Homeless Students (AFC’s NYS-TEACHS project) prioritizes the educational rights of students experiencing homelessness. We provide information, resources, trainings and support primarily to school staff, and also to social service providers, parents, students, and others who work with students who are homeless.

NYS-TEACHS has seven staff, including two Education Specialists and Assistant Director who work as a collaborative team, focusing on our hotline-related work, as well as outreach and trainings. The other four staff are primarily focused on school district programming, data analysis, trainings, and policy. The Education Specialists report to the Assistant Director of NYS-TEACHS.

NYS-TEACHS seeks a full-time Education Specialist who is passionate about the rights of students in temporary housing. The Education Specialist must be able to quickly analyze facts that are presented on our hotline and navigate difficult conversations with diplomacy, because the Education Specialists are often called on to facilitate dialogue between school districts, parents, and students. The Education Specialist is expected to establish trust with diverse audiences and build bridges between people with differing viewpoints to meet the needs of students in temporary housing. Education Specialists must keep detailed case-notes of their calls and follow-up with school district staff and the State Education Department. The Education Specialists also help coordinate NYS-TEACHS’ annual workshops and webinars, update our website, draft guidance documents and outreach materials, and assist with related administrative responsibilities such as occasional data entry and analysis and mailings. As a team we value growth and learning with regards to how we can better serve marginalized communities. As a result of staff efforts, we regularly engage in conversations regarding race and equity as they impact our external work as well as our internal experiences in the workplace.

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

Responsibilities
75% — Hotline
 Respond to calls on the NYS-TEACHS hotline from school district staff, social service providers, parents, and students.
 Provide clear and accurate information about the educational rights of students experiencing homelessness. (NYS-TEACHS will provide training for incoming Education Specialists about federal and state laws, and Education Specialists share that information with callers to the hotline.)
 Speak with families and gather sensitive information regarding their housing status.
 Use strong interpersonal skills to mediate disputes between school staff and families, and escalate cases to supervisors if students face persistent barriers in their access to school.
 Regularly maintain clear written records from hotline calls in SalesForce.
 Draft emails to school district staff, school district leaders and to the State Education Department related to concerns we learn about through hotline calls.
25% — Writing Projects, Trainings, and Administrative Tasks
 Draft guidance and outreach materials for school staff and parents regarding students’ rights under federal and state law.
 Manage and present 4 to 6 webinars over the course of the year using GoToWebinar.
 Assist with 5 statewide workshops (3 in NYC and 2 outside of NYC), which requires overnight travel within New York State (2 times each year).
 Help facilitate 2-3 trainings for school staff.
 Make regular updates to the NYS-TEACHS website.
 Occasionally assist with the mailing and distribution of NYS-TEACHS posters and brochures.

Qualifications
 Demonstrated commitment to assisting underserved children and youth.
 Excellent organizational, written, and verbal communication skills.
 Excellent analytical skills.
 B.A. or B.S.
 Excellent interpersonal skills; high emotional intelligence and an ability to develop trust with diverse individuals from a variety of backgrounds.
 Ability to effectively prioritize tasks and manage time efficiently.
 Familiarity with Microsoft Word, Excel, and PowerPoint.
 Fluency in Spanish strongly preferred.

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

Expected Start Date
Ideal start date is June 1, 2018.

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

Comments Off on Staff Attorney — Educational Rights for Immigrant Students

Staff Attorney — Educational Rights for Immigrant Students

Posted by | April 27, 2018 |

Overview
Advocates for Children of New York, Inc. (AFC) seeks a staff attorney to obtain high quality, appropriate educational services for underserved immigrant families. The attorney will primarily serve immigrant families of children with special needs, including representation at special education administrative hearings as well as participation in school meetings and school visits. The attorney will also assist immigrant families with education-related issues including school enrollment, bilingual programs, and bullying. The attorney will provide know-your-rights trainings to families, community organizations and service providers. The attorney may also support ongoing policy advocacy efforts focusing on English Language Learners, immigrant students, and language access in schools.

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

Qualifications
 Law degree required and admission to the NYS bar preferred;
 1 – 3 years of legal experience preferred;
 Spanish, Arabic, or Mandarin language fluency required;
 Demonstrated commitment to AFC’s mission;
 Excellent oral and written communication skills;
 Experience working with immigrant, low-income and special needs communities, especially an understanding of the cultural issues that often accompany language barriers;
 Interest in and knowledge of educational issues and issues affecting children, low income families, immigrant communities, etc.;
 Experience working with children and families;
 Strong team player;
 Knowledge and experience of community based agencies and youth and human services providers;
 Organizational skills, flexibility, initiative, maturity, and cooperative attitude.

Compensation
The salary depends on experience and includes generous benefits.
AFC is an affirmative action employer that actively seeks to recruit and retain a diverse staff and especially encourages applications from people of color, persons with disabilities, persons of diverse sexual orientations, gender identities or gender expressions and persons of diverse socioeconomic backgrounds.

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F-Status Teachers (NYCDOE)

Posted by | April 26, 2018 |

Dear Applicant,

We need part time teachers who are interested in co-teaching with new teachers and supporting them with curriculum planning and classroom management.

Thanks,

Shweta

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Principal

Posted by | April 23, 2018 |

St. Mary Interparochial School, founded in 1782 by the Jesuit community of Old St. Joseph Parish, a fiscally independent school of the Archdiocese of Philadelphia and a 2016 National Blue Ribbon School of Excellence, is seeking a faith-filled, forward-thinking Principal to build upon our academic achievements with innovative ideas.

Our new Principal must lead by personal witness to the Catholic faith and exhibit passion and compassion in articulating the mission of our school to students, faculty, parents, and the local community.  With the support of the Board of Limited Jurisdiction (BLJ), the principal serves as the primary agent for implementing the school strategic plan by creating an environment that builds upon our academic excellence, Catholic faith formation, vitality, and viability.

The ideal candidate will work collegially with a dedicated faculty and an engaged student body to form a highly effective learning community inclusive of all stakeholders, in the ministry of Catholic education.  The ability to collaborate with the Pastor Delegate, the BLJ, the Director of Advancement, the Office of Catholic Education, and the Home and School Association are important commitments expected of the Principal.

St. Mary Interparochial School is defined by its mission to be a diverse school, challenging students to grow morally, academically, and socially into passionate, confident, Christ-centered leaders.  Our school has a strong academic program and vibrant after-school and STEAM programs and faculty and staff work in concert with growth mindset strategies to increase student achievement.

Catholic Identity is an integral part of our school.  With children from over 40 parishes, it is imperative to stress our Catholic Christian strength by fostering student spirituality and providing opportunities for prayer throughout the day, celebrating Mass monthly, with prayer services and student directed prayer during the school year. Students attending St. Mary Interparochial are prepared to receive their Sacraments of Initiation, and do receive them at their home parishes.

Our current enrollment is  260 students in grades K – 8; our capacity is 225, and this is the 10th year our enrollment has exceeded capacity.  The compact building houses all classes and programs, hosts a working library with a highly qualified school certified librarian, a Title One classroom, an Honors Math classroom, and a roof-top school yard.  Students in grades K – 3 use iPads and scholars in grades 4 – 8 use Chromebooks on a daily basis. Classrooms are equipped with wifi, Apple TVs, and  SmartBoards, and teachers are provided with a Tech Tool Kit which includes a MacBook Pro for their professional use.

St. Mary Interparochial School was re-accredited through Middle States in 2014.  Currently, specials are offered in Art, Music, Spanish, Technology, and Physical Education. There are ten full time teachers, five part time teachers, one full time school certified librarian, remedial teachers for Math and Reading, a school nurse, a full time Title One Reading teacher.  In addition, there is a full time Director of Advancement, two part-time Advancement assistants, a school secretary, a full time K aide, a part-time classroom aide, a part-time custodian, and daily cleaning service.

The Principal candidate should have elementary school leadership experience and interest in the growth mindset and mindfulness, team building, and faculty professional development.  He/She should also have a basic knowledge of bookkeeping as the principal is responsible for routine bill payments.  The candidate should demonstrate expertise in curriculum implementations, the use of technology in instruction and communication, including use of G Suite. The candidate should be a role model to teachers and staff with regard to professional development.  He/She will be required to attend evening and weekend events on occasion.  The principal sits as an ex officio member on the Board of Limited Jurisdiction.

The candidate should have exemplary communication and relationship-building skills as well as the ability to work with professionals in advancing the school’s enrollment/retention and resource development.

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Director of Curriculum and Instruction

Posted by | April 23, 2018 |

The Director of Curriculum and Instruction serves as the leader of the instructional leadership team of the school and drives strong instructional outcomes for all learners. The DCI is responsible for creating a climate of instructional excellence in the building, analyzing student performance data, and ensuring that teachers are prepared to execute the highest quality instruction. The chief responsibilities for the DCI includes (1) overseeing the school-wide implementation of instruction and assessment of Amani Public Charter Schools curriculum; and (2) the supervising, coaching and evaluating of teachers.

The DCI fulfills these responsibilities by coaching and supervising teachers to build teachers’ capacity for planning, instruction, and assessment; observing classrooms and identifying instructional strengths and needs; planning and leading professional development; managing assessment systems; driving results through the analysis of student performance data; ensuring that best practices are used to ensure consistent, coherent, high quality instruction; aligning units with curricular resources. As a key member of the school and instructional leadership teams, the DCI will also support and advise the ED on hiring, budgeting, scheduling, and other matters of concern.

Duties & Responsibilities
Managing instructional evaluation and assessment systems (administration, analysis, and reporting):
Supervising 25+ instructional staff through frequent walkthroughs of classrooms and instructional observations to identify school-wide strengths and needs, to ensure fidelity to interdisciplinary curriculum and the Common Core shifts, and assess levels of rigor and student ownership of student assignments.
Building teachers’ capacity for planning, instruction, and assessment
Engaging in targeted coaching cycles based on meeting school-wide goals.
Leading the planning, facilitation and/or debriefing of instructional team meetings related to curriculum and assessment (grade level team meetings, data analysis sessions during professional development days, etc.).
Leading the school’s Academic Team to drive results based on student academic results through testing and assessment.
Ensuring that both internal and external assessments are appropriately scheduled, implemented, and reported.
Assisting the Director of DATA with all assessment guidelines.
Collaborating with the academic team, outside vendors and consultants, to ensure alignment of curriculum, instruction, and assessment.
Leading the school-wide, ongoing curriculum mapping process and aligning maps with curricular resources:
Supporting the creation and effective delivery of vertical, horizontal, and Common Core State Standards alignment of curriculum units for all subjects.
Helping departments and grade level teams identify strategic opportunities for interdisciplinary units and integration of technology and performance assessment
Working with departments and grade level teams to revise curriculum maps based on student data and current research about effective practices
Ensuring that all curriculum maps and lesson plans are stored and well-organized on school’s shared drive or online curriculum mapping tool to promote consistency and collaboration
Coordinating instructional materials and resources that align with curriculum maps and working with the operations teams to ensure additional materials are purchased as necessary
Acting as a liaison between companies and programs that support the instructional core of the school (scheduling school and classroom visits, attending training, and providing regular information and updates from external providers to school-based staff)
Researching and approving additional curricular resources
Providing input and feedback on curriculum maps, unit and lesson plans, and assessments to ensure Common Core Learning Standards alignment.
Ensuring that standards-based unit plans and lesson plans reflect appropriate levels of rigor and incorporate the Common Core instructional shifts.
Drawing on content expertise to develop and lead staff-wide professional development.
Coaching and evaluating teachers using Danielson’s Framework for Teaching.
Supervising faculty and staff as directed by the ED.
Serving as an active member of the School Leadership and Instructional Leadership Teams:
Participating in weekly School Leadership and Instructional Leadership Team meetings.
Working with the School Leadership Team (ED, Director of School Culture, Director of Finance, Director of Student Personnel Services and the Director of Operations) to coordinate implementation of the design elements of the Amani public charter school
Working alongside other members of the School Leadership Team in analyzing the programmatic effectiveness and identifying opportunities to leverage the school community to improve student academic performance, (i.e. hosting family events related to interdisciplinary curriculum or report cards).
Working with the Instructional Leadership Team to develop annual goals and theories of action related to student learning and achievement.
Leading the analysis of current data regarding student performance to support the Instructional Leadership Team’s ability to improve teaching and learning.
Working alongside the Director of Student Personnel Services to analyze current data to improve teaching and learning for special education and ELL students.
Regularly analyzing student performance data for other high-needs populations (ELL, previously retained, etc.) to improve teaching and learning.
Creating action plans to achieve SMART goals and monitoring progress towards these goals.
Regularly representing Amani externally by conducting workshops, trainings, and presentations with partner non-profits, universities, education foundations, etc.
Exemplifying Amani Public Charter School’s core values of scholarship, merit, community, and responsibility.

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MS and HS Special Ed teaching positions

Posted by | April 20, 2018 |

SOF is looking to hire qualified teachers for the following vacancies:
MS Special Education- Math/Science and Humanities
HS Special Education – Math/Science
6th grade Humanities

School of the Future is a small, innovative public sixth through twelfth grade school within District Two. We are located in the Gramercy Park neighborhood at Twenty-Second Street and Lexington Avenue. We have an academically rigorous environment with a student population of 750 ranging from sixth through twelfth grade.  Both the staff and the student population reflect the diversity of the City.

Students at School of the Future graduate by portfolio and exhibitions. Portfolios in the Middle School are a collection of the students’ best works and exhibitions in the High School are extensively researched papers and oral presentations whereby students demonstrate they have mastered the challenging standards of research: construct and answer an interesting essential question, demonstrate critical thinking skills, and adhere to conventions of writing. The high school uses this form of assessment instead of Regents Exams.

We have very creative and flexible programming, which allows teachers to work in grade teams. Teams usually consist of one English instructor, one history instructor, one math instructor, one science instructor, one special teacher, and a foreign language instructor. In the Middle School, the teams feature two humanities instructors. Each team is responsible for approximately one hundred students and is led by a team leader (a teacher elected from and by the team). As a result of our grade structure, our class size is small—average class size is around twenty-five students.

Our philosophy is to be nurturing yet academically demanding. We believe that all students have different learning styles, thus our emphasis in creating differentiated lessons to meet students’ needs. In our advisory periods, teachers meet with their advisees to discuss a range of social, political, and academic issues. Moreover, we offer a rigorous and challenging college preparatory curriculum. Our staff uses a range of alternative assessments to inform their daily practice and objectives for individual students.

 

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Careers at Public Preparatory Network

Posted by | April 18, 2018 |

An Invitation to Apply for 
Middle School Teaching Opportunities Available 2018-2019
Girls Prep Bronx Middle School
Girls Prep Lower East Side Middle School
 
Overview: About Public Prep
The Public Prep Network (PPN) is a nonprofit organization that develops single-sex elementary and middle public schools that pursue excellence through continuous learning and data-driven instruction. Our model is designed to empower each student to build strong character, demonstrate critical thinking, possess a core body of knowledge and be on a predictive path to earn a degree from a four-year university.
Our network is currently comprised of three tuition-free single-sex public charter schools across five campuses and one tuition-free single-sex Pre-K. Our campuses are: Girls Prep Lower East Side Elementary, Girls Prep Lower East Side Middle School, Girls Prep Bronx Elementary School, Girls Prep Bronx Middle School, and Boys Prep Elementary School. The Pre-K program, PrePrep: the Joan Ganz Cooney Early Learning Center is housed inside of Girls Prep Bronx Elementary School.
Public Preparatory Network/Public Preparatory Academies is an Equal Opportunity/Affirmative Action employer.
 
Why teach at the Public Preparatory Network
 
At Public Prep we believe that joy, warmth, and high levels of student engagement are the foundation of a school culture where students achieve academically and develop character strengths.  In the words of one community member, “Every student, every family and every Girls Prep staff member plays an important part of our amazing school, a school filled with energy, personality, hardworking people and a great deal of commitment.”
We believe in order to do that, schools not only need to deliver meaningful academics through an engaging and rigorous way, but we understand the importance of incorporating arts, the sciences, community and strong core values into our program. Our goal each day is not to only stimulate the mind, but also to reach the whole child in providing a safe consistent environment to learn and grown in.  Our staff believe children learn best when they gain self-confidence and purpose when a caring community of educators not only care about their academic achievements but are truly invested in them socially and emotionally.
Available Opportunities:
  • Intervention Specialist
  • Middle School ICT Teacher
  • Middle School English Teacher
  • Middle School History Teacher
  • Middle School Science teacher
  • Middle Math Teacher
  • Middle School Physical Education Teacher

 

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Careers at Public Preparatory Network

Posted by | April 18, 2018 |

An Invitation to Apply for 
Elementary Teaching Opportunities Available 2018-2019
Girls Prep Lower East Side Elementary
Girls Prep Bronx Elementary
Boys Prep Bronx Elementary
Bronx, NY & New York, NY
 
Overview: About Public Prep
The Public Prep Network (PPN) is a nonprofit organization that develops single-sex elementary and middle public schools that pursue excellence through continuous learning and data-driven instruction. Our model is designed to empower each student to build strong character, demonstrate critical thinking, possess a core body of knowledge and be on a predictive path to earn a degree from a four-year university.
Our network is currently comprised of three tuition-free single-sex public charter schools across five campuses and one tuition-free single-sex Pre-K. Our campuses are: Girls Prep Lower East Side Elementary, Girls Prep Lower East Side Middle School, Girls Prep Bronx Elementary School, Girls Prep Bronx Middle School, and Boys Prep Elementary School. The Pre-K program, PrePrep: the Joan Ganz Cooney Early Learning Center, is housed inside of Girls Prep Bronx Elementary School.
Public Preparatory Network/Public Preparatory Academies is an Equal Opportunity/Affirmative Action employer.
 
Why teach at the Public Preparatory Network
 
At Public Prep we believe that joy, warmth, and high levels of student engagement are the foundation of a school culture where students achieve academically and develop character strengths.  In the words of one community member, “Every student, every family and every Girls Prep staff member plays an important part of our amazing school, a school filled with energy, personality, hardworking people and a great deal of commitment.”
We believe in order to do that, schools not only need to deliver meaningful academics through an engaging and rigorous way, but we understand the importance of incorporating arts, the sciences, community and strong core values into our program. Our goal each day is not to only stimulate the mind, but also to reach the whole child in providing a safe consistent environment to learn and grown in.  Our staff believe children learn best when they gain self-confidence and purpose when a caring community of educators not only care about their academic achievements but are truly invested in them socially and emotionally.
Available Positions
  • Elementary Lead Teacher
  • Elementary Special education Co-Teacher
  • Elementary Science Teacher
  • Elementary Physical Education Teacher
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Progressive Educators

Posted by | April 16, 2018 |

Openings for progressive educators with the N.Y. Performance Standards Consortium.  Looking for practitioners with an interest in or, preferably, experience with performance assessment.  Most schools located in NYC but also in Ithaca and Rochester NY.

See http://www.performanceassessment.org/jobs-1/ for details about each available position.  More postings will follow.

Comments Off on Progressive Educators

Progressive Educators

Posted by | April 16, 2018 |

Positions for progressive educators in the NY Performance Standards Consortium schools.  Must have interest in and, preferably, experience with performance assessment.

See www.performanceassessment.org/jobs for information on specific schools now looking for educators for 2018-19.

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Various Positions Available

Posted by | April 16, 2018 |

The Bronx Charter School for Better Learning provides its students with a solid foundation for academic success, through achievement that exceeds citywide averages and meets or exceeds New York State Standards and national norms in all curriculum areas tested, especially in mathematics and language arts. Our teaching constantly adjusts to the needs of our students, leading to independence, autonomy, responsibility and a sustained love of learning, all of which contribute directly to high academic achievement.

Positions Still Available Now:

Special Education Teacher

Social Studies Teacher

Math TeacherArt Teacher

Physical Education Teacher

Positions Available for the 2018-2019 School Year:

Elementary Teachers

*All teaching candidates must hold NYS certification.

ABOUT BBL

• Founded in 2003• 2 Schools: BBL 1 and BBL 2 (Founded in 2015)

• School Day: 8:00am—3:00pm

• 80% low-income (free/reduced lunch)

• 91% Black, 7% Hispanic, 2% Asian

• 85-90% first generation, primarily from Jamaica and Africa

• Services provided: Counseling, Speech, ESL, Special Ed., Academic Support Services

• Specials: Art, Music, Technology, Korean, Phys. Education

• Enrichment: Chess, Basketball, Tennis, Chorus, Culinary Arts, Drama, Dance, Science Club, Keyboarding, Archery.

WHAT MAKES BBL UNIQUE?

• Our students outperform all other school groups on state tests.

• Last year we received over 2300 new student applications for 121 open seats.

• Student retention rate is 95%

• Parent satisfaction rate is 97%

• Teacher satisfaction rate is 94%

For more information visit us at www.bronxbetterlearning.org

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Academic Registrar, Leave Replacement

Posted by | April 13, 2018 |

THE OPPORTUNITY

Avenues is seeking a temporary, leave replacement  registrar from approximately June until November. The Academic Registrar is responsible for collecting, ensuring the integrity of, and disseminating academic data. A project manager at heart, the Academic Registrar drives the implementation of the academic schedule for students and faculty.This is an ideal role for someone who loves to solve complex puzzle problems with methodical precision and derives great joy from getting into the very messy weeds to develop something clear, clean and user friendly. The temporary registrar will have the opportunity to work with and train under our registrar.

THE ORGANIZATION

In the fall of 2012, Avenues: The World School opened the doors of its first, 15-grade (N-12) independent school in New York City offering students a truly global education. The vision of Avenues is to open schools in the world’s leading cities. Avenues will be a highly-integrated learning community, connected and supported by a common vision, a shared curriculum, professional development of faculty, the advantages of modern technology and a highly-talented global leadership team.

RESPONSIBILITIES

The successful candidate will bring proven abilities to contribute in the following areas:

  • Manage student information: Own the integrity, confidentiality and overall efficiency and accuracy of all student information collected
  • Support and maintain school-wide scheduling: coordinate the production of student schedules in coordination with elective requests and classroom space
  • Ensure data quality and reporting: Reconcile data errors and inconsistencies and correct data as necessary. Design and generate reports to support students and faculty and other teams on an as needed basis

QUALIFICATIONS

Candidates should have most, if not all, of the following:

  • Strong project management experience
  • Experience with student information systems
  • Experience with school scheduling software a plus
  • Excellent organizational and multi-tasking skills, able to consistently handle multiple priorities, tasks and deadlines
  • Very detail oriented, with an uncommon ability to spot errors at a glance
  • Burning intellectual curiosity and mindset of continuous learning and growth
  • A strong sense of professional and discretion with confidential information
  • Ability to solve problems quickly and remain calm under pressure
  • Bachelor’s degree  (advanced coursework in mathematics or similar subject area a plus)

Avenues is committed to diversity among our staff, and applicants of diverse backgrounds are strongly encouraged to apply.

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Special Assistant to the Principal

Posted by | April 10, 2018 |

Why this job: The Equity Project (TEP) Charter School is seeking a Special Assistant to the Principal. By directly supporting TEP’s school leader, this individual will have an opportunity to play a critical role in the growth of a revolutionary school model that has been featured in The New York Times, The Wall Street Journal and on 60 Minutes for its radical investment in teachers and its outstanding results. This is an amazing opportunity for an individual who is seeking an intense, fun, on-the-ground learning experience that touches all aspects of urban education, including curriculum, instruction, operations, finance, and personnel.

Position overview: The Special Assistant to the Principal is focused on one overarching goal: to make the Principal a more efficient and effective leader by creating a capacity for him to focus on TEP’s most important priorities. The Special Assistant to the Principal manages the Principal’s daily communications, calendar, and workflow and works on special projects that extend from the Principal’s work. In so doing, the individual will need to represent the Principal effectively with TEP staff, families, and external visitors, exercise outstanding judgment on sensitive matters and support the Principal in triaging and troubleshooting day-to-day challenges.

Position Responsibilities:

  • Strategically manage the Principal’s calendar by scheduling all meetings, events, and work-time, ensuring that time is allocated to balance immediate needs with long-term priorities
  • Process all communications sent to the Principal by managing the Principal’s email, assessing the importance and urgency of messages, and supporting timely and effective responses
  • Produce a daily memo for the Principal that delineates the Principal’s immediate action-items and long-term projects, summarizes all critical communications from the day, and provides an updated daily snapshot of key organizational data
  • Execute special projects relating to initiatives that extend from the Principal’s work; these projects grow in scope as the individual develops organizational knowledge
  • Advise the Principal with ideas to support organizational development and serve as a sounding board for the Principal regarding a range of topics

Qualifications:

  • Possesses unwavering integrity and trustworthiness; exercises sound judgment with a deep sensitivity to maintaining confidential information
  • Excels at interpersonal relationships by listening attentively, building trust, communicating clearly, and interacting with others respectfully at all times
  • Demonstrates very strong organizational skills and detail orientation, with a keen awareness that getting the details right is critical to organizational success
  • Is a systems-oriented thinker who analyzes information thoughtfully and develops sustainable systems that promote efficiency and improve outcomes
  • And . . . has a sense of humor!

Accountability: The Special Assistant to the Principal reports directly to TEP’s Principal.

Compensation: The Special Assistant to the Principal earns a competitive annual salary in the range of $60K to $70K, based on the individual’s experience level. A robust benefits package includes medical, dental, vision insurance, a 403b retirement plan, STD, LTD and Life Insurance.

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Preschool Lead Teacher

Posted by | April 10, 2018 |

The Lead Teachers use their knowledge of the development of young children, the ways in which young children learn, and scientifically based practices to support the social, emotional and cognitive development of young children.

Duties and Responsibilities                                                                                                                    

Establishes rich and engaging physical learning environments:

  • Creates safe, clean, thematically based, attractive and engaging centers-based classrooms that encourage both exploration and complex play. 
  • Ensures the classroom contains sufficient supplies and materials for the weekly plans and for all components of the day, and that unit materials are inventoried before and after each unit.
  • Encourages children’s ownership and contributions to the classroom environment.

Creates environments and instructional opportunities that meet the needs of diverse learners:

  • Implements the Every Child Ready (ECR) instructional model with fidelity and collaborates with the coach and principal to ensure fidelity.
  • Demonstrates an understanding of the problem-solving Response to Intervention (RTI) Instructional model.
  • Actively seeks out available resources and supports for children who are not making expected progress, provides additional support for students in need of remediation and differentiation in the classroom.
  • Uses a variety of observational and direct assessment tools in collaboration with ECR standards to determine children’s varying needs and opportunities.
  • Uses information and data from a variety of sources in order to differentiate instruction for all children
  • Establishes clear behavior expectations, rules and procedures to maximize learning time. Ensures effective implementation of universal behavior management systems as well as targeted plans to support student behavior.
  • Actively supports the diversity of learners in their classrooms (e.g. cultural, linguistic and academic diversity).
  • Fosters tolerance and a sense of community in their classrooms, modeling and explicitly teaching acceptance and appreciation of others.
  • Collaborates and cooperates with related service providers and student support staff (SPED, ELL, PBS, etc.) to ensure the needs of all children are met, as needed.

Supports the development of young children:

  • Plans adequate time for student talk and encourages children’s language use throughout the day.
  • Plans and integrates instructional activities that promote children’s understanding of the way things work and the world around them into the thematic curriculum.
  • Skillfully and systematically motivates students to participate in activities that support the development of their early literacy skills.
  • Implements instructional activities that encourage children’s abilities to analyze, conceptualize, synthesize and evaluate.
  • Intentionally provides modeling and support for children’s expressive and receptive language throughout the school day.
  • Intentionally and systematically implements direct instructional opportunities and provides modeling and practice opportunities for activities that promote children’s social and emotional development throughout the school day.
  • Plans and implements intentional, systematic, playful and engaging activities that support the development of the above skills.

Collaborates with families and communities to support children’s social, emotional and cognitive development:

  • Actively seeks to make connections with their children’s family members and other important people in their children’s lives.
  • Solicits parents and community members to share their skills, experiences and cultures in the classroom.
  • Regularly communicates the school’s and individual children’s educational goals and progress to families.
  • Supports school-wide family engagement activities (i.e. planning, communicating, and/or leading) and participates in at least one family event each month.

Contributes to a community of practice:

  • Plans collaboratively and shares ideas and resources with instructional team
  • Share best practices with others throughout the network and with AppleTree leadership.
  • Actively participates on at least one site-wide committee.
  • Provide informal and formal feedback on instructional materials, school-wide practices and professional development/coaching.
  • Guides professional development and growth of teaching assistant and helps team members meet professional goals.
  • Actively participates in school and network based professional development opportunities provided and seeks out additional professional development.
  • Incorporates coaching and feedback from regular observations conducted by Instructional Leader and AppleTree Leadership Team members.
  • Communicates professionally and constructively with colleagues.
  • Fulfills the standards of professionalism including appropriate dress, attendance and timeliness.
  • Participates and collaborates with families in Kindergarten Transition process and is informed of local DCPS and Public Charter Schools and private schools within the District (Pre-K teachers only).

Requirements

Candidates must have a bachelor’s degree in elementary education, reading, psychology, human development, early childhood education or a closely related field and two or more years of successful professional teaching experience.  Candidates must demonstrate the leadership experience, organizational skills and communication abilities to lead or co-lead the instructional team.  All Lead Teacher candidates must receive a passing score on the Praxis II: Early Childhood Education (test code 5025) by the start of the school year. (Previous Praxis Early Childhood or Elementary Content Knowledge accepted) (10014).


Disclaimer
                                                                     
The preceding description is not designed to be a complete list of all duties and responsibilities required of a Lead Teacher.

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AppleTree Resident Teacher

Posted by | April 10, 2018 |

The AppleTree Early Learning Teacher Residency provides the Resident with the appropriate training, education and knowledge in order to be successful during their residency year and the following years as a Lead Teacher. The Resident is part of a 3-person instructional team, under the leadership of a Lead Teacher. The Resident  supports the Lead Teacher in all facets of instructional planning and implementation. Through a gradual release model, the Resident takes on more responsibilities as the year progresses.

The Residency is a two-year program, including a residency year and support during the first year as a Lead Teacher.  The residency year is an apprenticeship during which Residents gain teaching competencies and expand their knowledge of the development of young children, the ways in which young children learn and scientifically based practice to support the social, emotional, and cognitive development of young children. Upon successful completion of the residency year and passing of the Praxis Exams, Residents receive the opportunity to interview to become a Lead Teacher for the following school year.

Duties and Responsibilities

Actively engages in the Residency program to learn and develop instructional skills

  • Observes strong instructional practice within one’s classroom and in other classrooms, during opportunities such as Instructional Rounds.
  • Incorporates coaching and feedback from regular observations conducted by Instructional Leader and AppleTree Leadership Team members.
  • Participates in all required professional development sessions and coursework which includes:
    • Weekly 3-to-4-hour practice sessions to develop and perfect their teaching skills.
    • Approximately 8 hours of weeknight sessions per month
    • Online instruction (8-10 hours per month)
    • Aligned assessments to demonstrate mastery of key teaching skills

Supports the development of young children

  • Implements the Every Child Ready instructional model with fidelity, which includes instructional activities that encourage children’s abilities to analyze, conceptualize, synthesize, and evaluate.
  • Creates safe, clean, attractive, and engaging physical learning environments that encourage both exploration and complex play.
  • Plans intentional, systematic, playful, and engaging activities that promote children’s understanding of the way things work and the world around them into the thematic curriculum.
  • Skillfully and systematically motivates students to participate in activities that support the development of their early literacy and mathematical skills.
  • Incorporates adequate time for student talk and encourages children’s language use throughout the day. Intentionally provides modeling and support for children’s expressive and receptive language.
  • Explicitly teaches children how to recognize and manage their feelings.

Meets the needs of diverse learners

  • Uses a variety of observational and direct assessment tools in collaboration with ECR standards to determine children’s varying needs and opportunities in order to differentiate instruction for all children.
  • Actively seeks out available resources and supports for children who are not making expected progress, provides additional support for students in need of remediation and differentiation in the classroom.
  • Establishes clear behavior expectations, rules, and procedures to maximize learning time. Ensures effective implementation of universal behavior management systems as well as targeted plans to support student behavior.
  • Fosters tolerance and a sense of community in their classrooms, modeling and explicitly teaching acceptance and appreciation of others.
  • Collaborates and cooperates with related service providers and student support staff (SPED, ELL, PBS, etc.) to ensure the needs of all children are met, as needed.

Collaborates with families and communities

  • Actively seeks to make connections with their children’s family members and other important people in their children’s lives.

  • Solicits parents and community members to share their skills, experiences, and cultures in the classroom.

  • Regularly communicates the school’s and individual children’s educational goals and progress to families.

  • Supports school-wide family engagement activities (i.e. planning, communicating, and/or leading) and participates in at least one family event each month.

Contributes to a community of practice

  • Plans collaboratively and shares ideas and resources with instructional team.
  • Meets with Lead Teacher regularly to review and support fidelity to AppleTree Early Learning Teacher Residency.
  • Actively participates in school and network wide professional development opportunities provided, integrating strategies and methods into their practice.
  • Communicates professionally and constructively with colleagues.

  • Fulfills the standards of professionalism including appropriate dress, attendance, and timeliness.

Requirements

Candidates must have a bachelor’s degree with a cumulative GPA of 3.0 or greater by May 2018 and possess strong verbal and mathematical abilities. Ideal candidates will demonstrate determination to succeed, creativity, initiative, a passion for social justice, and a strong desire to improve the educational outcomes for young children. Experience working with young children is preferred. The program begins with a 2-week, in-person summer session in July. The official dates of the summer term are released in Spring  2018, and dates vary slightly by year. In addition, Residents will put their practice into action during the summer after their residency year with continued coursework.

Disclaimer                                                                             

  • The preceding description is not designed to be a complete list of all duties and responsibilities required of the Resident.
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Music Teacher (Middle School) $125,000 a year

Posted by | April 10, 2018 |

Please visit this page to see a detailed job description, including required qualifications and compensation.

The first stage of the process is the application below. In order to be considered, you must submit an application that consists of all four components: 1 – Resume, 2 – Cover letter, 3 – Evidence of student learning, and 4 -Original Curricular tool. The requirements for each of the four components are specified in detail below.

1. RESUME: Please submit an up-to-date resume.

2. COVER LETTER: Please submit a well-written cover letter.

3. EVIDENCE OF STUDENT LEARNING: Submit one of the following three options:

Option A (this is the strongly preferred option):  An unedited video clip (maximum 15 minutes) of you teaching in a classroom setting (preferred) or a small-group setting. It is preferred that the students be in the same grade-level as the TEP teaching position for which you are applying, though this is not a strict requirement. The video may contain only one continuous, unedited clip (i.e. do not splice together multiple clips from different points in the lesson). The clip does not need to show an entire lesson; a brief lesson segment is perfectly acceptable. The video must be accompanied by a written narrative that analyzes and reflects upon the teaching and learning that occurs in the lesson and may offer an explanation as to what occurred prior to and subsequent to the clip. There is no minimum or maximum length for the narrative. The video may be submitted in any format, but a link to a video posted online is preferred.

Option B: portfolio of student work that demonstrates the progress of at least two specific students that you have taught. The portfolio must contain a minimum of two work products for each student (for a minimum of four work products) completed at different points in time during the period when each student was in your class. The portfolio must be accompanied by a written narrative that analyzes and reflects upon the progress that each student demonstrates. There is no minimum or maximum length for the narrative.

Option C: Assessment data for at least one entire class of students that you have taught. The assessments may be standardized national, state, or city assessments or your own self-created assessments.  The assessment data can be provided in any form that you choose (official documents with students’ last names crossed-out, or documents that you create to summarize student assessment performance). The data you provide should ideally show progress over time; as such, it is recommended (though not required) that you provide data for at least two assessments taken at different points in time. The assessment data must be accompanied by a copy of the assessments themselves. If a specific assessment is unavailable, provide a copy of a similar assessment. The assessment data must also be accompanied by a written narrative that provides background on the assessments, explains how the assessments measure student performance, and analyzes the results of your class. There is no minimum or maximum length for the narrative.

4. ORIGINAL CURRICULAR TOOL: Please submit one original curricular tool of any form that you have personally developed. The requirement here is deliberately open-ended because we are interested in seeing anything that you have developed that you believe has meaningfully supported your students’ learning. This may take the form of written materials, a unique instructional methodology, a technological innovation, etc.

Comments Off on Math Teacher (Middle School) $125,000 a year

Math Teacher (Middle School) $125,000 a year

Posted by | April 10, 2018 |

The first stage of the process is the application below. In order to be considered, you must submit an application that consists of all four components: 1 – Resume, 2 – Cover letter, 3 – Evidence of student learning, and 4 -Original Curricular tool. The requirements for each of the four components are specified in detail below.

1. RESUME: Please submit an up-to-date resume.

2. COVER LETTER: Please submit a well-written cover letter.

3. EVIDENCE OF STUDENT LEARNING: Submit one of the following three options:

Option A (this is the strongly preferred option):  An unedited video clip (maximum 15 minutes) of you teaching in a classroom setting (preferred) or a small-group setting. It is preferred that the students be in the same grade-level as the TEP teaching position for which you are applying, though this is not a strict requirement. The video may contain only one continuous, unedited clip (i.e. do not splice together multiple clips from different points in the lesson). The clip does not need to show an entire lesson; a brief lesson segment is perfectly acceptable. The video must be accompanied by a written narrative that analyzes and reflects upon the teaching and learning that occurs in the lesson and may offer an explanation as to what occurred prior to and subsequent to the clip. There is no minimum or maximum length for the narrative. The video may be submitted in any format, but a link to a video posted online is preferred.

Option B: portfolio of student work that demonstrates the progress of at least two specific students that you have taught. The portfolio must contain a minimum of two work products for each student (for a minimum of four work products) completed at different points in time during the period when each student was in your class. The portfolio must be accompanied by a written narrative that analyzes and reflects upon the progress that each student demonstrates. There is no minimum or maximum length for the narrative.

Option C: Assessment data for at least one entire class of students that you have taught. The assessments may be standardized national, state, or city assessments or your own self-created assessments.  The assessment data can be provided in any form that you choose (official documents with students’ last names crossed-out, or documents that you create to summarize student assessment performance). The data you provide should ideally show progress over time; as such, it is recommended (though not required) that you provide data for at least two assessments taken at different points in time. The assessment data must be accompanied by a copy of the assessments themselves. If a specific assessment is unavailable, provide a copy of a similar assessment. The assessment data must also be accompanied by a written narrative that provides background on the assessments, explains how the assessments measure student performance, and analyzes the results of your class. There is no minimum or maximum length for the narrative.

4. ORIGINAL CURRICULAR TOOL: Please submit one original curricular tool of any form that you have personally developed. The requirement here is deliberately open-ended because we are interested in seeing anything that you have developed that you believe has meaningfully supported your students’ learning. This may take the form of written materials, a unique instructional methodology, a technological innovation, etc.

Comments Off on Lead Teacher (Various Openings)

Lead Teacher (Various Openings)

Posted by | April 10, 2018 |

Current Openings

 

  • Grade 3 ESL Preferred
  • Grade 4 Humanities
  • Grade 5 Math (SPED)
  • Grade 5 Science
  • Middle School Science
  • Middle School Math (SPED)
  • TECH/Robotics
  • Middle School Social Studies

 

Come Grow with Us!

Join our team of passionate, innovative teachers who are committed to working collaboratively to impact the lives of our children and to prepare them for lifelong success.

Our Mission: Children’s Aid College Prep Charter School (CACPCS) is a Children’s Aid Community School. CACPCS provides students with a rigorous core instructional program supported by expanded learning opportunities and a comprehensive set of student support services. The integration of each of these elements supports the delivery of our whole-child approach.

Why Teach at CACPCS: We believe teachers are the lead factor in our students’ success, so we do everything we can to invest in them and empower them. Our teachers receive an abundance of planning time, strengths-based coaching, and professional development. They are given the autonomy to make decisions, have a voice in school-wide decision-making, and are consistently supported by their colleagues and school leaders.

Duties & Responsibilities:

  • Establish and build meaningful relationships with the students and among students to promote learning;                
  • Establish and implement classroom routines and procedures to maximize student learning;
  • Motivate students to do their best work and inspire the love of learning;  
  • Develop a classroom culture that promotes serious learning and sophisticated forms of thinking;
  • Establish purpose, activate students’ prior knowledge, and prepare students for learning;
  • Present new information and provide opportunities for students to actively engage with content;
  • Help students solidify their understanding and practice new skills;  
  • Help students demonstrate their learning and collect evidence to assess student progress;
  • Help students look back on their learning and refine their learning process;
  • Work collaboratively with colleagues, families, and members of the community;
  • Demonstrate a commitment to professional growth, the school community, and professionalism.

Qualifications:

  • A minimum of a Bachelor’s degree in a related field
  • A Master’s or above is a plus
  • New York State Certification for relevant grades and content area or demonstrated process towards receiving reciprocity for certification from other states

Compensation:

  • Competitive salary that is commensurate with experience
  • Full time position with a collaborative team
  • Full medical, dental, vision benefits, plus 401(K) with employer match
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Instructional Coach (Bronx)

Posted by | April 3, 2018 |

Breakthrough New York Overview

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

Instructional Coaching Fellowship Description

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

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

Summary of Responsibilities

Instructional Coaches have a mix of part-time work in the spring, and closer to full-time work for the nine-week summer program. To read the full job description and responsibilities, please visit our website.

Comments Off on Lead Teacher

Lead Teacher

Posted by | April 2, 2018 |

Phipps Neighborhoods is a 41-year-old multi-service nonprofit providing a comprehensive network of educational and work-readiness programs, as well as critical community resources to more than 10,000 children, teens and adults each year in targeted communities across the Bronx and Manhattan. These programs include: Universal Pre-Kindergarten, after-school, summer camp, literacy and ESOL, HSED, college prep, work readiness, resident supports, family programs and more. 

Primary Function: 

The Lead Classroom teacher is responsible for delivering sound instruction and overseeing all aspects of classroom culture for group 4 year old Universal Prekindergarten students. The Lead Teacher will provide children with a learning environment that prepares them to develop socially, intellectually, physically and emotionally in a manner appropriate to their age and stage of development. Additionally, the teacher will differentiate instruction for a variety of learners and ensure the proper implementation of services to children with special needs in the class. 

Duties and Responsibilities: 

  • Develop lesson plans based on the New York City Department of Education Common Core curriculum framework. 
  • Lead classroom activities. Supervising the planning and execution of a program that provides quality learning experiences for children. 
  • Write reports and communicate with parents about children’s progress 
  • Present curriculum and policy-related information at parent meetings 
  • Supervise assistant teachers, substitute teachers and volunteers 
  • Create classroom materials 
  • Maintain class records and student files 
  • Input and analyze student data using a variety of agency and curricular platforms 
  • Maintain class portfolio per National Association for the Education of Young Children requirements 
  • Ensure appropriate classroom special arrangements.  
  • Modify the classroom to respond to individual children’s needs. 
  • Supervise all children’s indoor and outdoor activities while incorporating positive guidance. 
  • Plan the use of community resources to enrich the educational content of the program. 
  • Implement sound classroom activities and educational practices appropriate to the age and development of children in order to prepare for positive learning experiences. 
  • Develop and maintain positive relationships with parents and families of children served. 
  • Maintain strong relationships with colleagues and administrators. 
  • Develop a system for quality observations and assessments of children and programming. 
  • Develop and enhance a program of sound educational goals. 

 

 

Position Requirements: 

  • Valid NYSED certification in Early Childhood Education  
  • 3 year’s Early Child hood classroom experience 
  • Experience using Creative Curriculum 
  • Experience using  ESI screening 
  • DOE/DOI Fingerprint Clearance 
  • SCR clearance  
  • Child Abuse and Maltreatment certificate (taken every 2 years online) 
  • Infectious Disease Certificate 
  • Food Handlers Certificate 
Comments Off on FT School Aide

FT School Aide

Posted by | April 2, 2018 |

Phipps Neighborhoods is a 41-year-old multi-service nonprofit providing a comprehensive network of educational and work-readiness programs, as well as critical community resources to more than 10,000 children, teens and adults each year in targeted communities across the Bronx and Manhattan. These programs include: Universal Pre-Kindergarten, after-school, summer camp, literacy and ESOL, HSED, college prep, work readiness, resident support, family programs and more.

 

Position Summary:

The FT aide shall assist the classroom staff in implementing a structured classroom on an as needed basis. The FT Aide shall be responsible for aiding the lead teacher in the implementation of the daily schedule and routine, leading actives, ensuring safety and security of clients, and supervision of clients. The FT Aide shall develop nurturing relationships with the students within a context of consistency and structured routines.

Position Requirements:

  • Candidates must be at least 18 years old and have a high school diploma or equivalent (GED) and be New York State certified as an assistant teacher (CDA), as well as have the appropriate training in the field with 3 years prior experience
  • Prior experience working in early childhood preferred.
  • DOE/DOI Fingerprint Clearance
  • SCR Clearance
  • Child Abuse and Maltreatment Certificate (taken every 2 years online)
  • Infectious Disease Certificate
  • Food Handlers Certificate
Comments Off on COLLEGE ACCESS COORDINATOR

COLLEGE ACCESS COORDINATOR

Posted by | April 2, 2018 |

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

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

Position Summary:

The College Access Coordinator will manage the operation of our college access program. This will include overseeing and assisting a team of college advisors and tutors in the facilitation of our college exploration curriculum as well as our SAT Prep curriculum.  The College Access Coordinator will also provide support and direction in all aspects of college access, including but not limited to-application and financial aid assistance, parent workshops, and even college tours.

Duties and Responsibilities:

  • Under the supervision of the Director of Training and Capacity Building, the Coordinator will provide day to day oversight of the College Access program
  • Provide instructional support and guidance to the College Advisors and SAT tutors
  • Assist in the facilitation of the curriculum by providing direct service instruction to participants
  • Work individually with students, and collaborate with other staff to provide an enriching learning experience for all participants.
  • Establish a comfortable learning environment and implement clear, consistent age-appropriate expectations
  • Document student progress
  • Model appropriate child development practices
  • Forge collaborations with leadership and instructional staff to ensure that programming meets the needs of a diverse population of learners, is aligned with Common Core State Standards, and meets contractual expectations and benchmarks
  • Attend all relevant meetings, trainings, workshops, outside events and organization-wide activities
  • Handle additional responsibilities and functions as assigned by the Director of Training and Capacity Building 

Qualifications:

  • Bachelor’s Degree
  • Experience (2-4 years) in College Guidance and in supervision of staff
  • Excellent oral and written communication skills and computer literacy
  • Bilingual (Spanish speaking) preferred
  • Strong knowledge of the social and academic needs of in school youth
  • Ability to participate as part of an interdisciplinary team
  • Understanding of and ability to meet performance-based outcomes
  • Ability to adapt quickly to change and work within a results-oriented environment
  • Computer literacy
  • Enthusiasm, creativity, initiative – and a sense of humor are a MUST!
Comments Off on Multiple Positions – Lead Teacher 2nd-5th Grades

Multiple Positions – Lead Teacher 2nd-5th Grades

Posted by | April 2, 2018 |

Academy of the City Charter School

POSITION:  Lead Teacher for 2nd, 4th and 5th Grades (2018-2019 school year)

QUALIFICATIONS

  1. Bachelor’s degree in Education required
  2. Master’s degree desirable
  3. New York State Certification required
  4. Three years teaching experience preferred
  5. Ability to work collaboratively and an interest in an interdisciplinary approach to education

 FUNCTIONS AND RESPONSIBILITIES

Work with Children. The classroom teacher is responsible for teaching a group of children in all subject areas, planning to meet the needs of the entire group as well as individual children. The ability to attend to the social/emotional, physical and intellectual development of each child is his/her primary responsibility. An ability to work with some children that are English Language learners and have special education needs will be important.

Work with Environment and Materials. The teacher is responsible for designing, organizing and maintaining a materials-based classroom that reflects the curriculum and current work of the children. An ability to create and prepare materials that serve the curriculum is essential.

Curriculum Development. The teacher is responsible for developing curriculum in all areas based on the New York State standards and children’s developmental capacities and needs. A current understanding of literacy learning, mathematics and interdisciplinary curriculum development in social studies, science and the arts will be important. A multicultural understanding must be reflected in the curriculum developed for children. Special emphasis is placed on social studies as the core of classroom life and learning.

WORK WITH ADULTS

Assistant and Student Teachers. As cooperating practitioners for other teachers who work in their classrooms, teachers plan cooperatively with other adults and hold weekly supervisory meetings. Teachers meet with the student and the advisor, if in a Graduate Program several times per semester.

Staff. An interest in his/her own professional growth is expected. Each teacher meets weekly with their curriculum coordinator and participates in weekly grade level meetings and weekly staff meetings after school. As part of a diagnostic team, teachers work with specialists, nurses, and social workers, and meet with parents and other family members as necessary.

Parents. Teachers are required to meet with parents twice yearly for individual conferences and to be available for additional conferences where needed. Teachers and parents work together to increase each other’s knowledge of the children. There will be two written comprehensive reports on children each year.

SALARY: Commensurate with experience

STARTING DATE:   August 15, 2018

ENDING DATE:       June 30, 2019

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

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

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Teacher (NYC DOE, multiple openings)

Posted by | March 30, 2018 |

 

Seeking classroom teachers

The Teachers College Community School (TCCS) invites inquiries and applications for the 2018-19 school year. Openings are anticipated in elementary general and special education, and secondary English, Social Studies and Math. Cluster positions are also anticipated in the arts (music, visual arts or dance) and foreign language. A New York State teaching license is required. Final approval of positions will be subject to budget.

Who We Are

The Teachers College Community School is a unique PreK-8 university-assisted demonstration public school in Harlem, managed by the New York City Department of Education, and formally affiliated with Teachers College. The school opened in 2011 and admits students by lottery. Growing by one grade a year, TCCS currently serves 286 students from PreK-6, and anticipates an enrollment of approximately 330 students when it adds seventh grade in September 2018.

Mission and Special Features

TCCS is a small, dynamic learning environment that focuses on nurturing children’s academic, social, emotional, and physical well-being. TCCS prides itself on having a very diverse student body and actively engaged parents. The school’s theory of action is rooted in student choice, voice and ownership of their learning. The school staff is highly collaborative and committed to development of a robust learning community. Teachers College provides intellectual, human and fiscal resources to enrich curriculum and student learning, and support teacher professional development.

For more information about our school community visit: http://www.tccsps517.org/

Desired Characteristics

We are seeking educators with a track record of collaborative teamwork, experiential pedagogy and integration of technology, along with a demonstrated commitment to student development and achievement, and to their own professional growth. Familiarity with the Teachers College Reading and Writing Project is a plus. Initial review of candidates will begin immediately.

 

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Staff Attorney — Educational Rights for Immigrant Students

Posted by | March 29, 2018 |

Overview
Advocates for Children of New York, Inc. (AFC) seeks a staff attorney to obtain high quality, appropriate educational services for underserved immigrant families. The attorney will primarily serve immigrant families of children with special needs, including representation at special education administrative hearings as well as participation in school meetings and school visits. The attorney will also assist immigrant families with education-related issues including school enrollment, bilingual programs, and bullying. The attorney will provide know-your-rights trainings to families, community organizations and service providers. The attorney may also support ongoing policy advocacy efforts focusing on English Language Learners, immigrant students, and language access in schools.

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

Qualifications
 Law degree required and admission to the NYS bar preferred;
 1 – 3 years of legal experience preferred;
 Spanish, Arabic, or Mandarin language fluency required;
 Demonstrated commitment to AFC’s mission;
 Excellent oral and written communication skills;
 Experience working with immigrant, low-income and special needs communities, especially an understanding of the cultural issues that often accompany language barriers;
 Interest in and knowledge of educational issues and issues affecting children, low income families, immigrant communities, etc.;
 Experience working with children and families;
 Strong team player;
 Knowledge and experience of community based agencies and youth and human services providers;
 Organizational skills, flexibility, initiative, maturity, and cooperative attitude.

Compensation
The salary depends on experience and includes generous benefits. AFC is an affirmative action employer that actively seeks to recruit and retain a diverse staff and especially encourages applications from people of color, persons with disabilities, persons of diverse sexual orientations, gender identities or gender expressions and  persons of diverse socioeconomic backgrounds.

Comments Off on Immediate Opening for 6th Grade Math/Science Teacher in ICT Classroom at Small Progressive Charter School

Immediate Opening for 6th Grade Math/Science Teacher in ICT Classroom at Small Progressive Charter School

Posted by | March 23, 2018 |

About Community Roots:

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

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

Community Roots is hiring:

A teacher for 6th grade Math and Science ICT classroom to start immediately as a medical leave replacement.  Position runs until June 2018 with possibility of continuing on in the 2018-19 school year.

Community Roots seeks individuals who:

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

Qualifications:

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

Education Specialist, NYS-TEACHS

Posted by | March 22, 2018 |

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

AFC’s New York State Technical and Education Assistance Center for Homeless Students (NYSTEACHS) focuses on the educational rights of students experiencing homelessness in New York State and provides information, referrals, and trainings to school districts, social service providers, parents, and others about students’ legal protections.

NYS-TEACHS is seeking to hire a dynamic and committed Education Specialist. The  Education Specialist will be primarily responsible for responding to calls and questions about the rights of students in temporary housing through the NYS-TEACHS hotline. The Education Specialist will provide information about the responsibilities of school districts and social service organizations to identify, serve, and support students in temporary housing. The Education Specialist will also help implement NYSTEACHS’ annual workshops and webinars, update our website, draft reports for the State Education Department, coordinate mailings, and assist with related administrative responsibilities such as data entry and analysis. Please see below for a more detailed description of the job responsibilities.

Responsibilities
 Provide clear and accurate information about the educational rights of students experiencing homelessness and other aspects of the McKinney-Vento Act for school district staff, social service providers, parents, and others through the NYS-TEACHS hotline.
 Assist with the preparation and implementation of webinars.
 Assist with the preparation and implementation of statewide workshops, which may require limited travel within New York State.
 Maintain clear and regular records of information from hotline calls in SalesForce.
 Assist with website development and updates as needed.
 Perform simple data analysis using Microsoft Excel.
 Other administrative tasks as needed.

Qualifications
 Demonstrated commitment to assisting underserved children and youth.
 Excellent organizational, written, and verbal communication skills.
 Excellent analytical skills.
 B.A. or B.S.
 Strong interpersonal skills.
 Ability to effectively prioritize tasks and manage time efficiently.
 Familiarity with Microsoft Word, Excel, and PowerPoint.
 Fluency in Spanish preferred.
 Website development skills a plus.

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

Expected Start Date
May/June 2018

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

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Administrative Assistant, NYS-TEACHS

Posted by | March 22, 2018 |

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

The New York State Technical and Education Assistance Center for Homeless Students (NYS-TEACHS) is a project funded by the New York State Education Department and is housed at Advocates for Children. NYS-TEACHS provides technical assistance and trainings to school districts, parents, social service providers, and other professionals to ensure that children and youth experiencing homelessness can succeed in school.

AFC seeks a full-time Administrative Assistant for the NYS-TEACHS project. The Administrative Assistant will support all facets of NYS-TEACHS’ operations, especially those related to outreach and data management.

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

Responsibilities
The Administrative Assistant will be responsible for:
 Updating training and contact information in our Salesforce database;
 Creating and running reports, and exporting and interpreting data from our Salesforce database;
 Simple data analysis using Microsoft Excel;
 Updating our website;
 Editing and updating our outreach materials using Publisher and InDesign;
 Tracking and preparing mailings of outreach and training materials;
 Conducting outreach via email and phone for our trainings;
 Assisting with organizing our trainings and workshops (scheduling, copying and assembling handouts, serving as point-person for questions, etc.);
 Communicating with school districts about their responsibilities and with parents about the educational rights of students experiencing homelessness; and
 Other administrative tasks.

Qualifications
 Knowledge of Microsoft Word and Excel a must. Experience working with Adobe Suite, especially InDesign, databases (e.g., Salesforce), HTML, and bulk email platforms preferred.
 College graduate preferred.
 Spanish language skills preferred.

Ideal candidate should be:
 Adaptable,
 Able to work effectively in a busy environment,
 Detail-oriented,
 Organized,
 Able to keep meticulous records,
 Tech-savvy,
 Able to manage projects start to finish,
 Able to learn new programs quickly,
 Good at time management, and
 Comfortable interacting with other professionals on the phone and in writing.

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

Expected Start Date

Position is available immediately.

Candidates should highlight any personal or professional experience that demonstrates their connection to the populations that AFC serves.

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

Comments Off on Chief Program Officer

Chief Program Officer

Posted by | March 19, 2018 |

ABOUT THE POSITION


As the Chief Program Officer you will lead the program team to create, implement, assess, evaluate, and improve all aspects of the program. As such, you will be responsible for developing an exceptional team, managing and being accountable for program strategy and outcomes, and investing and inspiring stakeholders internally and externally. The Chief Program Officer will be an innovative and collaborative leader who naturally and proactively challenges the assumed status quo for our students and leads the program team to marshal the resources and supports are in place to ensure all our students succeed.

Primary Duties and Responsibilities

Vision and Strategy

  • Develop, implement, and inspire a shared vision and strategy for the program aligned with the organization’s mission and goals. This will include setting programmatic goals, measures of success, and the operating plan to achieve program goals.
  • Cultivate the program team to identify, implement, and codify innovative strategies to ensure all our students graduate from college prepared for professional success.

Leadership

  • Attract, engage, develop, and retain exceptional program staff who meet and exceed their goals.
  • Enable program team members to do their best work by removing barriers, encouraging collaboration across the team, and inspiring a shared sense of ownership for program results.
  • Invest, inspire and engage stakeholders (students, parents, teachers, and community partners) to gain their trust, confidence, and commitment to the program.
  • Partner with the senior leadership team to elevate organizational trends and proactively provide solutions to continuously improve the program.
  • Attract, engage, and deploy program volunteers.

Management

  • Coordinate activities across the program continuum, and establish policies and procedures to maximize effectiveness and efficiency.
  • Lead program evaluation processes to assess the strengths of the program, identify areas for improvement, and prioritize and implement programmatic improvements.
  • Develop and manage the program budget including monitoring monthly cash flow, anticipating variances, and elevating resource needs to the senior leadership team.
  • Collaborate with development office and senior leadership team to share the qualitative and quantitative data needed to raise money and garner support for the program.
  • Identify and evaluate the risks associated with program activities and take appropriate action to mitigate risks.

QUALIFICATIONS, PROVEN SKILLS, AND MINDSETS

  • Exceptional people leader capable of developing and empowering 3-4 direct reports and managing a large team through layers.
  • Proven ability to articulate, inspire, and achieve a shared vision.
  • Curiosity and critical thinking to synthesize information and ideas quickly, recognize opportunities that arise, and take action to seize opportunities.
  • Ability to learn quickly and foster a growth mindset culture by modeling continuous learning and adaptability to change.
  • Ethos of personal responsibility evident by consistent pattern of achieving ambitious goals on time with high standards.
  • Outstanding communication skills, both written and oral, including ability to adjust communication as socially and culturally appropriate.
  • Proven ability to build effective relationships across lines of difference, effectively resolve conflict, and gain the confidence of others through honesty and integrity
  • Proven ability to use quantitative and qualitative methods to measure program effectiveness and leverage data to drive strategy.
  • Ability to balance daily operations with a strategic and long-term perspective.
  • Sound discernment and judgment with the ability to move work forward independently.

MINIMUM EXPERIENCE AND EDUCATION

  • A minimum of 10 years of professional experience including no less than 5 years managing a diverse team to results
  • Experience developing and applying tools and methods to evaluate program success
  • Experience developing systems and processes to transition an organization from the 
start-up phase to sustainability
  • Proficiency with MS Office (Word, Excel, and PowerPoint), Salesforce and comfort learning 
new systems
  • Minimum of a Bachelor’s degree

COMPENSATION

BTNY strongly believes in attracting, engaging, developing, and retaining the most diverse, qualified candidates. As a Breakthrough New York employee you will receive:

  • Competitive salary commensurate with experience and skills
  • Benefits
    • Medical, Dental and Vision benefits (100% employer-sponsored)
    • 401K/RetirementPlan (with an employer-matching component)
    • Commuter Benefit Plan
    • Health and Dependent Flexible Spending Accounts
  • Paid time-off including holiday, vacation, sick, and personal time
  • Annual Professional Development Stipend
  • Employee Referral Compensation Policy
Comments Off on High School Coordinator (10th Grade)

High School Coordinator (10th Grade)

Posted by | March 19, 2018 |

ABOUT THE POSITION


As the High School Coordinator for the 10th Grade you will change the lives of NYC high school students by leading and supporting them during their 4 years of high school and ensuring their placement and matriculation to selective 4-year colleges and universities.

YOUR RESPONSIBILITIES WILL INCLUDE…

  • Oversee and manage programming and curriculum development for students, including Super Saturdays and Seminars
    • 10th grade Super Saturday curriculum focuses on job-preparedness, pre-professional skill development, and self-expression
    • Seminars are combined 9th and 10th grade experiences designed to prepare students for college-style discussion classes
  • Ensure that 10th grade students achieve organizational goals
  • Manage high school enrichment opportunities, including
    • Identify new partner organizations and establish and maintain relationships
    • Work to pair students with developmentally appropriate opportunities
    • Manage database of opportunities, their prerequisites, application processes, and benefits to students
  • Assess student work and provide constructive feedback
  • Oversee recruitment, selection, and on-going training of seasonal staff and interns
  • Lead relationship with vendors, service providers, and families
  • Plan and chaperone student outings, including college campus and workplace visits, community service projects, and field trips
  • Manage data collection and evaluation systems
  • Serve on Breakthrough-wide taskforces to improve organizational performance and culture

WE’RE LOOKING FOR SOMEONE WHO…

  • Can demonstrate experience and results with similar responsibilities to those listed above
  • Has a Bachelor’s degree
  • Is confident with MS Office (Word, Powerpoint, and Excel in particular), Google suite, and is comfortable learning new systems. Experience with Salesforce a plus.
  • Can speak Spanish well enough to discuss an array of topics with non-English speaking parents and guardians
  • Has a valid driver’s license
  • Is a proven A-Player and practices:
    • Efficiency: Produces significant output with minimal wasted effort
    • Prioritization: Balances tasks and makes the right judgment call
    • Critical and Reflective Thinking: Draws insightful conclusions from data and feedback
    • Attention to Detail: Identifies the important details, ensuring they do not slip through 
the cracks or derails project
    • Effective Communication: Speaks and writes clearly and articulately, adjusts for 
audience as appropriate
    • Leadership and Ownership: Understands their role as a leader on any project and team, 
resulting in successful outcomes regardless of their title or role using a “whatever it 
takes” attitude
  • Demonstrates excellence in BTNY’s Core Values:
    • We learn and lead flexibly and constantly
    • We embrace the sense of the possible
    • Relationships matter
    • We model integrity
    • We are all in

BREAKTHROUGH POINTS IF YOU…

  • Have taught or worked at a Breakthrough site previously (specifically with the High School/College Bound Program)
  • Are familiar with the selective college landscape and placement process
  • Are a BTNY Student

COMPENSATION

BTNY strongly believes in attracting, engaging, developing, and retaining the most diverse, qualified candidates. As a Breakthrough New York employee you will receive:

  • Competitive salary commensurate with experience and skills
  • Benefits
    • Medical, Dental and Vision benefits (100% employer-sponsored)
    • 401K/RetirementPlan (with an employer-matching component)
    • Commuter Benefit Plan
    • Health and Dependent Flexible Spending Accounts
  • Paid time-off including holiday, vacation, sick, and personal time
  • Annual Professional Development Stipend
  • Employee Referral Compensation Policy
Comments Off on Director of Product

Director of Product

Posted by | March 16, 2018 |

Chalkbeat, the nonprofit news organization covering educational change efforts in the communities where improvement matters most, is seeking a director of product to lead our product and UX team.

Who are you?

You thrive in smaller organizations where you can make a huge impact, and you can draw clear lines from broad organizational goals to products that delight users and drive results. You translate strategy into execution and enjoy doing the work, not just calling the shots. You might be a news nerd or someone who loves reading policy papers, but you’re definitely inspired by our daily journalism and our mission of educational equity. You excel at communication and recognize the importance of conveying the why and how in addition to the what. You’re skilled at presenting data findings, knowing that product strategy is meaningless without the data to support it. You shine at problem-solving in highly collaborative environments and bring clarity to complex situations.

What background and skills do you have? (Not all are required, but we hope you’ll have several of these.)

  • Significant product management experience, ideally at a news organization
  • Background in UX and/or design and an innate sense for what looks good and works well
  • Experience using data to influence product strategy and the ability to present data findings in an authoritative way
  • Strong skills in data analysis and interpretation; experience with analytics platforms (e.g. Google Analytics) and A/B testing methodologies
  • Strong technical background, including knowledge of frontend, backend, and infrastructure technologies, and experience managing developers
  • Understanding of data visualization
  • Proven record of successfully launching and scaling products while working with multiple inputs
  • Outstanding communication: stellar listening skills, the ability to clearly capture other people’s viewpoints, and a knack for driving consensus and decision-making across the organization
  • Past creator of roadmaps/project plans, style guides, user manuals, and other relevant process documentation
  • Familiarity with best-in-class digital products across the journalism landscape and beyond, plus existing relationships with other news and/or product organizations
  • Interest in education and passion for Chalkbeat’s equity mission

What will you do?

  • Develop a product strategy that advances Chalkbeat’s mission, resonates with our audience, and drives toward our key performance indicators: readership, loyalty, and revenue
  • Define and own the product roadmap and feature prioritization to build and improve the user experience and outcomes
  • Establish ideal product development process and oversee product requirements and documentation
  • Communicate evolving priorities across the company, respond to requests from the newsroom and business teams, and design effective tools to document processes and train people to follow them
  • Use data to test assumptions, make recommendations, and drive actions
  • Build use cases and user stories and communicate them effectively
  • Serve as player-coach: You’re a manager, but you’re also a doer. You demonstrate capability to inspire a team while moving quickly to deliver on organizational objectives.
  • Coach, mentor, and manage your direct reports, including a full-stack developer and digital producer, plus oversee relationships with outside web development and design consultants

This position is ideally based in New York City or one of Chalkbeat’s other locations: Chicago, Denver, Detroit, Indianapolis, or Memphis. We will also consider remote candidates. This position will report to Chalkbeat’s executive editor.

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

About Chalkbeat:

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

Comments Off on Elementary and Middle School Head Teachers for 2018 Summer Program

Elementary and Middle School Head Teachers for 2018 Summer Program

Posted by | March 15, 2018 |

About GO Project  (http://goprojectnyc.org/)

The GO Project’s vision is to close the opportunity gap for all under-resourced families who have children that are struggling in their New York City public school. By providing access to coordinated, comprehensive, and effective programs, GO supports families in ensuring their child’s success in school, at home, and in life.

Founded in 1968, the GO Project has a long history of serving public school children that are struggling academically. The GO Project currently serves 725 students in grades K-8 through our summer (GO Summer) and school year program (GO School). Unique to the GO Project model is the partnership we have developed with independent schools in Lower Manhattan and Brooklyn. These schools donate space and resources to the GO Project to enable us to operate our programs in a cost efficient manner. Current independent school and host site partners include Grace Church, Grace Church School, LREI, Avenues: The World School, St. Luke’s, Friends Seminary, and Berkeley Carroll.

Program Results
GO Project intervenes in the early elementary and middle school years because it has been proven to be the most effective time to make an impact. We focus on achieving specific student outcomes which are proven indicators of high school graduation, college acceptance and career readiness.

  • 99% of GO students are promoted on time, despite entering the program 1-2 years behind
  • 95% of GO students receiving targeted support show improvement in social/ behavioral goals
  • 85% of GO students graduate from the GO Project on grade level
  • 93% of sixth grade GO students are attending a “strong” middle school, compared to 63% citywide
  • 74% of eighth grade GO graduates are attending a “strong” high school, compared to 49% citywide

In addition to making an impact in the life of young people, you will be part of a diverse educational community with strong family support services, and an incubator for professional development opportunities.

Position Description

The GO Project is seeking exceptional K-8 teachers with at least two years of demonstrated success as a Head Teacher for our five-week GO Summer elementary and middle school programs. GO Head Teachers are master teachers with a proven ability to raise student achievement when students are struggling academically or socially.

Responsibilities

Rigorous Academics & Strategic Remediation

  • Develop or customize differentiated, highly engaging, appropriately challenging lessons in Reading, Writing, and Math aligned to Common Core Standards and aligned to GO Project mission and philosophy
  • Ensure students are performing cognitive work during lessons, are engaging in appropriately challenging thinking, and are using evidence to support their thinking and/or form their answers and opinions
  • Inspire students to have ownership of their academic and social development and to hold themselves to high standards
  • Ensure that instructional blocks are structured in a way that students are consistently demonstrating their learning through activities or tasks
  • Ensure consistent student data collection (formal and informal) and adjust instruction to strategically remediate for misconceptions and lagging understanding

Inclusive Classroom Community Building

  • Establish a warm, inviting, and focused classroom environment that welcomes all students in safe and caring space
  • Develop a classroom culture in which students demonstrate trust in adults and peers by taking intellectual risks, providing and accepting feedback, and celebrating each other’s successes
  • Use GO Project classroom structures, such as Morning Meeting and ASPIRE Values, to develop social-emotional skills

Manage Classroom Staff

  • Develop and manage a team of classroom assistants, including Teaching Assistants, GO Getters (high school interns), Student Teachers, and volunteers to ensure that every adult in a classroom is adequately prepared to support students’ continued growth and achievement in small group instruction
  • Ensure that classroom staff has the materials and information necessary to complete their classroom responsibilities
  • Provide feedback to classroom staff early and often to ensure their time with students is productive

Teamwork & Collaboration

  • Actively collaborate with all campus staff and families to contribute to an efficient and positive campus culture
  • Execute campus-wide procedures with fidelity at the direction of the Campus Director and in collaboration with teammates
  • Deliverables must be high-quality and submitted on or before all deadlines. Deliverables include: Weekly lesson plans, GO Progress Reports, and feedback surveys
  • Accept and implement all feedback from your Campus Director

Qualifications

  • Two or more years of demonstrated success as a K-8 Teacher with remarkable student growth and/or achievement results
  • Experience leading reading, writing, and math for K-5th grade candidates
  • Specialization in ELA or Math for 6-8th grade candidates
  • An unshakable conviction that all students can learn and grow when appropriately supported and pushed to their highest potential
  • High expectations for yourself, your classroom staff, and your students
  • Sense of responsibility over students’ growth ownership over achievement results
  • Ability to build lasting and meaningful relationships with team members, students, and families
  • Experience analyzing qualitative and quantitative classroom data to inform instructional decisions
  • Strong commitment to professional and personal growth
  • Fluency using Google Drive, Google Sheets, Google Forms, and Google Docs

Program Dates & Training

All dates and trainings are mandatory. Please note that teacher absences are extremely disruptive to the learning process, so ensure you are able to attend all program days. All trainings are mandatory and cannot be rescheduled.

Content Training:
Date TBD, 5:00PM-7:00PM on a weeknight in late June

All Staff Training:
Thursday, June, 28th

Campus-Based PD:
Friday, June 29th

GO Summer Schedule:
Monday, July 2-Friday, August 3 from 8:15AM-2:00PM

*Team members new to GO must attend a 90-minute New Employee Orientation before program begins.

**Hours are 8:30AM-12:30PM the final day of program due to culmination events taking place.

Compensation

GO Summer Head Teacher compensation is $3,550 which covers all required dates and times.

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New York Bureau Chief

Posted by | March 14, 2018 |

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

As the largest school system in the country, New York City provides education inspiration for the entire country. In the past, the city has set the standard for trying to hold teachers and schools accountable for student achievement and for expanding school options for families. Now, the city is setting the pace around providing social services inside schools, while also trying to improve struggling schools through extra resources. If that shift pays off, New York City could become a proof point for advocates who say support, not sanctions, offer the best chance to help the country’s neediest students. Our New York team is answering that question through its daily reporting.

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

Who are you?

You are committed to local journalism and respect the transformative power a good story can wield, both as a reporter and as an editor. You find coaching reporters energizing, from helping them connect the dots across several incremental stories to instructing them in the fine art of source-building. You can balance quick news hits with enterprise work, and have experience planning longer-term investigative projects. While you love being on the ground and in the community, you’re also inspired by the idea of collaborating with colleagues across the Chalkbeat network to learn and share best practices and get the support you need to lead your team to greatness. You can serve as a guide for our readers—school personnel, education insiders, parents, students, and curious citizens—in explaining how the city works. And you’re not afraid to call its leaders to task when warranted.

What background and skills do you have?

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

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

About Chalkbeat:

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

Comments Off on Story Editor (Part-Time)

Story Editor (Part-Time)

Posted by | March 14, 2018 |

Chalkbeat, the nonprofit news organization covering educational change efforts in the communities where improvement matters most, is seeking a story editor with digital experience to make our news stories sing.

The story editor will be responsible for editing a mix of articles out of our seven local bureaus: Chicago, Colorado, Detroit, Indiana, Newark, New York, and Tennessee. Stories will vary among news pieces, step-back analyses, and longer enterprise work, and each day will be different. You will work with the managing editor, digital producer, and local reporters to ready stories for publication on our website, and coordinate with the growth editor for social promotion. You will also work with the managing editor to help connect the dots across bureaus and ensure that Chalkbeat is telling a cohesive overarching story.

The story editor will provide crucial perspective, adding regional or national context where needed and ensuring that stories read logically, adhere to Chalkbeat style, and are properly sourced. While each piece that comes across the transom is different, all of our stories taken together should add up to a coherent whole, and the story editor is essential to achieving that goal through a mix of line editing, copy editing, and pulled-back critical thinking.

Who are you?

You respect the power of the (virtual) red pen, craft grabby headlines, and geek out on style guides. Although this position does not manage writers directly, you possess a mentoring spirit that’s able to coax the best story possible from reporters both green and seasoned. You believe that it’s better to teach than to tell. You live by your gut instinct for a good story and whack your way through unnecessary words to sniff out the best angle. Nut graphs? You slay them.

What background and skills do you have?

  • 5+ years’ experience in journalism and/or digital content creation
  • Expertise in story shaping, line editing, and copy editing
  • Experience working in a CMS, preferably WordPress
  • Stellar news judgment
  • Strong interpersonal skills with a knack for working with opinionated reporters and editors
  • Passion for education is a must; knowledge of education is a strong plus, but not required
  • Journalism experience in Chicago, Denver, Detroit, Indianapolis, Newark, New York, or Memphis is a plus

The ideal candidate is based in Chicago, Denver, Detroit, Indianapolis, Newark, New York, Memphis, or Washington, DC. Remote candidates will also be considered.

This is a part-time position (20 hours per week). Chalkbeat offers a competitive salary, commensurate with experience.

About Chalkbeat:

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

Comments Off on Director of School Operations

Director of School Operations

Posted by | March 14, 2018 |

Mission:

The mission of Cardinal McCloskey Community Charter School is to address the academic, social-emotional and developmental needs of its students in a safe, supportive and trauma-sensitive learning environment.  Cardinal McCloskey Community Charter School is committed to serving at-risk students, including students in foster care and students receiving preventive services.  Through a rigorous program of instruction utilizing a trauma-informed, Sanctuary approach and by providing a wide range of wraparound support services, Cardinal McCloskey Community Charter School will help each student become more resilient, independent and academically successful.

During its first five-year contract, CMCCS will serve K-5th grade students, and thereafter, will expand through 8th grade.  CMCCS will be a separate 501c3 education corporation, which will work closely with Cardinal McCloskey Community Services.  The school will open in August 2018.

Sanctuary Model:

‪Cardinal McCloskey Community Charter School is committed to the Sanctuary Model, a comprehensive trauma-informed method for creating change and helping individuals heal from traumatic experiences. It is a whole system approach built around the framework of SELF (Safety, Emotional Management, Loss, and Future). It is designed to facilitate the development of structures, processes, and behaviors on the part of staff, children and the community as a whole that can counteract the physical and psychological wounds suffered by the children, youth, and families we work with. The ultimate outcome of a trauma informed philosophy is the creation of safe, therapeutic living and working environments for our students, families, agency members and ancillary providers, which espouse the proactive principles of growth, change, and empowerment of the individual for the betterment of the community. Each employee across our family of agencies has the responsibility to demonstrate the tenets of the Sanctuary Model in their work with students and in their interaction with other team members. Demonstrating these tenets is considered an essential responsibility for all staff in all positions across our school and family of agencies.

Director of School Operations

The Cardinal McCloskey Community Charter School Director of School Operations is responsible for overseeing school operations. The Director of School Operations reports directly to the Principal.  The Office Manager, Technology Coordinator and School Nurse all report to the Director of School Operations.

 

Responsibilities:

  • Assisting in the completion of the school’s annual reports and in the charter renewal process.
  • Overseeing site management and development.
  • Ensuring that the school site is maintained as a safe and clean environment
  • Ensuring that the appropriate reflection of the Sanctuary Model ® seven commitments are appropriately reflected through out the facility grounds and classrooms.
  • Recruiting, hiring, and training administrative & operations personnel—in coordination with the Principal—including annual performance evaluation of administrative & operations personnel.
  • Developing recommendations regarding human resources policies and reporting such recommendations to the Principal.
  • Developing and maintaining the school’s operational plan.
  • Establishing strong systems for data management (e.g. enrollment and admissions procedures and records; attendance procedures and records).
  • Supervising and supporting all compliance-related reporting.
  • Overseeing operations in a manner consistent with all applicable local, State and Federal statutes and in compliance with the organization’s by-laws, policies and procedures.
  • Overseeing personnel administration, in coordination with the Principal
  • Manage the school’s food and transportation services by coordinating with service providers and overseeing deliveries
  • Overseeing and implementing with the support of the contracted financial consultant and school-based operations manager, office managers, administrative assistants, the school’s procurement process.
  • Carrying out bookkeeping functions with support from the contracted financial consultant
  • Ensure the timely implementation of all items on CMCCS’s monthly administrative calendar
  • Supporting the Principal in developing, modifying and implementing the school’s student recruitment/outreach plan with a strong focus on enrolling a diverse student population including requirements around targets for low income families and students eligible for free or reduced lunch program as well as ELLs and students with disabilities.
  • Leading efforts to ensure effective communication with the parents and the community – including maintaining email lists/groups, an up-to-date web site and newsletters.
  • Coordinating and supporting parent/family education and community
  • Attending all board meetings and working with board members and committees to implement policies.
  • Overseeing the performance of contracted service providers: security and janitorial services.
  • Performing other tasks consistent with the goals and objectives of this position.

 

Expected Qualifications and Training:

  • In addition to the above requirements, incumbent must: Understanding of and commitment to the mission, goals, educational philosophy and activities of the school, as described in the school’s charter.
  • Demonstrated record of leadership, charter school operations management and interpersonal skills.
  • Bachelor’s Degree, or higher degree, in Operations Management, Organizational Management, Business or related field.
  • At least three years of demonstrated and successful record of prior employment in an operational capacity preferably in an educational environment, charter school experience a plus
  • Knowledge of and experience with school facilities and relevant technologies.
  • Knowledge of Sanctuary Model ® or trauma informed organizational change model
  • Experience in bookkeeping and the use of accounting software
  • Knowledge of relevant laws, regulations and charter authorizer requirements.
  • Demonstrated willingness to be held accountable for student results;
  • Prior experience as an assistant principal overseeing school operations or school director of operations.
  • Commitment to continuous improvement and learning through professional development.

Compensation

Salary for this position is competitive and commensurate with experience. Additionally, Cardinal McCloskey Community Charter School offers a comprehensive benefits package.

Comments Off on Teaching Positions at NYC Outward Bound Schools’ Network of Schools (School Year 2018-2019)

Teaching Positions at NYC Outward Bound Schools’ Network of Schools (School Year 2018-2019)

Posted by | March 13, 2018 |

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

Positions by School:

  • West End Secondary School
    • Anticipated openings in all subject areas
  • The Metropolitan Expeditionary Learning School
    • Spanish
    • Music
    • Special Education
    • Science
    • English
    • Social Studies
  • Leaders
    • English as a Second Language (ESL)
    • Science
    • Special Education
  • WHEELS
    • Various Positions (grades PreK-12)
  • Kurt Hahn
    • Physical Education
    • Various Positions (grades 9-12)
  • Launch
    • Middle School ELA Teacher
    • Middle School Math Teacher
    • Middle School Science Teacher
    • Middle School Social Studies Teacher
    • Middle School Special Education Teacher
    • STEM Specialist
  • Channel View School for Research
    • Middle School Math Teacher – Grade 7
    • Middle School Science Teacher – Grade 7
    • High School Spanish Teacher
    • Special Ed ICT Teacher – HS Math
    • Special Ed ICT Teacher – HS Science
    • Computer/Technology Teacher
    • Attendance Coordinator 
  • The James Baldwin School
    • Various Positions (grades 9-12)

Eligibility Requirements:

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

 

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

Comments Off on Education Specialist, Helpline

Education Specialist, Helpline

Posted by | March 9, 2018 |

Advocates for Children of New York, Inc. (AFC) seeks a full-time Education Specialist for its Helpline to provide critical information and support to families struggling to navigate the New York City public school system.

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

AFC operates the Jill Chaifetz Education Helpline, the only city-wide, independent resource to provide individual callers information, materials, support, and referrals regarding the broad spectrum of issues facing students and families in the New York City school system. The Helpline acts as the front line for AFC’s direct services for families by answering questions from parents, teachers, community advocates, and representatives of elected officials who are trying to assist constituents.

Major Duties and Responsibilities:
 Provide information and guidance on a wide variety of school-related issues.
 Conduct initial intakes, gather documents and assess cases for representation.
 Maintain clear and accurate records of all calls and activities in case management database (Salesforce).
 Develop a strong understanding of DOE regulations and protocols, and stay on top of new developments in public schools.
 Coordinate and monitor the phone system, including changing hold messages, distributing overflow calls, and monitoring call volume and wait time.
 Maintain updated information and referral sources for AFC guides and tip sheets. Review and update internal documentation for Helpline staff.
 Conduct periodic surveys to measure the impact of the Helpline’s assistance.
 Produce reports to identify current trends impacting students as well as reports on helpline usage.

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

Compensation:
The salary depends on experience and includes generous benefits.

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Instructional Specialist for Interventions

Posted by | March 9, 2018 |

Position Summary:

  1. To design the scaling of intervention services for literacy interventions across the network
  2. To support lead APs and intervention teachers across the network.
  3. To ensure that the state and federal compliance requirements for students with disabilities are met.

Core Duties and Responsibilities:
Meet regularly with school based teams in charter schools to:

  • Develop and facilitate the implementation of a school-wide literacy intervention program
  • Work through APs to coach literacy intervention teachers across the network
  • Review student achievement and assist with placing students in appropriate reading and writing intervention and support services
  • Lead the development of systems and structures at the school level to track intervention progress
  • Manage and support the implementation of these systems and structures across schools.
  • Develop a network level team of teachers that provides opportunities for self directed learning through the framework of improvement science.
  • Develop and provide ongoing professional development to school leadership teams across the network.
  • Design adult learning modules that develop capacity in essential areas of instructional strategies that support all learners.
  • Ensure that all special services for students at a given school are being coordinated effectively and that schools are in compliance with IEPs.
  • Liaise between schools and CSE to advocate for particular students when applicable.

Work with other New Visions staff to:

  • Understand and monitor the implementation of these systems and structures
  • Analyze performance data using the Data Portal and special education data systems to track student progress
  • Explore electronic platforms and virtual learning opportunities that promote and support special education compliance, instruction and advocacy

Education and Experience:

  • Masters-level degree
  • Minimum of 7-10 years of experience in public education, preferably urban schools and secondary level

Required Skill Sets and Knowledge Base:

  • Expert knowledge of Wilson Language Interventions is required and other reading interventions such as Just Words, READ 180, and System 44 is preferred
  • Expert knowledge of one or more core content areas at the secondary school level
  • Leadership in providing professional development and supports to educators
  • Experience with teaching reading and writing skills to secondary school students
  • Excellent written, oral, organizational, and interpersonal skills including strong facilitation skills;
  • Demonstrated experience working collaboratively

New Visions for Public Schools is an equal opportunity employer.

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Founding Associate Superintendent, Curriculum & Assessment

Posted by | March 8, 2018 |

Harlem Village Academies

Harlem Village Academies is a K-12 charter network committed to the ideals of progressive education. Based in Harlem, HVA is also the demonstration site for the Progressive Education Institute.

The Opportunity

Join an incredible community of educators who are passionate about progressive pedagogy while embracing a sense of urgency, a strong work ethic, and accountability for student learning. We select individuals who share our vision and are willing to put in the hard work to achieve it.

Responsibilities

  • Educational Vision
    • Ensure all curriculum, assessments, and resources align with the vision and support high levels of student achievement
    • Oversee the implementation of the educational vision across all campuses and ensure schools are producing amazing results for students
  • Curriculum
    • Manage the creation and/or curation of all curriculum for K-8, including the scope and sequence of units, daily lesson plans, and resources
    • Create and oversee systems for implementing a consistent curriculum across all campuses
  • Data & Analysis
    • Manage the creation and/or curation of all assessments for K-8
    • Oversee the data analysis process across the network, including the data reporting
  • Professional Learning
    • Collaborate very closely with leadership on professional learning for teachers
  • Management
    • Manage the Literacy, Math, Science, Social Studies, and Arts team members
    • Build a strong, collaborative team with exceptionally high standards for work product, clear and consistent communication, and strong systems for managing multiple projects at once

Qualifications:

  • At least six years of experience in literacy-based curriculum development and/or literacy program management with a proven track record of student achievement results
  • Exceptional understanding of a progressive approach to instruction and a wide knowledge of the most innovative and successful instructional methods across the country
  • Experience creating data analysis systems and implementing those systems across a school or network of schools
  • Demonstrated experience leading highly effective professional learning  for teachers and/or leaders around instructional best practices
  • Exceptional results leading others and managing a team to achieve ambitious goals
  • Demonstrated success creating and managing systems and work product
  • Incredibly high excellence bar and ownership over results
  • A team player with a strong work ethic and consistent follow-through
  • Ability to build lasting and meaningful relationships with team members, students, and families
  • Strong organizational skills and attention to detail
  • Master’s degree
Comments Off on Founding Associate Superintendent, Network

Founding Associate Superintendent, Network

Posted by | March 8, 2018 |

Harlem Village Academies

Harlem Village Academies is a K-12 charter network committed to the ideals of progressive education. Based in Harlem, HVA is also the demonstration site for the Progressive Education Institute.

The Opportunity

Join an incredible community of educators who are passionate about progressive pedagogy while embracing a sense of urgency, a strong work ethic, and accountability for student learning. We select individuals who share our vision and are willing to put in the hard work to achieve it.Responsibilities:

The Associate Superintendent, Network at Harlem Village Academies will manage and run the education team at the network level, including recruitment, school operations, family affairs, special education, and data.
Our ideal candidate is a smart, passionate educator with an extraordinary ability to ensure the network team is incredibly well organized and functioning at a high level. Our ideal candidate is genuinely warm and kind and thrives on a results-driven team.

  • Ensure communication between the network team and the schools is seamless and productive
  • Oversee the management of all projects and work product related to members of the team, such as:
    • recruiting high quality team members and meeting all hiring goals
    • running schools that are operationally sound and aesthetically beautiful
    • cultivating positive family relationships and managing a strong Dean of Students team
    • providing coherent and high quality data reports to schools and supporting in data analysis
    • meeting all special education requirements and providing our special education students with high quality instruction
  • Provide individual development and management to members of the network team through one-on-one meetings, coaching, planning, and feedback

Qualifications:

  • Six years of experience in educational leadership with a track record of student achievement
    results
  • Strong understanding of how operations and data systems run in a high performing school
  • Knowledge of special education compliance and programming within New York City
  • Ability to use data to inform practice, with a clear understanding of the metrics that lead to student achievement
  • Exceptional results leading others and managing a highly effective team to achieve ambitious goals
  • Demonstrated success creating and managing systems and work product
  • Incredibly high excellence bar and ownership over results
  • A team player with a strong work ethic and consistent follow-through
  • Ability to build lasting and meaningful relationships with team members, students, and families
  • Strong organizational skills and attention to detail
  • Master’s degree
Comments Off on Founding Associate Superintendent, Schools

Founding Associate Superintendent, Schools

Posted by | March 8, 2018 |

 

Harlem Village Academies

Harlem Village Academies is a K-12 charter network committed to the ideals of progressive education. Based in Harlem, HVA is also the demonstration site for the Progressive Education Institute.

The Opportunity

Join an incredible community of educators who are passionate about progressive pedagogy while embracing a sense of urgency, a strong work ethic, and accountability for student learning. We select individuals who share our vision and are willing to put in the hard work to achieve it.

Responsibilities:

The Associate Superintendent, Schools at Harlem Village Academies will manage the school principals on all aspects of high quality schooling—instruction, culture, and operations. The Associate Superintendent of Schools will ensure the highest levels of schooling are provided to our students.
Our ideal candidate is a smart, passionate educator with an extraordinary ability to connect with, inspire, and mentor school leaders. The Associate Superintendent, Schools understands the needs of students, supports these needs, and helps school leaders and teachers provide the best possible education for our students. Our ideal candidate is genuinely warm and kind, and thrives on a results-driven team.

● Oversee the implementation of the educational vision across all campuses, and ensure schools are producing amazing outcomes for students
● Ensure all schools meet their academic and cultural goals
● Build a strong, collaborative team of principals
● Ensure schools are operationally strong, aesthetically beautiful and clean, within budget, and well-organized
● Oversee performance management systems and the hiring process across the schools
● Manage the college teams in supporting students as they prepare for college
● Provide individual development and management to school principals through one-on-one meetings, coaching, modeling, planning, and feedback
● Lead regular professional learning for school leaders (topics such as instructional leadership, personnel management, school operations, data analysis, school culture, and family investment)
● Study and analyze data on an ongoing basis
● Work with school principals to develop and implement action plans based on academic results

Qualifications:

● Six years of experience in educational leadership with a track record of student achievement results
● Strong understanding of progressive pedagogy
● Demonstrated experience leading highly effective professional learning for teachers and/or leaders around instructional best practices
● Ability to use data to inform practice, with a clear understanding of the metrics that lead to student achievement
● Exceptional results leading others and managing a team to achieve ambitious goals
● Demonstrated success creating and managing systems and work product
● Incredibly high excellence bar and ownership over results
● A team player with a strong work ethic and consistent follow-through
● Ability to build lasting and meaningful relationships with team members, students, and families
● Strong organizational skills and attention to detail
● Master’s degree

Comments Off on Dean of Scholars – Middle School at Bronx Lighthouse Charter School

Dean of Scholars – Middle School at Bronx Lighthouse Charter School

Posted by | March 7, 2018 |

ESSENTIAL QUALITIES

The BLCS Dean of Scholars helps transform children’s lives by creating opportunities for a brighter future. We are seeking a Dean who will make the commitment to teach and lead with determination, integrity and purpose, embodying these essential qualities:

  • Past experiences and actions reflect a commitment to the LHA mission, vision, core values
  • A passion and ability to build and sustain the LHA K-12 model in a high need, urban environment
  • Work in schools that demonstrates a sense of urgency and the relentless pursuit of high academic scholar achievement, as well as improving scholar behavior and culture
  • Reflective, self-aware and adaptable to communication and work styles of others
  • Critical thinker and problem solver who takes initiative
  • Belief in the power of collaboration and works to build a collaborative culture with LHA network, community, staff, families and scholars
  • Strong organization and communication skills; the ability to maintain accurate and up to date records

Essential Functions

The  Dean of Scholars is a strategic team member who works to create and enhance a culture of achievement and respect where high expectations and results are the norm.  The Dean of Scholars is responsible for demonstrating significant and measurable gains in behavior data, each year, with all scholars. The actions of our Dean of Scholars must always be aligned with our mission, vision, core values and education program.   The essential functions for our Dean of Scholars are as follows:

INSTRUCTIONAL LEADERSHIP

I.  Culture of Achievement and Respect

  • Collaborate with other Deans and the School Leadership Team to create and manage a safe and welcoming learning environment in all aspects of the school building
  • Implement the school-wide behavior management system, a systematic approach to managing and intervening on scholar discipline issues based on the BLCS Scholar Family Handbook, and the Restorative Practices
  • Coordinate and participate in activities aligned to monthly Town Hall Meetings
  • Coordinate and participate in celebrations aimed at promoting scholar achievement
  • Coordinate Scholar of the Week in each classroom on every grade level based on school-wide behavior systems
  • Participate in and model adult role model behaviors during breakfast, lunch, recess, and arrival and dismissal
  • Research and implement new school culture initiatives to further develop the school culture
  • Build a culture of achievement and respect with families, scholars and school/ network staff
  • Model professionalism and the LHA Essential Qualities at all times

II. Professional Development

  • Observe and learn from school leaders to internalize and implement best practices as related to managing positive scholar behavior
  • Build a collaborative culture and individual relationships with teachers, school staff, and School Leadership Team members

III.  Data Analysis

  • Track and report behavioral data to monitor the social-emotional development of scholars including reporting systems adapted across the school
  • Analyze behavioral data to guide and support the creation of interventions through the Response to Intervention process
  • Collaborate with BLCS Deans and School Leadership Team to support the school-wide culture goals

OPERATIONAL LEADERSHIP

I.  CULTURE OF ACHIEVEMENT AND RESPECT

  • Foster strong relationships with families and collaborate with school staff on family events
  • Attend parent events
  • Build relationships with community organizations to form partnerships
  • Consult with other professional staff, outside agencies and other organizations in order to improve school culture and climate

PROFESSIONALISM

  • Collaborate with colleagues (leadership and school-wide meetings, Professional Development days, summer Professional Development) to continuously improve personal practice, instruction, assessment, and scholar achievement, as well as the overall goals and mission of the school and the network.
  • Access meaningful learning experiences (current theory, research, and developments in relevant academic disciplines, professional development opportunities, and ideas from colleagues and supervisors) and exercise judgment in accepting findings as valid for application in leadership and teacher improvement.
  • Reflect critically upon leadership experience, identify areas for further professional development as part of a professional development plan that is linked to school and network goals, access meaningful learning experiences, and listen thoughtfully to other viewpoints and respond constructively to suggestions and criticisms.
  • Use feedback to inform and update professional learning goals.
  • Fulfill all outlined and related functions professionally, timely and thoroughly.

I. EDUCATION: Bachelor’s degree

II. EXPERIENCE, KNOWLEDGE & SKILLS:
• Teaching experience is preferred but not required
• Experience coaching and providing professional development to teachers
• Highly effective classroom management skills
• Training and experience with Restorative Practices, as well as other LHA curricular programs
• Proven success in turning best practices into outstanding academic results
• Knowledge of education law and regulations with specific knowledge of special education and student suspension guidelines
• Ability to use data managements tools, organizational tools, and Microsoft Office computer programs

Comments Off on Transformative K-8th Grade Special Education Teachers for 2018-2019

Transformative K-8th Grade Special Education Teachers for 2018-2019

Posted by | March 7, 2018 |

BLCS special education teachers are more than staff members and classroom managers. They help transform children’s lives by creating opportunities for a brighter future. We are seeking a special education teacher who will make the commitment to teach with determination, integrity and purpose, embodying these essential qualities:
• Past experiences and actions reflect a commitment to the LHA mission, vision, core values
• A passion and ability to build and sustain the LHA K-12 model in a high need, urban environment
• Work in schools that demonstrates a sense of urgency and the relentless pursuit of high academic student achievement
• Reflective, self-aware and adaptable to communication and work styles of others
• Critical thinker and problem solver who takes initiative
• Belief in the power of collaboration and works to build a collaborative culture with LHA network, community, staff, families and scholars

A BLCS special education teacher provides direct services to scholars, consults with other professionals, discusses progress with parents, plans, delivers and evaluates instructional outcomes, and conducts the research needed to perform the essential functions of the position. Instruction is delivered in a classroom through an inclusion model and/or small group pull-out. The essential functions for our special education teachers are as follows:
• Implements the Lighthouse Academies, Inc. curriculum, which includes the incorporation of the arts in daily instruction.
• Collaborates with general education classroom teacher to modify curriculum to reach all learners.
• Writes goals and objectives for IEPs using state’s special education software, such as SESIS.
• Administers and interprets individual formal and informal assessments and measures student achievement of, and progress toward, their objectives and goals.
• Participates in IEP meetings and provides necessary documentation, as requested.
• Provides progress reports to parents as stated in the IEP, maintain timely communication with all parents/guardians concerning student progress and to provide a clear picture of the curriculum and high expectations.
• Communicates and enforces high expectations and standards for behavior, aligned with Restorative Practices, to create a strong culture of achievement and respect.
• Organizes and maintains, in scholar file, all required paperwork for all assigned students and ensures compliance with federal and state regulations.
• Follows through with parent and staff requests and provides consultations regarding students.
• Coordinates services for assigned scholars provided by itinerant staff or
• Accesses meaningful learning experiences (current theory, research, and developments in relevant academic disciplines, professional development opportunities, and ideas from colleagues and supervisors) and exercises judgment in accepting findings as valid for application in classroom practice and teacher improvement. party providers.
• Reflects critically upon teaching experience; identify areas for further professional development as part of a professional development plan that is linked to grade level, school, and network goals; access meaningful learning experiences; and listen thoughtfully to other viewpoints and respond constructively to suggestions and criticisms.
• Writes scholars’ IEPs according to federal and state guidelines

Examples of Work:
• Writes lesson plans that correlate with the IEP
• Completes progress reports and assessment reports as required.
• Maintains students’ files with completed paperwork reflecting the essential components as determined by federal and state laws

EDUCATION: Bachelor’s degree, preferably in Special Education

EXPERIENCE, KNOWLEDGE & SKILLS:
• Two (2) years prior teaching experience in an urban environment preferred
• Required state teaching certification/licensure
• Highly Qualified status under No Child Left Behind
• Knowledge of applicable federal and state regulations and statutes.
• Strong desire to work within an innovative, urban educational program
• Proven track record of raising student achievement scores in an urban environment
• Ability to use data to inform instruction and decision-making related to scholar achievement
• Ability to turn best practices into high quality, goal-driven results
• Highly effective writing, oral and interpersonal skills to communicate with a varied audience
• Data managements tools, organizational tools, computer skills (Word, Excel, Access, PowerPoint and Outlook)

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Executive Director

Posted by | March 7, 2018 |

E4E is seeking a dynamic leader to serve as the next Executive Director of our New York Chapter. This exciting role will set the strategic vision for our largest and flagship chapter while also leading a high-performing team. The Executive Director will have strategic and operational responsibility for programs, growth and execution of our mission to elevate the voices of teachers in state and local education policy and to support teachers to become more active in their union. The Executive Director, New York will engage with a wide array of stakeholders (e.g., district leaders, national and local partners, donors, board members, community leaders, teachers, etc.) to help set and execute a vision that elevates the teaching profession and improves student outcomes. This is an ideal opportunity for an experienced and entrepreneurial leader to play a critical role in the continued growth of a dynamic organization.

You will:

Design and Execute a Local Strategic Plan

  • Design and execute a local vision and strategic plan for E4E-New York that works in concert with E4E’s national strategic plan and goals
  • Manage systems for evaluating progress toward strategic goals, ensuring that local objectives are met while also aligning efforts with the national organization
  • Lead the team to achieve chapter goals related to membership and teacher leadership growth and engagement, shape and lead on campaign initiatives (i.e. our current campaign on safe and supportive schools)  and work in partnership with the national development team to fundraise the annual budget of around three million dollars

Build and Manage a High Performing Team and Quality Programming

  • Be a model for strong team culture. Recruit, select, coach and retain talented team members
  • Manage towards ambitious goals
  • Design advocacy campaigns that encourage the implementation of our policy recommendations at the local and state level
  • Coach and manage:
    • The New York Managing Director of Outreach on the implementation of E4E’s grassroots organizing model executed by their team of organizers
    • The New York Managing Director of External Affairs in the execution of local policy priorities, including leading E4E- New York Teacher Policy Teams
    • The New York Managing Director of Development in fundraising a multi-million dollar annual local budget from a portfolio of individual donors and foundations
    • The New York Chief of Staff to ensure a strong team culture, clarity of expectations, and effective implementation of all programs and operational systems

Be the face of E4E-New York

  • Give speeches, author op-eds, attend education events and conferences, work with media, and engage with teachers and the general public
  • Secure opportunities for teachers to share their voice directly in local media, with support and guidance from the National External Affairs Team
  • Build and maintain relationships with local policymakers, union leaders, key stakeholders, interest groups, and elected officials
  • Establish E4E-New York as a go to source for the opinions and perspectives of progressive educators on issues that impact New York City’s classrooms

Ensure Financial Security

  • Develop and expand local fundraising activities, with a strong focus on cultivating new – and leveraging existing – relationships with local foundations and individual donors
  • Administer E4E-New York’s budget, ensuring fiscal responsibility and stability
  • Build and manage a local Board of Advisors to support the growth and stability of the New York Chapter

You Have:

  • At least one year of experience serving as a Pre K-12 classroom teacher
  • Experience leading others within the education, education policy, campaign organizing, and/or advocacy space
  • Passionate about educational equity and aligned to E4E’s mission and vision
  • An acumen for building an inclusive workplace where diversity and individual differences are valued and leveraged to achieve the vision and mission of the organization
  • Experience managing high-performing teams by setting clear, well-defined desired outcomes and managing to outcomes, through layers
  • Political savvy and demonstrated track record of effectively navigating complex power dynamics and building coalitions
  • The ability to build and maintain a deep  knowledge of key NY legislation, economic, social, and political trends and developments; and their impact on the organization, its strategy,  and its internal and external stakeholders
  • A clear and effective communication style and an ability to empathize with and understand the perspectives of others
  • An ability to persuade and gain the support of others and motivate others to action by leveraging strong internal and external relationships
  • Track record of overcoming obstacles in challenging environments

Moreover, all E4E staff demonstrate our Core Values:

  • Respect and Professionalism: We act with personal responsibility, respect, and commitment to high quality work, to our organization and to each other
  • Solutions Orientation: We consistently approach even the most complex challenges with positivity, proactive solutions, and the assumption of best intentions
  • Growth Mindset: We intentionally create opportunities to develop ourselves and others in order to learn and continuously improve
  • Dynamic Leadership: We courageously take ownership, empower others, set bold visions, think strategically, and adapt to change
  • Diversity and Inclusiveness: Educational inequity is linked to race, power, and privilege, and so we take action to shift this paradigm by reflecting on our own identities, creating an inclusive and diverse community, and leveraging our differences as strengths
Comments Off on Transformative K-8th Grade Teachers for 2018-2019

Transformative K-8th Grade Teachers for 2018-2019

Posted by | March 7, 2018 |

Are you an educator seeking a position that provides cutting-edge educational experiences to change kids’ lives? If so, Bronx Lighthouse Charter School is the right place for you! We are currently seeking innovative, energetic and committed K-8th Grade Teachers to join us for the 2018-2019 school year.

Please submit your application or send your resume directly to Alyse Lewis in Human Resources at alyse.lewis@lha.net for consideration.

DETAILS:

  • Bronx LCS is an established K-8th grade school striving to make positive changes in public education in the Bronx.
  • We are currently collecting resumes for teaching candidates interested in K-8th Grade positions.
  • All licensed teaching candidates interested in a school focused on rigorous academics, restorative practice and arts infusion will be highly considered.

Will you be the next strong addition to our 2018-2019 team of change-agents in the classroom? Find out by applying now!

EDUCATION & EXPERIENCE:
• Bachelor’s degree required
• Experience in an urban public school or charter school setting preferred
• Required state teaching certification/licensure
• Strong desire to work within an innovative, urban educational program

CORE COMPETENCIES:
• Mission Focused
• Driven towards Excellence
• Results Oriented
• Culturally Proficient
• Collaborative Colleague
• Constant Learner

Comments Off on Founding Associate Superintendent, Schools

Founding Associate Superintendent, Schools

Posted by | March 6, 2018 |

Harlem Village Academies

Harlem Village Academies is a K-12 charter network committed to the ideals of progressive education. Based in Harlem, HVA is also the demonstration site for the Progressive Education Institute.

The Opportunity

Join an incredible community of educators who are passionate about progressive pedagogy while embracing a sense of urgency, a strong work ethic, and accountability for student learning. We select individuals who share our vision and are willing to put in the hard work to achieve it.

Responsibilities:

The Associate Superintendent, Schools at Harlem Village Academies will manage the school principals on all aspects of high quality schooling—instruction, culture, and operations. The Associate Superintendent of Schools will ensure the highest levels of schooling are provided to our students.
Our ideal candidate is a smart, passionate educator with an extraordinary ability to connect with, inspire, and mentor school leaders. The Associate Superintendent, Schools understands the needs of students, supports these needs, and helps school leaders and teachers provide the best possible education for our students. Our ideal candidate is genuinely warm and kind, and thrives on a results-driven team.

● Oversee the implementation of the educational vision across all campuses, and ensure schools are producing amazing outcomes for students
● Ensure all schools meet their academic and cultural goals
● Build a strong, collaborative team of principals
● Ensure schools are operationally strong, aesthetically beautiful and clean, within budget, and well-organized
● Oversee performance management systems and the hiring process across the schools
● Manage the college teams in supporting students as they prepare for college
● Provide individual development and management to school principals through one-on-one meetings, coaching, modeling, planning, and feedback
● Lead regular professional learning for school leaders (topics such as instructional leadership, personnel management, school operations, data analysis, school culture, and family investment)
● Study and analyze data on an ongoing basis
● Work with school principals to develop and implement action plans based on academic results

Qualifications:

● Six years of experience in educational leadership with a track record of student achievement results
● Strong understanding of progressive pedagogy
● Demonstrated experience leading highly effective professional learning for teachers and/or leaders around instructional best practices
● Ability to use data to inform practice, with a clear understanding of the metrics that lead to student achievement
● Exceptional results leading others and managing a team to achieve ambitious goals
● Demonstrated success creating and managing systems and work product
● Incredibly high excellence bar and ownership over results
● A team player with a strong work ethic and consistent follow-through
● Ability to build lasting and meaningful relationships with team members, students, and families
● Strong organizational skills and attention to detail
● Master’s degree

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ECE Education Director

Posted by | March 6, 2018 |

making a difference in the lives of abused and neglected children, at risk families, adults with developmental disabilities, and children in our Head Start program with the hope of a brighter future with community based services.

Education Director Head Start/Early Learn/UPK (ECE)

 

Position Summary:  Within policy guidelines established by the Board of Directors, the terms of the Purchase of Service Agreement, licensing requirements and any requirements set forth in labor agreements to which the Board may be a party, the director is responsible for overall administration and supervision of the ECE site.  The Education Director is responsible for working cooperatively with the Site Director to assume all administrative duties that will contribute to the successful operation of the center. These responsibilities shall include; providing daily oversight of all aspects of the early childhood program, supervision of staff, ensuring compliance of UPK; Head Start Performance Standards and/or ACS Early Learn; NYC Department of Health regulations; and adherence to OSHA guidelines and regulations.  All responsibilities should be completed collaboratively with the Site Director.

Position Responsibilities:

  • Work in collaboration with the Site Director with the day-to-day operations of the program.
  • Demonstrate leadership qualities and mature judgment in order to provide oversight of all program activities, and ensure that they are reflective of the needs of the population being served.
  • Create and maintain a professional relationship with staff and a positive center environment that successfully engages staff, including having awareness of the particular job of each staff member and its relationship to the whole program.
  • Maintaining a program that meets the physical, intellectual and social emotional needs of each child.
  • Help staff acquire the understanding and skills needed to effectively maintain a high quality services for the children and families.
  • Work collaboratively with the Site Director to maintain high quality educational
  • Provide oversight for any volunteers and interns in conjunction with coordinators and other delegated persons.
  • Plan, organize, and monitor the recruitment of children and families to meet and maintain full enrollment.
  • Monitor and update all licensing information which may include applying to renew Participate in the One Page Plan (OPP) process to evaluate staff.
  • Participate in the Strategic Planning meetings for the agency and recommending changes in policy and procedures.
  • Perform any other duties as assigned by the management team and Senior Vice President of the ECE Division.
  • All schedules and responsibilities are subject to change at any time to meet the needs of the agency.

 

Essential skills, experience, licensure, certification:

  • Valid New York State Teacher’s Certificate (or equivalent certificate from another state, which is recognized by the New York State of Education) Birth – 2 or Nursery – 6
  • Master’s  or Bachelor’s degree must be in Early Childhood Education
  • 2 years group teacher’s experience plus academic course work pertinent to the appropriate age levels.
  • 3-5 years administrative experience in early childhood.
  • 1 year of experience with Head Start Performance standards, EarlyLearn/ACS ECE requirements, DOHMH licensing and DOE UPK

 

CMCS is committed to the practice of trauma-informed care in accordance with the tenets of Sanctuary through utilizing the SELF framework for Sanctuary practice and promulgating Sanctuary training and trauma-informed clinical treatment.

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Lessons in Navigating College Transitions (LINCT) Program and Operations Manager

Posted by | March 5, 2018 |

Lessons in Navigating College Transitions (LINCT) Program and Operations Manager

 

About CUNY Office of K-16 Initiatives

The City University of New York’s Office K-16 Initiatives supports the partnership between CUNY and the New York City Department of Education—the two largest education systems of their kind in the country. CUNY K-16 Initiatives creates innovative pathways for young New Yorkers to envision and achieve success by engaging strategic partners in confronting systemic educational inequities. We are home to a group of innovative programs that share a common goal: helping NYC public school students make a successful transition to college, careers and life beyond. We support the city’s commitment to equity by developing high quality transition programs that help eliminate achievement gaps between racial, ethnic, and socio-economic groups. Our programs are nationally recognized for their commitment to long-term student success. Collaboration is fundamental to our work. Only in partnership with the NYC Department of Education are we able to offer programs that support students through the transition to college. Leadership and faculty on CUNY campuses are also integral to the process of planning and implementing programs that strategically support students in attaining their long-term goals.

 

About Lessons in Navigating College Transitions (LINCT)

Lessons in Navigating College Transitions (LINCT) is a college access program whose primary goal is to reduce traditional barriers to enrollment at CUNY by ensuring that students who graduate from NYC public high schools enter college academically eligible to take and succeed in credit-bearing courses. Previously known as At Home at College, the program is supported by New York City’s Office of the Mayor.  This school year, roughly 3000 students in 80 high schools are enrolled in one or more credit-bearing LINCT courses, and we plan to expand to 100+ schools in the fall. LINCT’s year-long ELA and Math courses are aligned with the Common Core State Standards and are offered in students’ high school as part of students’ regular school day and course sequence. The curricula, developed and supported by CUNY’s LINCT instructional team, engage students in high-interest content. In ELA, students develop academic literacy skills through topics in introductory psychology and sociology, while in Math, they focuses on non-routine problem-solving, proportional reasoning, and core topics in Algebra and Statistics. The courses are intended to prepare students for college placement exams and a range of college and career readiness and life skills. As part of our unique model, the LINCT team at CUNY provides intensive cohort-based professional development to DOE teachers throughout the school year.

 

LINCT Program and Operations Manager Position Overview

Under the direction of the LINCT Director, the LINCT Program and Operations Manager will be responsible for all programmatic, non-instructional, elements of LINCT. This strategic and dynamic leader will help ensure that all aspects of the LINCT program run smoothly so that the team’s 7+ instructional staff members can focus squarely on supporting LINCT classroom teachers in NYCDOE schools. The LINCT Program Manager will jointly supervise other members of the LINCT’s operations team. This position will take on a variety of responsibilities including to:

  • Work in close partnership with DOE central office staff and the CUNY LINCT team to plan and execute all programmatic aspects of the program, to solve problems, and to implement project changes as needed;
  • Develop new operational systems and policies for the LINCT team; train and support LINCT team members on said systems and policies;
  • Support the process of recruiting, hiring and onboarding new staff on LINCT’s growing team;
  • Co-plan and coordinate new school recruitment and induction processes and participant school retention process;
  • Collaborate with the CUNY Office of Testing and the Office of Accessibility to coordinate the CUNY Assessment Test cohort testing process;
  • Coordinate and schedule LINCT’s professional development offerings, including summer intensives and classroom observations, for DOE teachers;
  • Visit schools and principals;
  • Collaborate with the LINCT instructional team to support their development of new avenues for fostering excellent instruction, potentially including a LINCT Master Teacher Fellowship;
  • With the K-16 operations team and the LINCT director, manage LINCT’s tax-levy budget and oversee the programs largescale textbook, supply and food orders;
  • With the LINCT instructional team, the DOE, and CUNY’s Office of Research, Evaluation & Program Support, collaborate with the LINCT Research and Operations Coordinator to gather, analyze, and report on both qualitative and quantitative data regarding LINCT’s emerging successes and challenges;
  • Jointly oversee all LINCT data management systems and staff;
  • With the K-16 Digital Media Director, assist with developing and executing a marketing and communications strategy (digital and print) and marketing materials for LINCT;
  • Craft and deliver presentations and reports about LINCT;
  • Actively participate in the larger efforts of the Office of K-16 Initiatives

 

Qualifications

The successful candidate will have the following knowledge, skills and abilities:

  • 5-8+ years of experience working in public education, with progressive project management responsibilities;
  • Well-developed knowledge of the NYCDOE and/or CUNY; Experience with education policy issues, especially those related to college and career readiness, and a fierce commitment to social justice;
  • Experience developing and overseeing operations systems and managing complex logistical projects in a fast-paced, entrepreneurial environment;
  • Experience conducting research and/or program evaluation and using data to inform future work;
  • Experience managing budgets;
  • Experience creatively and patiently navigating bureaucratic systems;
  • Experience hiring and supervising staff;
  • Excellent writing and public speaking skills;
  • Experience with, negotiation, conflict management, mediation, group facilitation skills;
  • Experience working collaboratively and cooperatively with a diverse community of students, faculty, staff and external constituents in a large, decentralized public university system;
  • Experience using project management software, data sharing systems, and/or CRMs; Fluency in Google Docs;
  • Ability to take direction and to work independently in ambiguous and demanding environments; Flexible spirit, can-do attitude, and ability to anticipate problems and recognize opportunities;

 

Salary

Commensurate with Experience and Education

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Lessons in Navigating College Transitions (LINCT) Research and Operations Coordinator

Posted by | March 5, 2018 |

Lessons in Navigating College Transitions (LINCT) Research and Operations Coordinator

 

About CUNY Office of K-16 Initiatives

The City University of New York’s Office K-16 Initiatives supports the partnership between CUNY and the New York City Department of Education—the two largest education systems of their kind in the country. CUNY K-16 Initiatives creates innovative pathways for young New Yorkers to envision and achieve success by engaging strategic partners in confronting systemic educational inequities. We are home to a group of innovative programs that share a common goal: helping NYC public school students make a successful transition to college, careers and life beyond. We support the city’s commitment to equity by developing high quality transition programs that help eliminate achievement gaps between racial, ethnic, and socio-economic groups. Our programs are nationally recognized for their commitment to long-term student success. Collaboration is fundamental to our work. Only in partnership with the NYC Department of Education are we able to offer programs that support students through the transition to college. Leadership and faculty on CUNY campuses are also integral to the process of planning and implementing programs that strategically support students in attaining their long-term goals.

 

About Lessons in Navigating College Transitions (LINCT)

Lessons in Navigating College Transitions (LINCT) is a college access program whose primary goal is to reduce traditional barriers to enrollment at CUNY by ensuring that students who graduate from NYC public high schools enter college academically eligible to take and succeed in credit-bearing courses. Previously known as At Home at College, the program is supported by New York City’s Office of the Mayor.  This school year, roughly 3000 students in 80 high schools are enrolled in one or more credit-bearing LINCT courses, and we plan to expand significantly in the fall. LINCT’s year-long ELA and Math courses are aligned with the Common Core State Standards and are offered in students’ high school as part of students’ regular school day and course sequence. The curricula, developed and supported by CUNY’s LINCT instructional team, engage students in high-interest content. In ELA, students develop academic literacy skills through topics in introductory psychology and sociology, while in Math, they focuses on non-routine problem-solving, proportional reasoning, and core topics in Algebra and Statistics. The courses are intended to prepare students for college placement exams and a range of college and career readiness and life skills. As part of our unique model, the LINCT team at CUNY provides intensive cohort-based professional development to DOE teachers throughout the school year.

 

LINCT Research and Operations Coordinator Position Overview

Under the direction of the LINCT Director and the LINCT Program and Operations Manager, the LINCT Research and Operations Coordinator will be responsible for supporting all programmatic, non-instructional, elements of LINCT.  This organized and dynamic individual will belong to the LINCT Operations Team, whose charge is to ensure that all aspects of LINCT run smoothly so that the team’s 7+ instructional staff members can focus squarely on supporting LINCT classroom teachers in NYCDOE schools.  The LINCT Research and Operations Coordinator take on a variety of responsibilities including:

 

  • Collaborate with the LINCT Program and Operations Manager and the DOE central office staff to plan and execute all programmatic aspects of the program, to solve problems, and to implement project changes as needed;
  • Support the LINCT Program and Operations Manager in developing new operational systems and policies for the LINCT team; training and supporting LINCT team members on said systems and policies;
  • Collaborate with the LINCT instructional team, the DOE, and CUNY’s Office of Research, Evaluation & Program Support to design and conduct on-going implementation research aimed at identifying emerging successes and challenges that can inform LINCT’s work with teachers and students in real-time;
  • Collaborate with the CUNY’s Office of Research, Evaluation & Program Support to support their formative and summative evaluation efforts;
  • Support LINCT Director in preparing data reports for internal and external meetings and publications; respond to routine data requests;
  • Manage LINCT’s existing data and knowledge management systems and create new systems, as needed; train LINCT staff and partners on said systems;
  • Support new school recruitment and induction processes and participant school retention process;
  • Support the operational components of LINCT’s extensive professional development offerings, including summer intensives and classroom observations for DOE teachers;
  • Visit schools and principals;
  • With the Office of K-16’s Digital Media Director, assist with developing a marketing strategy (digital and print) and marketing materials for LINCT; Support LINCT social media efforts;
  • Support the development of presentations and reports about LINCT;
  • Actively participate in the larger efforts of the Office of K-16 Initiatives

 

Qualifications

The successful candidate will have the following knowledge, skills and abilities:

  • 2-5+ years of experience working in public education, preferably in a programmatic or operations role;
  • Experience developing and conducting research projects and formal research methods training (quantitative and qualitative);
  • Experience supporting complex logistical projects and programs in a fast-paced, entrepreneurial environment;
  • Experience creatively and patiently navigating bureaucratic systems;
  • Experience using data management and/or project management software;
  • Experience building and managing a database;
  • Strong skills in Google Docs;
  • Strong writing and public speaking skills;
  • Experience working collaboratively and cooperatively with a diverse community of students, faculty, staff and external constituents in a large decentralized public university system;
  • Ability to take direction and to work independently in ambiguous and demanding environments; Flexible spirit, can-do attitude, and ability to anticipate problems and recognize opportunities;
  • Interest in developing knowledge of the NYCDOE and CUNY, urban education policy issues, and the field of college and career readiness;
  • A fierce commitment to social justice

 

Salary

Commensurate with Experience and Education

 

 

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National Reporter

Posted by | March 2, 2018 |

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

Chalkbeat is the nonprofit news organization committed to covering one of America’s most important stories: the effort to improve schools for all children, especially those who have historically lacked access to a quality education. Read more about our mission and values.

We’re currently in six locations — Colorado, Detroit, Indiana, Newark, New York, and Tennessee — and we’re about to be in one more, Chicago. Now, we’re looking for an additional reporter to join our two-person national team to help cover the organizations and ideas that span the country and shape what happens locally.

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

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

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

The ideal candidate would be based in or willing to relocate to New York City, but we’re open to someone working elsewhere, especially from another Chalkbeat bureau.

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

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Middle School Special Education Teacher

Posted by | March 1, 2018 |

About Mott Hall Charter School:

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

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

 

Position Overview:

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

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

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

Responsibilities and Duties

 

Special Education Teaching

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

ELIGIBILITY REQUIREMENTS:

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

 

COMPENSATION and BENEFITS:

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

Middle School Teacher

Posted by | February 27, 2018 |

An Invitation to Apply for the Position of
Middle School Instructor Positions (Available 2018-2019)
Girls Prep Lower East Side Middle School
Girls Prep Bronx Middle School
New York, NY or Bronx, NY
 
Overview: About Public Prep
The Public Prep Network (PPN) is a nonprofit organization that develops single-sex elementary and middle public schools that pursue excellence through continuous learning and data-driven instruction. Our model is designed to empower each student to build strong character, demonstrate critical thinking, possess a core body of knowledge and be on a predictive path to earn a degree from a four-year university.
Our network is currently comprised of three tuition-free single-sex public charter schools across five campuses and one tuition-free single-sex Pre-K. Our campuses are: Girls Prep Lower East Side Elementary, Girls Prep Lower East Side Middle School, Girls Prep Bronx Elementary School, Girls Prep Bronx Middle School, and Boys Prep Elementary School. The Pre-K program, PrePrep: the Joan Ganz Cooney Early Learning Center, is housed inside of Girls Prep Bronx Elementary School.
Public Preparatory Network/Public Preparatory Academies is an Equal Opportunity/Affirmative Action employer.
 
Why teach at the Public Preparatory Network
 
At Public Prep we believe that joy, warmth, and high levels of student engagement are the foundation of a school culture where students achieve academically and develop character strengths.  In the words of one community member, “Every student, every family and every Girls Prep staff member plays an important part of our amazing school, a school filled with energy, personality, hardworking people and a great deal of commitment.”
We believe in order to do that, schools not only need to deliver meaningful academics through an engaging and rigorous way, but we understand the importance of incorporating arts, the sciences, community and strong core values into our program. Our goal each day is not to only stimulate the mind, but also to reach the whole child in providing a safe consistent environment to learn and grown in.  Our staff believe children learn best when they gain self-confidence and purpose when a caring community of educators not only care about their academic achievements but are truly invested in them socially and emotionally.
Public Preparatory Network/Public Preparatory Academies is an Equal Opportunity/Affirmative Action employer.
 
Joining our team at Public Preparatory Network
 
Special Education Teachers at Public Prep work alongside Middle School Teachers and are jointly held accountable for the success of each of the students in their classes and must consistently plan for and monitor the progress of each of their students in order to meet this responsibility.
All teachers meet regularly with their co-teachers, grade-level team members and other collaborators in order to address all students’ access to curriculum and learning goals. In Middle School, they also work extremely closely with their department teams across grade levels. All Co-teaching classrooms reflect the use of a variety of co-teaching models. All teachers also work closely with School Aides and Instructional Leadership Team, who provide non-academic support to the team and support teachers in maximizing their performance, respectively.
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Elementary School Teacher

Posted by | February 27, 2018 |

An Invitation to Apply for the Position of
Middle School Instructor Positions (Available 2018-2019)
Girls Prep Lower East Side Middle School
Girls Prep Bronx Middle School
New York, NY or Bronx, NY
 
Overview: About Public Prep
The Public Prep Network (PPN) is a nonprofit organization that develops single-sex elementary and middle public schools that pursue excellence through continuous learning and data-driven instruction. Our model is designed to empower each student to build strong character, demonstrate critical thinking, possess a core body of knowledge and be on a predictive path to earn a degree from a four-year university.
Our network is currently comprised of three tuition-free single-sex public charter schools across five campuses and one tuition-free single-sex Pre-K. Our campuses are: Girls Prep Lower East Side Elementary, Girls Prep Lower East Side Middle School, Girls Prep Bronx Elementary School, Girls Prep Bronx Middle School, and Boys Prep Elementary School. The Pre-K program, PrePrep: the Joan Ganz Cooney Early Learning Center, is housed inside of Girls Prep Bronx Elementary School.
Public Preparatory Network/Public Preparatory Academies is an Equal Opportunity/Affirmative Action employer.
 
Why teach at the Public Preparatory Network
 
At Public Prep we believe that joy, warmth, and high levels of student engagement are the foundation of a school culture where students achieve academically and develop character strengths.  In the words of one community member, “Every student, every family and every Girls Prep staff member plays an important part of our amazing school, a school filled with energy, personality, hardworking people and a great deal of commitment.”
We believe in order to do that, schools not only need to deliver meaningful academics through an engaging and rigorous way, but we understand the importance of incorporating arts, the sciences, community and strong core values into our program. Our goal each day is not to only stimulate the mind, but also to reach the whole child in providing a safe consistent environment to learn and grown in.  Our staff believe children learn best when they gain self-confidence and purpose when a caring community of educators not only care about their academic achievements but are truly invested in them socially and emotionally.
Public Preparatory Network/Public Preparatory Academies is an Equal Opportunity/Affirmative Action employer.
 
Joining our team at Public Preparatory Network
 
Special Education Teachers at Public Prep work alongside Middle School Teachers and are jointly held accountable for the success of each of the students in their classes and must consistently plan for and monitor the progress of each of their students in order to meet this responsibility.
All teachers meet regularly with their co-teachers, grade-level team members and other collaborators in order to address all students’ access to curriculum and learning goals. In Middle School, they also work extremely closely with their department teams across grade levels. All Co-teaching classrooms reflect the use of a variety of co-teaching models. All teachers also work closely with School Aides and Instructional Leadership Team, who provide non-academic support to the team and support teachers in maximizing their performance, respectively.
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Technology Support Coordinator

Posted by | February 23, 2018 |

Mission:

The mission of Cardinal McCloskey Community Charter School is to address the academic, social-emotional and developmental needs of its students in a safe, supportive and trauma-sensitive learning environment.  Cardinal McCloskey Community Charter School is committed to serving at-risk students, including students in foster care and students receiving preventive services.  Through a rigorous program of instruction utilizing a trauma-informed, Sanctuary approach and by providing a wide range of wraparound support services, Cardinal McCloskey Community Charter School will help each student become more resilient, independent and academically successful.

During its first five-year contract, CMCCS will serve K-5th grade students, and thereafter, will expand through 8th grade.  CMCCS will be a separate 501c3 education corporation, which will work closely with Cardinal McCloskey Community Services.  The school will open in August 2018.

Sanctuary Model:

‪Cardinal McCloskey Community Charter School is committed to the Sanctuary Model, a comprehensive trauma-informed method for creating change and helping individuals heal from traumatic experiences. It is a whole system approach built around the framework of SELF (Safety, Emotional Management, Loss, and Future). It is designed to facilitate the development of structures, processes, and behaviors on the part of staff, children and the community as a whole that can counteract the physical and psychological wounds suffered by the children, youth, and families we work with. The ultimate outcome of a trauma informed philosophy is the creation of safe, therapeutic living and working environments for our students, families, agency members and ancillary providers, which espouse the proactive principles of growth, change, and empowerment of the individual for the betterment of the community. Each employee across our family of agencies has the responsibility to demonstrate the tenets of the Sanctuary Model in their work with students and in their interaction with other team members. Demonstrating these tenets is considered an essential responsibility for all staff in all positions across our school and family of agencies.

Technology Support Coordinator 

The Technology Support Coordinator will work closely with instructional, administrative and operations staff and will be responsible for the development and implementation of technology based tools, resources and services that enhance the educational and instructional experiences.  S/He will report to Director of Operations

Responsibilities:

  • Provide maintenance of hardware and software of all computer systems infrastructure
    • Inclusive of server configurations and maintenance, software installation and upgrades
    • Copy, printer and fax machines
  • Maintain wireless and LAN connectivity for all users
  • Develop and maintain a system for technology equipment checkouts
  • Provide troubleshoot support for all technical related issues. Track and escalate issues as appropriate
  • Develop systems to assist in the implementation of technology based tools in the classroom
  • Assist with professional development classes for teachers and students on technology based tools
  • Set up equipment for presentations. Track equipment inventory
  • Support technology implementation in classrooms and labs (computers and Smart Boards)
  • Manage and liaison all responsibilities related to phone systems and internet connectivity with vendors

Qualifications:

  • Minimum of 3-5 years of experience in the education sector
  • Strong knowledge of Mac and Windows based desktops, laptops, mobile devices, and server hardware
  • Apple Certification is preferred
  • Knowledge of SMART Board, or similar technology, set up and usage, SMART certified trainer (SCT) preferred
  • Willingness to learn and support all site technology user agreements
  • Strong communication and collaboration skills
  • Understand and support the schools educational technology goals

In addition to the above requirements, incumbent must:

  • ‪‪Complete Sanctuary training in a timely manner;

CMCCS is committed to the practice of trauma-informed care in accordance with the tenets of the Sanctuary Model ® through utilizing the SELF-framework for Sanctuary practice and promulgating ongoing Sanctuary professional development for trauma-informed classrooms.

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Elementary School Teaching Positions Available

Posted by | February 21, 2018 |

An Invitation to Apply 
We are looking for:
Elementary Lead Teacher
Elementary Science Teacher
English Language Learners Specialist
Reading Specialist
Elementary Special Education Co-Teacher
 

Overview: About Public Prep

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

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

 

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

 

Why teach at the Public Preparatory Network

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

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

 

Commitment

At a Public Prep school you will never stop learning. Great teaching goes beyond academics and we prioritize and invest in professional development that is meaningful and intentional for our staff. We’re excited to bring on teachers who have a growth mindset, hunger for feedback and willingness to be a part of an ongoing process for reflection and feedback. We value our teachers and staff so we want staff to help build and maintain our culture to be our best selves, scholars and teachers alike. In doing this we ask our staff to be driven by goals, results, data and not feel like they are above of what is being asked. You are part of community of passionate individuals with the support of school leaders, support staff and colleagues.

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

The ideal candidate will have:

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

 

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High School Placement Associate

Posted by | February 21, 2018 |

ABOUT THE POSITION

As the High School Placement Associate you will ensure every BTNY middle school student is prepared to gain acceptance and financial aid into a college prep high school. The HSP Associate leads and supports the organizational roll out of all student-related preparation, application, and commitment activities for the HS application process.

Primary Duties and Responsibilities

Vision and Strategy

  • Create a vision and strategy for the growing high school placement program at BTNY, with the support of the Middle School Program Director. This will include setting goals, measures of success, and the operating plan to achieve high school placement goals.
  • Identify, implement, and codify innovative strategies to ensure all our students gain entry to the most competitive, college preparatory high schools in the country with the adequate financial aid necessary.
  • Develop and evaluate the BTNY high school placement curriculum for students and families.

Leadership

  • In conjunction with the Middle School Program Director, develop, implement, and inspire a shared vision and strategy for high school placement aligned with the organization’s mission and goals. Lead program-wide meetings, decisions, and the operating plan related to high school placement.
  • Invest, inspire and engage stakeholders (students, parents, school partners, staff) to gain their trust, confidence, and commitment to high school placement.
  • Proven ability to counsel students and families.
  • Partner with the Middle School Program Director and senior leadership team to elevate organizational trends and proactively provide solutions to continuously improve high school placement.

Management

  • Maintain organizational operational expertise in the high school placement process – coordinating all high school placement activities, establishing policies, procedures, and training to maximize effectiveness and efficiency.
  • Manage Support the execution of all high school placement activities delivered by full-time and part-time staff.
  • Manage BTNY brand and support relationships with HS admissions and financial aid officers.
  • Lead evaluation processes to assess the strengths of high school placement and program, identify areas for improvement, and prioritize and implement programmatic improvements.
  • Manage all vendors associated with high school placement, including test prep companies to ensure student results.
  • Track the high school placement and tuition aid budget including monitoring monthly cash flow, anticipating variances, and elevating resource needs to the senior leadership team and Middle School Program Director.
  • Identify and evaluate the risks associated with program activities and take appropriate action to mitigate risks.

Qualifications, Proven Skills, and Mindsets

  • Proven ability to articulate, inspire, and achieve a shared vision.
  • Curiosity and critical thinking to synthesize information and ideas quickly, recognize opportunities that arise, and take action to seize opportunities.
  • Ability to learn quickly and foster a growth mindset culture by modeling continuous learning and adaptability to change.
  • Ethos of personal responsibility evident by consistent pattern of achieving ambitious goals on time with high standards.
  • Outstanding communication skills, both written and oral, including ability to adjust communication as socially and culturally appropriate.
  • Proven ability to build effective relationships across lines of difference, effectively resolve conflict, and gain the confidence of others through honesty, integrity, and authenticity.
  • Proven ability to use quantitative and qualitative methods to measure program effectiveness and leverage data to drive strategy.
  • Ability to balance daily operations with an interest in strategic and long-term perspective.
  • Sound discernment and judgment with the ability to move work forward independently.

Minimum Experience and Education

  • A minimum of 2 years of professional experience, preferably with at least 1 year in operations or supporting the high school application process
  • Experience developing and applying tools and methods to evaluate program success
  • Experience developing systems and processes to transition an organization from the start-up phase to sustainability
  • Proficiency with MS Office (Word, Excel, and PowerPoint), Salesforce and comfort learning new systems
  • Minimum of a Bachelor’s degree

COMPENSATION

BTNY strongly believes in attracting, engaging, developing, and retaining the most diverse, qualified candidates. As a Breakthrough New York employee you will receive:

  • Competitive salary commensurate with experience and skills
  • Benefits
    • Medical, Dental and Vision benefits (100% employer-sponsored)
    • 401K/Retirement Plan (with an employer-matching component)
    • Commuter Benefit Plan
    • Health and Dependent Flexible Spending Accounts
  • Paid time-off including holiday, vacation, sick, and personal time
  • Annual Professional Development Stipend
  • Employee Referral Compensation Policy
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Middle School Teacher Positions Available

Posted by | February 21, 2018 |

 
An Invitation to Apply 
We are looking for:
Middle School Math Teacher
Middle School Math Interventionist
Middle School Science Teacher
Middle School English Teacher
 

Overview: About Public Prep

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

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

 

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

 

Why teach at the Public Preparatory Network

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

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

 

Commitment

At a Public Prep school you will never stop learning. Great teaching goes beyond academics and we prioritize and invest in professional development that is meaningful and intentional for our staff. We’re excited to bring on teachers who have a growth mindset, hunger for feedback and willingness to be a part of an ongoing process for reflection and feedback. We value our teachers and staff so we want staff to help build and maintain our culture to be our best selves, scholars and teachers alike. In doing this we ask our staff to be driven by goals, results, data and not feel like they are above of what is being asked. You are part of community of passionate individuals with the support of school leaders, support staff and colleagues.

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

The ideal candidate will have:

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

Posted by | February 20, 2018 |

Girl Be Heard seeks a visionary Director of Education and Human Potential to take our rapidly expanding education programs to the next level. The Director of Education and Human Potential sets the goals, priorities, and strategies for the education team and engages all education staff to ensure this work is of the highest caliber, has the biggest impact, and is empowering for both staff and program participants. They are responsible for financial oversight of all education work, including partnership building, budgeting, and contributing to writing and reporting for education-related grants. They represent the education team to the Board of Directors and other key stakeholders, and contribute to the overall direction of the organization as a member of the executive team. An understanding of dismantling racism work and trauma-informed care is key.

The Director of Education and Human Potential is responsible for cultivating safe spaces at every level of Girl Be Heard, ensuring that every member of the Girl Be Heard community has the opportunity to reach their full potential both within and beyond the organization, and has access to the resources necessary to get them there. This includes overseeing the development of curriculum across Girl Be Heard programs, devising the leadership trajectory that girls follow through the various levels of our organization, planning and implementing training and development opportunities for all staff, and serving as a staff liaison for the Girl Be Heard Amplifiers (our young professionals group). Additionally, the Director of Education and Human Potential engages in an ongoing process of program evaluation to determine any gaps that need to be filled in supporting our community to reach its highest potential.

Responsibilities:
• Operationalize the Ed elements of the Strategic Plan
• Oversee the growth and development of all education programs (Afterschool, Mentoring, Girl Power Workshops, special programs such as cross-cultural exchanges, workshops with external organizations, other leadership development initiatives for company members, etc.)
• Oversee ongoing revision and development of all Girl Be Heard curriculum
• Manage the evaluation and monitoring of programs and staff
• Oversee the production of education-related events
• Strategize leadership development and community building opportunities across GBH community
• Work with the leadership of the education department to identify and implement staff training and development opportunities
• Hire all education staff and supervise office-based education staff to include teaching artists, Program Manager, Youth Advocate and interns
• Serve as a member of the executive team to strengthen organizational structure and develop long term goals
• Work with Development Manager to write and report on education-related grants
• Cultivate relationships with key education partners
• Meet with funders to discuss and report on our work
• Report to the Board of Directors on all education-related work
• Manage budgets and spending for overall education-related expenses
• Work with Communications Associate to ensure all education-related collateral is up to date
• Strategize on creating a sustainable work flow with site supervision

Qualifications:
• 5 years experience working in a school, educational or youth-support setting required with at least four years in a role managing or leading others.
• Bachelor’s degree required, Master’s degree in education or similar strongly preferred.
• Strong experience with, or knowledge of, the NYC public school system.
• Excellence in organizational management with the ability to coach staff, manage, and develop high-performance teams, set and achieve strategic objectives, and manage a budget.
• Demonstrated ability to communicate and present ideas with clarity, credibility, humility, and tact; lead with “the why” and incorporate vision into messaging; tailor messaging to audience and maintain professionalism in speaking and writing.
• Proven success operating in ambiguous and changing environments with the demonstrated ability to manage and prioritize projects; delegate tasks appropriately; manage progress against goals for self and others while addressing barriers.
• Possesses openness, responsiveness, and understanding of others’ perspectives with the demonstrated ability to maintain and build relationships through collaboration.
• Experience with data management systems preferred (we use Salesforce).
• Demonstrated commitment to and understanding of issues of social justice and girls’ empowerment.
• Desire to work with a dynamic start-up to help shape the future activist-artists of tomorrow!

Compensation: Full‐time, commensurate with experience. Benefits include health insurance, paid vacation, personal days, and holidays.

 

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Middle School Teacher (2018-2019)

Posted by | February 18, 2018 |

Harlem Village Academies

Harlem Village Academies is a K-12 charter network committed to the ideals of progressive education. Based in Harlem, HVA is also the demonstration site for the Progressive Education Institute.

The Opportunity

Join an incredible community of educators who are passionate about progressive pedagogy while embracing a sense of urgency, a strong work ethic, and accountability for student learning. We select individuals who share our vision and are willing to put in the hard work to achieve it.

Responsibilities

  • Develop and teach highly engaging, academically rigorous lessons, aligned with HVA’s standards, curriculum and progressive pedagogical philosophy
  • Invest several hours per week in professional learning, including personalized instructional coaching, lesson study, co-planning, book study groups and other learning work
  • Inspire students to hold themselves to high standards of academics and character
  • Establish and uphold classroom routines to ensure a focused, safe and caring environment
  • Analyze assessment data and use it to inform and differentiate your instruction
  • Collaborate with colleagues to share best practices and ensure student mastery of standards
  • Maintain close relationships with families, including phone calls and conferences

Qualifications

  • Two years of teaching experience preferred, in grades 4-8
  • A commitment to developing progressive pedagogy is essential
  • Strong track record of student achievement in your past teaching
  • Ability to create a class environment in which students feel safe, supported and challenged to engage deeply in meaningful work
  • A strong sense of personal accountability for student achievement
  • Unshakeable conviction that all students can learn at a high level

 

Comments Off on High School Teacher (2018-2019)

High School Teacher (2018-2019)

Posted by | February 17, 2018 |

Harlem Village Academies

Harlem Village Academies is a K-12 charter network committed to the ideals of progressive education. Based in Harlem, HVA is also the demonstration site for the Progressive Education Institute.

The Opportunity

Join an incredible community of educators who are passionate about progressive pedagogy while embracing a sense of urgency, a strong work ethic, and accountability for student learning. We select individuals who share our vision and are willing to put in the hard work to achieve it.

Responsibilities

  • Develop and teach highly engaging, academically rigorous lessons, aligned with HVA’s standards, curriculum and progressive pedagogical philosophy
  • Invest several hours per week in professional learning, including personalized instructional coaching, lesson study, co-planning, book study groups and other learning work
  • Inspire students to hold themselves to high standards of academics and character
  • Establish and uphold classroom routines to ensure a focused, safe and caring environment
  • Analyze assessment data and use it to inform and differentiate your instruction
  • Collaborate with colleagues to share best practices and ensure student mastery of standards
  • Maintain close relationships with families, including phone calls and conferences

Qualifications

  • Two years of teaching experience preferred, in grades 9-12
  • A commitment to developing progressive pedagogy is essential
  • Strong track record of student achievement in your past teaching
  • Ability to create a class environment in which students feel safe, supported and challenged to engage deeply in meaningful work
  • A strong sense of personal accountability for student achievement
  • Unshakeable conviction that all students can learn at a high level
Comments Off on Special Education Director (SY 2018-2019)

Special Education Director (SY 2018-2019)

Posted by | February 17, 2018 |

Harlem Village Academies
Harlem Village Academies is a community of educators working to build an urban K-12 school model based on the principles of progressive education. Located in Harlem, HVA is also the demonstration site for the Progressive Education Institute.

The Opportunity
Joining a dynamic team of educators, the Instruction & Culture Director will take our work to the next level. The ideal candidate is a master teacher with broad knowledge and deep experience in quality instruction and progressive classroom culture as well as a sense of urgency around student achievement results and a passionate commitment to quality. S/he will work closely with the principal and the network education leadership team to implement and contribute to the continual improvement of HVA’s model of progressive, accountable teaching and learning.

Responsibilities
Serve as an instructional leader for HVA Elementary responsible for excellence in:

Instructional Leadership and Teacher Development

  • Aligned with HVA’s progressive vision, directly manage and support teachers and instructional coaches to produce outstanding instruction and classroom culture
    • Develop teachers through professional learning with a focus on planning, modeling, and in-class coaching — and follow-up with urgency to ensure teachers are effectively implementing what they have learned (e.g., follow-up observations same or next day)
    • Use student achievement data and student work to drive instructional improvement and decisions and to help teachers achieve learning goals
    • Co-lead with principals the teacher performance management process including direct and clear ongoing feedback, and development
  • Teach daily at least 60 minutes or more to model exemplary teaching for coaches and teachers
  • Develop, supervise and support teachers in progressive classroom culture that is respectful, focused, independent and aligned with HVA’s student culture principles and practices

Instructional Management Systems
Lead and continually improve the effective implementation of school systems and structures related to:

  • Curriculum implementation
  • Professional learning
  • Informal daily assessment including learning targets as well as regular interim assessments
  • Authentic presentations of learning based on criteria for quality student work
  • State test preparation
  • Communicating student progress to parents and ensuring parents are informed and involved
  • Effective data-driven tutoring to ensure students keep pace daily (rather than catching up)

School Leadership

  • Collaborate with and supervise the Special Education Coordinator to ensure all students are receiving appropriate services and making appropriate progress toward learning goals
  • Collaborate with and supervise the reading remediation specialist to ensure all students are receiving reading remediation and achieving 1.5-2 years growth each year
  • Collaborate with the Operations Director and teachers to ensure the learning environment is beautiful, clean, and designed to support student independence
  • Support the leadership team to ensure effective implementation of logistics necessary for running a well-functioning school, such as scheduling, test administration, and other details

Candidate Qualifications

Instructional Background

  • Demonstrated ability in quality instruction particularly in literacy and literacy remediation
  • A track record of strong quantitative student achievement results
  • Exceptional teaching abilities – engaging, sophisticated, effective, and progressive
  • Experience teaching in an urban setting
  • Seven years of teaching experience preferred
  • Well-versed in the most important aspects of progressive pedagogy and/or experience in a K-8 suburban, selective, or private progressive school
  • Experience analyzing qualitative and quantitative data to inform instructional decisions

Leadership Experience

  • Experience leading teachers and/or managing a team to achieve ambitious goals
  • Experience managing systems and programs with attention to detail
  • Ability to build strong adult culture and positive relationships
  • Good judgment and ability to navigate challenging situations

Skills

  • Incredibly high expectations for all aspects of schools and ownership over results
  • Maturity, humility, and a strong work ethic – continually seeks to learn and improve
  • Agile and thrives in a fast-paced, entrepreneurial environment
  • Ability to work autonomously, as well as to take direction
  • Excellent organizational skills and acute attention to detail
Comments Off on Director of College Access (College Counseling Director)

Director of College Access (College Counseling Director)

Posted by | February 17, 2018 |

Harlem Village Academies
Harlem Village Academies is a K-12 charter network committed to the ideals of progressive education. Based in Harlem, HVA is also the demonstration site for the Progressive Education Institute.

The Opportunity 

HVA High has a solid track record of success, with 95% of students accepted to college every year since inception. The College Counseling Director will manage the college admission process, systems, team and programs at HVA High. The Director will join a dynamic team of educators and will take our work to the next level, continually improving the quality of colleges to which our students are accepted.

Responsibilities 

College Process

  • Create, execute, and monitor systems that ensure an efficient and effective college application process.
  • Codify and institutionalize all processes, procedures and supporting documents for the college application process.
  • Provide one-on-one college counseling to a caseload of seniors through the admissions cycle including, but not limited to, creating a college list, writing and revising the personal statement, advising on financial aid, and making final matriculation decisions.
  • Arrange strategic college representative visits to HVA.
  • Collaborate with HVA marketing to promote HVA to national colleges and universities.
  • Build and maintain relationships with colleges and universities to create partnerships benefiting both the school and students.
  • Build strong relationships with teacher teams.
  • Create communication systems to work effectively with students and parents.
  • Track and ensure progress of all college initiatives.
  • Measure and report weekly, monthly, quarterly and annually on results of college benchmarks to high school principal and academic director and to HVA superintendent and chief executive.
  • Accountable for accomplishing goals including but not limited to 95%+ of students accepted to four year colleges as well as goals related to college matriculation and college selectivity.

College Readiness 9-12 Curriculum and Courses

  • Oversee the refinement and implementation of a world class 9-12 college readiness curriculum.
  • Collaborate with the team to teach and/or co-teach the 12th Grade College Readiness class, working directly with students.
  • Collaborate with teachers and advisors to implement college and career curriculum.

College Admissions Testing & Reporting

  • Maintain relationships and manage college testing processes for PSAT, SAT, ACT and IB, including but not limited to test dates and score reporting.
  • Oversee ACT or SAT prep programs, both in-house and external, to meet goals.
  • Ensure timely uploading and sharing of test data to inform college and school practices.
  • Evaluate test results to identify possible school-wide intervention strategies.

College Culture

  • Use data-driven practices to inform yearly benchmarks calendar, college lists, and financial aid timeline.
  • Coordinate with advisors and grade level leaders to ensure collaboration and support of college initiatives in the school.
  • Ensure operations and academic teams are informed, aligned and supporting the needs of the college team, e.g. transcripts, data imports from student information systems.
  • Plan and execute strategic college visits aligned to the 9-12th grade scope and sequence.
  • Contribute to high school leadership team to ensure college perspective on school-wide decisions.
  • Develop strategic events that celebrate the success of HVA Seniors and build a school-wide college going culture.

Summer Opportunities

  • Build and maintain systems for managing the summer opportunities office including the master calendar, success toward articulated goals and metrics, the benchmarks calendar, and the development of new and continued community partnerships.
  • Ensure strategic integration of summer opportunities’ benchmarks calendar with the entire school and the college readiness curriculum.

Candidate Qualifications 

The ideal candidate will have at least five years experience working in the admissions office of a selective college, and will be a first generation college student familiar with the challenges of that experience. In addition, the candidate will be passionately committed to urban youth and will have the following skills, background experience and qualifications:

College Advising Experience

  • At least six years of demonstrated success in advising low-income, first generation college applicants and their families in all phases of the college and financial aid application processes including student admissions to selective colleges and favorable financial packages.
  • Track record of results with college admissions such as over 90% of first generation, low-income applicants admitted to selective four-year colleges.
  • Experience developing early college awareness programs resulting in student motivation.
  • Wide knowledge of east coast and national colleges including degree programs, opportunity programs, diversity programs, admissions criteria, defining fit for first-generation low-income students, as well as familiarity with admissions personnel.
  • Effective participation in local, state, and national college admissions counseling events and professional organizations leading to increased results for student admissions.

Educational Background

  • Masters in higher education, school counseling, or related field preferred

Management Experience

  • Successfully managed a team to achieve ambitious performance metrics
  • Demonstrated experience managing systems, programs, and events with attention to detail
  • Demonstrated experience developing and codifying systems to achieve ambitious goals
  • Curriculum Development Experience
  • Experience with college prep and/or college readiness curriculum development
  • Teaching or training experience preferred

Skills

  • Excellent organizational skills and acute attention to detail
  • Ability to see multiple projects with many moving parts through from beginning to end
  • Strong analytical and writing skills
  • Focus on results and the flexibility and willingness to do “whatever it takes”
  • Ability to thrive in a fast-paced, entrepreneurial environment
  • Ability to work autonomously, as well as to take direction
  • Exceptionally skilled at analysis, communication, persuasion, and negotiation
  • Maturity, humility, strong work-ethic, sense of humor, and “roll-up-my-sleeves” attitude
  • Solid technical skills and experience with Microsoft Word, Excel, PowerPoint.
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Superintendent

Posted by | February 17, 2018 |

Harlem Village Academies

Harlem Village Academies is a K-12 charter network committed to the ideals of progressive education. Based in Harlem, HVA is also the demonstration site for the Progressive Education Institute.

The Opportunity

Join an incredible community of educators who are passionate about progressive pedagogy while embracing a sense of urgency, a strong work ethic, and accountability for student learning. We select individuals who share our vision and are willing to put in the hard work to achieve it.

Responsibilities

The Superintendent will lead and manage the senior level team at the network. Our ideal candidate is a master teacher and experienced leader with broad knowledge of and deep experience in quality instruction and progressive classroom culture, as well as a sense of urgency around student achievement results and a passionate commitment to quality. S/he will work closely with the senior level team at the network to implement and contribute to the continual improvement of HVA’s model of progressive, accountable teaching and learning. Additionally, s/he will ensure the network team is functioning at a high level.

  • Work with the team to achieve and maintain the vision of exemplary progressive pedagogy in all HVA schools
  • Ensure all network teams are functioning at a high level and moving the network vision and goals forward
  • Through the management of the team, ensure schools meet all academic, operational, and culture goals
  • Through the management of the team, ensure the network meets all hiring, budgetary, and facilities related goals
  • Organize and lead high level data analysis around all aspects of the schools and network, producing monthly comprehensive data reports
  • Establish and run systems to assess and maintain high quality instruction across the schools
  • Streamline and run performance management processes across the network
  • Provide individual development and management to members of the senior network team

Qualifications:

  • Eight years of experience in educational leadership with a track record of student achievement results
  • Extensive understanding of both the academic and operational side of running excellent schools
  • Ability to communicate clearly and directly while also inspiring the team
  • Ability to use data to inform practice, with a clear understanding of the metrics that lead to student achievement
  • Exceptional results leading others and managing a highly effective team to achieve ambitious goals
  • Demonstrated success creating and managing systems and work product
  • Incredibly high excellence bar and ownership over results
  • A team player with a strong work ethic and consistent follow-through
  • Ability to build lasting and meaningful relationships with team members, students, and families
  • Strong organizational skills and attention to detail
  • Master’s degree
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Lead Teacher

Posted by | February 15, 2018 |

The Lead Classroom teacher is responsible for delivering sound instruction and overseeing all aspects of classroom culture for group 4 year old Universal Prekindergarten students. The Lead Teacher will provide children with a learning environment that prepares them to develop socially, intellectually, physically and emotionally in a manner appropriate to their age and stage of development. Additionally, the teacher will differentiate instruction for a variety of learners and ensure the proper implementation of services to children with special needs in the class.

Duties and Responsibilities:                                                                              

  • Develop lesson plans based on the New York City Department of Education Common Core curriculum framework.
  • Lead classroom activities. Supervising the planning and execution of a program that provides quality learning experiences for children.
  • Write reports and communicate with parents about children’s progress
  • Present curriculum and policy-related information at parent meetings
  • Supervise assistant teachers, substitute teachers and volunteers
  • Create classroom materials
  • Maintain class records and student files
  • Input and analyze student data using a variety of agency and curricular platforms
  • Maintain class portfolio per National Association for the Education of Young Children requirements
  • Ensure appropriate classroom special arrangements.
  • Modify the classroom to respond to individual children’s needs.
  • Supervise all children’s indoor and outdoor activities while incorporating positive guidance.
  • Plan the use of community resources to enrich the educational content of the program.
  • Implement sound classroom activities and educational practices appropriate to the age and development of children in order to prepare for positive learning experiences.
  • Develop and maintain positive relationships with parents and families of children served.
  • Maintain strong relationships with colleagues and administrators.
  • Develop a system for quality observations and assessments of children and programming.
  • Develop and enhance a program of sound educational goals.

 

 

Position Requirements:

  • Valid NYSED certification in Early Childhood Education
  • 3 year’s Early Child hood classroom experience
  • Experience using Creative Curriculum
  • Experience using  ESI screening
  • DOE/DOI Fingerprint Clearance
  • SCR clearance
  • Child Abuse and Maltreatment certificate (taken every 2 years online)
  • Infectious Disease Certificate
  • Food Handlers Certificate
Comments Off on Education Budget and Policy Analyst

Education Budget and Policy Analyst

Posted by | February 15, 2018 |

The NYC Independent Budget Office, a nonpartisan city agency, is seeking an experienced and self-motivated policy analyst to work in our public education section. This position offers a unique opportunity to study and impact public policy. State education law directs the IBO to provide analyses and issue public reports on educational matters of the city and to enhance official and public understanding of such matters.

A successful candidate for this position will evidence a deep understanding of public policy analysis and an interest in urban public education policy. A successful candidate will also possess knowledge and experience applying rigorous research designs to large data bases of individual and school level data. Interest and proficiency in data visualization and the analysis of geospatial data would be considered a plus. The successful candidate must be able to collaborate with other team members on group projects and also be able to generate and pursue new and interesting lines of inquiry for our research agenda.

Qualifications:
Candidates should be analytic, able to demonstrate skills in quantitative research and policy analysis, and ideally have experience identifying and probing issues of public education in New York City or other settings. Candidates should have experience using SAS to conduct quantitative analyses as well as solid grounding in statistics and research methodology. Commitment to impartial and independent research is essential. Ability to take initiative and meet deadlines is critical.

A graduate degree in Public Policy, Administration, or a related area of social science research, along with two to five years’ experience, is preferred; equivalent work experience may substitute.

Salary range $58,000-$72,000, depending upon experience.

Position may require two year city residency.

EOE

Comments Off on Group Leader

Group Leader

Posted by | February 14, 2018 |

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

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

 

Position Summary:

The Group Leader is responsible to work intimately with a small group of elementary, middle school or high school students, helping them achieve their best in both academic and non-academic settings. He/she implements and participates in a range of activities that fully engages participants in an academically and culturally enriching environment.

 

Duties and Responsibilities:

  • Provide supervision and ensure the safety of program participants at all times including classrooms, bathroom breaks, gymnasium time, during trips, and snack time.
  • Implement classroom management best practices that engages participants in structured activities at all times.
  • Maintain accurate participant attendance, activity and sign-out records.
  • Attend trainings to learn development of lesson plans and curriculum in accordance with program schedule, programmatic themes, objectives, and outcomes
  • Establish a comfortable learning environment and implement clear, consistent age-appropriate expectations and rules.
  • Model appropriate child development practices.
  • Uphold program policies, procedures, and proper use of supplies and materials.
  • Maintain classroom cleanliness and organization.
  • Maintain ongoing open communication with program supervisors and peers.
  • Attend staff meetings, professional development workshops and program events.
  • Communicate with all staff, parents, children and community members in a polite and respectful manner that represents the program in a professional way.
  • Must obtain and maintain annual 15 SACC training hours within 3 months of hire date.
  • Actively participate as a mentee to Senior Group Leader
  • Perform other duties as assigned by the Program Director. 

 

Qualifications:

  • The candidate must be at least a High School Senior or have a HS Diploma or HSE
  • Must have excellent communication and interpersonal skills as well as strong classroom management skills
  • Excellent oral and written communication skills and computer literacy
  • Bilingual (Spanish speaking) preferred
  • Enthusiasm, creativity and initiative
  • A strong work ethic and a sense of urgency
Comments Off on Staff Attorney — Immigrant Students’ Rights Project

Staff Attorney — Immigrant Students’ Rights Project

Posted by | February 14, 2018 |

Overview
Advocates for Children of New York, Inc. (AFC) seeks a staff attorney to obtain high quality, appropriate educational services for underserved immigrant families. The attorney will primarily serve immigrant families of children with special needs, including representation at special education administrative hearings as well as participation in school meetings and school visits. The attorney will also assist immigrant families with education-related issues including school enrollment, bilingual programs, and bullying. The attorney will provide know-your-rights trainings to families, community organizations and service providers. The attorney may also support ongoing policy advocacy efforts focusing on English Language Learners, immigrant students, and language access in schools.

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

Qualifications
 Law degree required and admission to the NYS bar preferred;
 1 – 3 years of legal experience preferred;
 Spanish, Arabic or Mandarin language fluency strongly preferred;
 Demonstrated commitment to AFC’s mission;
 Excellent oral and written communication skills;
 Experience working with immigrant, low-income and special needs communities, especially an understanding of the cultural issues that often accompany language barriers;
 Interest in and knowledge of educational issues and issues affecting children, low-income families, immigrant communities, etc.;
 Experience working with children and families;
 Strong team player;
 Knowledge and experience of community based agencies and youth and human services providers;
 Organizational skills, flexibility, initiative, maturity, and cooperative attitude.

Compensation
The salary depends on experience and includes generous benefits.

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

Comments Off on Program Director

Program Director

Posted by | February 14, 2018 |

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

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

Position Summary:

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

Duties and Responsibilities:

General:

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

 

Staffing and Supervision

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

 

Budget and Development

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

Community and stakeholder Engagement   

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

Qualifications:

  • It is essential that the successful candidate have a very strong background in youth development and management of youth development professionals.
  • The candidate must have a Baccalaureate degree. A master’s degree is preferred.
  • The candidate must have excellent management, administrative and communication skills
  • The candidate must have a strong background in program development and strategic planning.
  • The candidate must be committed to outcomes driven performance and have an understanding of designing programs toward that end.
  • Master’s Degree in related field
  • Experience in the field of youth development with progressive responsibilities
  • Supervisory experience within the field
  • A history of program development and strategic planning responsibilities
  • Excellent oral and written communication skills and computer literacy
  • Bilingual (Spanish speaking) preferred
  • Enthusiasm, creativity and initiative
  • A sense of humor and a sense of urgency
Comments Off on Early Childhood Education Program Director

Early Childhood Education Program Director

Posted by | February 14, 2018 |

Phipps Neighborhoods helps children, youth, and families in low-income communities rise above poverty. We work in South Bronx neighborhoods where we can address the greatest barriers to lasting success through education and career programs, and access to community resources. We’re dedicated to our neighborhoods for the long term, supporting individuals and families as they establish self-sufficiency. Our services create opportunities for people to thrive in every aspect of their lives.

Position Summary:

Phipps Neighborhoods seeks an innovative leader to launch a comprehensive early childhood program serving families with children age zero to five years. The program will offer structured pre-kindergarten classes for 3 and 4 year old children, family resources including prenatal and parenting classes held in a “reading room,” and case management with wrap around supports for families. The programming will ultimately be a continuum of services connecting the families of our youngest participants with the Phipps Neighborhoods cradle to career pipeline. The early childhood continuum will roll out over three phases, with the first including structured prekindergarten classes and a multi-service family reading room. The ideal candidate will provide leadership in the creation, planning, organization, and consistent implementation of a developmentally appropriate curriculum emphasizing a child-centered learning environment for toddlers and preschoolers. This leader will work closely with a UPK Compliance Manger and a Family Resource Specialist to partner with families to ensure the highest quality prekindergarten learning environment.

 

  • Oversee the creation and daily operations of a multi service early childhood family resource center. These services will include, but are not limited to full day prekindergarten classes for 3 and 4 year old children; an early childhood family reading room; parenting classes; family case management; and adult education; craft a plan for early childhood program growth (Phase 2 and 3) that is in alignment with the Phipps Neighborhoods early childhood program strategy.
  • Supervise all instructional staff including head teachers, assistant teachers, and school aides; create and implement professional development plans for all instructional staff including regular observation and feedback of classroom instruction; Recruit and hire qualified instructional staff.
  • Cultivate, engage, and support external partners and volunteers to work with both the prekindergarten classes and family resource center.
  • Support fundraising efforts for early childhood program.
  • Supervise the Family Resource Specialist in creating a welcoming and productive learning environment for families of children 0-5 years old.
  • Create and manage the site budget and effectively track expenses so spending perfectly aligns with program needs.
  • Create, plan, and implement curriculum, assuring they meet the highest quality standards.
  • Assist with student recruitment and enrollment.
  • Demonstrate knowledge of early childhood education best practices and how to incorporate these practices into, and across, program sites.
  • Communicate effectively with parents as needed and maintain a positive relationship with families through parent meetings, counseling, conference, workshops and special events.
  • Engage families with learning activities both in the classroom during the school day and strategies for early childhood learning at home.
  • Possess a good understanding of current, applicable regulations and be able to perform all necessary steps to make sure programs are in compliance with these regulations, including the NYC Department of Health and Mental Hygiene and Department of Education.
  • Develop and implement structures to support successful achievement of outcomes and performance targets.
  • Use data consistently for ongoing quality assurance and performance monitoring
  • Promote the positive image of the organization and play a major role in making Phipps Neighborhoods a provider of choice in educational programs for the communities we serve

Qualifications:

  • MA in Early Childhood Education or related field is required
  • Must meet all NYC DOE requirements for early childhood education program supervision
  • Minimum of 3-5 years as a group or lead teacher preferred along with 2+ years as an education supervisor, or site manager required.
  • Previous experience designing and launching holistic, whole family programs from the ground up.
  • A track record of excellence with inspiring teachers, parents, and other community members
  • A track of record of fully enrolling programs in areas with high competition
  • Excellent written communication skills
  • Above average proficiency with the full Microsoft office suite, especially Excel.
  • Strong record of yielding student achievement and kindergarten readiness.
  • Experience with Teaching Strategies Gold, Early Screening Inventory (ESI), Assessment Survey Quality Evaluation (ASQE), Program Quality Assessment (PQA) and  Salesforce and other data management and evaluation software strongly preferred
  • Knowledge of NYC Department of Health and Mental Hygiene Article 47 regulations, Head Start Performance Standards, Department of Education Universal Pre-K and Common Core Standards and Administration of Children Services Standards
  • Knowledge of NAEYC and other state and national accreditation standards
  • Ability to multi-task, be goal oriented and possess a high energy level in order to succeed in a challenging, fast-paced environment
  • Positive, energetic and engaging personality as well as a good sense of humor
Comments Off on Teaching Fellow, Promise Academy

Teaching Fellow, Promise Academy

Posted by | February 14, 2018 |

 

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

 

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

 

We are seeking a Teaching Fellow.  As a Teaching Fellow, you will be paired with an experienced teacher, and receive professional development from academic coaches, while enhancing your teaching skills and building meaningful relationships with students and families.

 

Essential Duties and Responsibilities

  • Work collaboratively with Lead Teacher on lesson planning and delivery of instruction
  • Assist students individually and in small groups to help them reinforce and master learning concepts
  • Monitor student engagement during lessons and apply refocusing strategies as needed
  • Incorporate direct instruction, discussion, projects and cooperative work to engage students, keep classes focused and infuse a lasting desire to learn
  • Follow the school’s policies and procedures for student conduct and discipline
  • Communicate effectively with students, parents, and colleagues
  • Share responsibility for grade level and school-wide activities
  • Opportunity to work Saturdays during test prep season – additional compensation is provided

 

Qualification, Skill and Knowledge Requirements

  • A dedication and commitment to the mission of HCZ Promise Academy
  • Bachelor’s degree required
  • Working towards a Master’s degree and New York State certification required
  • Open to feedback
  • Exercises perseverance and grit
  • Excellent oral and written communication skills

 

We offer competitive salaries with performance-based bonuses, and comprehensive benefits package.

Comments Off on Special Education Teacher – Elementary School, (2018/2019 School Year), Promise Academy

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

Posted by | February 14, 2018 |

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

 

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

 

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

 

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

 

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

Special Education Teacher Essential Duties and Responsibilities

  • Review IEP related documents to develop appropriate goals and objectives for each student
  • Collaborate with general education teachers regarding the educational, social, emotional and physical needs of each student
  • Plan, develop and implement individualized learning plans for each student
  • Prepare instructional materials and lesson plans according to Individual Education Plans (IEPs)
  • Review IEPs with parents, school administration and general education teachers
  • Monitor, evaluate and document each student’s progress utilizing appropriate measurements and assessment devices
  • Maintain and communicate high academic and personal expectations for all students
  • Incorporate direct instruction, discussion, projects and cooperative work to engage students, keep classes focused and infuse a lasting desire to learn
  • Follow the school’s policies and procedures for student conduct and discipline, and refuse to tolerate classroom disruptions
  • Meet designated deadlines for completing Teacher Reports, IEPs, parent phone calls and other time sensitive tasks
  • Develop and use a variety of assessments (e.g., exams, written work, and public performances) that frequently measure student progress toward the school’s content and skill standards
  • Develop clear evaluation criteria and distribute to students prior to assignments
  • Communicate effectively with students, parents, and colleagues
  • Share responsibility for grade level and school-wide activities
  • Opportunity to work Saturdays during test prep season – additional compensation provided

Special Education Teacher Qualification, Skill and Knowledge Requirements

  • A dedication and commitment to the mission of HCZ Promise Academy
  • Bachelor’s degree with at least 2 years teaching experience is required
  • 2 – 5 years teaching experience in an urban school setting is desired
  • New York State certification for Special Education grades 1-6 required
  • Excellent oral and written communication skills
Comments Off on March 10th – Progressive Public & Charter School Job Fair for Teachers of Color

March 10th – Progressive Public & Charter School Job Fair for Teachers of Color

Posted by | February 14, 2018 |

The 4th Annual Progressive Public & Charter School Job Fair for Teachers of Color will take place March 10th at the Institute for Collaborative Education. Finding the right school can be hard – our goal is to connect schools with diverse educators who share the same educational beliefs, values, and goals. Come network with like-minded educators, meet school leaders, and enter raffles for demo coaching and resume review! Your dream school is waiting – don’t miss out!

Please contact tomi.okuyemi@gmail.com for more information, and register through our website!

Progressive Public & Charter School Job Fair for Teachers of Color
Saturday, March 10th
12:00 pm – 2:00 pm
Institute for Collaborative Education / 345 EAST 15TH Street
RSVP: PTOCFair.org or contact tomi.okuyemi @ gmail.com

Comments Off on Various Positions Available

Various Positions Available

Posted by | February 12, 2018 |

The Bronx Charter School for Better Learning provides its students with a solid foundation for academic success, through achievement that exceeds citywide averages and meets or exceeds New York State Standards and national norms in all curriculum areas tested, especially in mathematics and language arts. Our teaching constantly adjusts to the needs of our students, leading to independence, autonomy, responsibility and a sustained love of learning, all of which contribute directly to high academic achievement.

Positions Still Available Now:
Special Education Teacher
Social Studies Teacher
Math Teacher
Art Teacher
Physical Education Teacher

Positions Available for the 2018-2019 School Year:
Principal
Assistant Principal
Part-Time Guidance Counselor

*All teaching candidates must hold NYS certification. 

ABOUT BBL

• Founded in 2003
• 2 Schools: BBL 1 and BBL 2 (Founded in 2015)
• School Day: 8:00am—3:00pm
• 80% low-income (free/reduced lunch)
• 91% Black, 7% Hispanic, 2% Asian
• 85-90% first generation, primarily from Jamaica and Africa
• Services provided: Counseling, Speech, ESL, Special Ed., Academic Support Services
• Specials: Art, Music, Technology, Korean, Phys. Education
• Enrichment: Chess, Basketball, Tennis, Chorus, Culinary Arts, Drama, Dance, Science Club, Keyboarding, Archery.

WHAT MAKES BBL UNIQUE?

• Our students outperform all other school groups on state tests.
• Last year we received over 2300 new student applications for 121 open seats.
• Student retention rate is 95%
• Parent satisfaction rate is 97%
• Teacher satisfaction rate is 94%

For more information visit us at www.bronxbetterlearning.org

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Project Manager for Development

Posted by | February 10, 2018 |

HARLEM VILLAGE ACADEMIES

Harlem Village Academies is a progressive K-12 charter school network in Harlem affiliated with the Progressive Education Institute. We are passionate about creating a rich intellectual life for students as well as teachers.

THE OPPORTUNITY

Our vision is to build an enduring American institution that will produce the most inspiring and effective educators, immersed in sophisticated pedagogy while driven by a sense of urgency and accountability. We aim to transform the way teachers are trained, particularly those serving our nation’s most vulnerable children. Our Harlem campus will become a vibrant learning community of graduate students, aspiring young teachers, experienced master teachers, graduate school faculty, and HVA students. The organization now seeks an accomplished VP, Development to grow and steward a portfolio of passionately supportive major donors.

The Manager of Advancement will play a key role in fulfilling HVA’s vision by managing and growing the organization’s major gifts revenue. The Manager will report to the VP, Institutional Advancement and the Advancement Team on fundraising initiatives. This is a chance to combine fundraising in a high-performing existing organization, with the thrill and challenge of a start-up.

RESPONSIBILITIES

The Manager will have a clear understanding that fundraising is a fundamental aspect of the success of the organization and will enthusiastically participate in those efforts. S/he will work in close collaboration with the VP of Institutional Advancement and the Advancement Team, staff and volunteers to strategically work towards HVA’s desired outcomes in this regard and build and maintain relationships on behalf of the organization. Responsibilities include but are not limited to:

  • Executive Assistant to the Vice President of Institutional Advancement
  • Advancement Team operations and systems management
  • Liaises with various offices and staff within HVA as well as externally
  • Providing support for Volunteer Programs
  • Providing support for Special Events

QUALIFICATIONS

  • At least 2-4 years as an executive assistant, project manager, operations manager, preferably in fundraising
  • Demonstrated success as an highly organized team player with immaculate attention to detail
  • Highly self-motivated to support the ambitious goals of the VP and the Advancement Team, while keeping the team on track to meet deadlines
  • Excellent verbal and written communication skills, with an ability to communicate to various constituencies
  • Proficient in project management, budgets and scheduling
  • Entrepreneurial mindset and comfortable with exceptionally high standards
  • Deeply committed to HVA’s mission; willing to be hands-on (no task too big or too small)
  • Adept at managing and following through on multiple projects at once, under deadlines
  • Trustworthiness with highly confidential information
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Elementary School Teacher (2018-2019)

Posted by | February 10, 2018 |

Harlem Village Academies

Harlem Village Academies is a K-12 charter network committed to the ideals of progressive education. Based in Harlem, HVA is also the demonstration site for the Progressive Education Institute.

The Opportunity

Join an incredible community of educators who are passionate about progressive pedagogy while embracing a sense of urgency, a strong work ethic, and accountability for student learning. We select individuals who share our vision and are willing to put in the hard work to achieve it.

 

Responsibilities

  • Develop and teach highly engaging, academically rigorous lessons, aligned with HVA’s standards, curriculum and progressive pedagogical philosophy
  • Invest several hours per week in professional learning, including personalized instructional coaching, lesson study, co-planning, book study groups and other learning work
  • Inspire students to hold themselves to high standards of academics and character
  • Establish and uphold classroom routines to ensure a focused, safe and caring environment
  • Analyze assessment data and use it to inform and differentiate your instruction
  • Collaborate with colleagues to share best practices and ensure student mastery of standards
  • Maintain close relationships with families, including phone calls and conferences

Qualifications

  • Two years of teaching experience preferred, in grades pre-K-4
  • A commitment to developing progressive pedagogy is essential
  • Strong track record of student achievement in your past teaching
  • Ability to create a class environment in which students feel safe, supported and challenged to engage deeply in meaningful work
  • A strong sense of personal accountability for student achievement
  • Unshakeable conviction that all students can learn at a high level

 

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High School Math Teacher (Immediate)

Posted by | February 10, 2018 |

What Makes Harlem Village Academies Different?

Harlem Village Academies is a progressive K-12 charter school network in Harlem affiliated with the Progressive Education Institute. We are passionate about creating a rich intellectual life for students as well as teachers.

Progressive Educational Philosophy

We believe students learn best through experience, deep engagement and discovery. We want our students to be intellectually curious, creative, and independent. We want them to love learning, to be articulate and reflective. Students should spend their school days constructing knowledge, grappling with questions, and doing the intellectual heavy lifting, with teachers as adept guides.

Constant Learning for Teachers

We give our faculty access to the most accomplished master teachers and the most sophisticated professional learning opportunities in the country. We’re learning every day, meeting frequently to discuss our instruction, reflect on our lessons and improve our pedagogy. We’re passionate about creating a rich intellectual life for ourselves and our students.

RESPONSIBILITIES

  • Plan and teach highly engaging, academically rigorous curriculum and lessons, aligned with HVA’s standards and progressive pedagogical philosophy
  • Invest several hours per week in professional learning, including personalized instructional coaching, co-planning, department meetings, grade level meetings and other learning work
  • Build strong, lasting relationships with students, inspiring them to hold themselves to a high standard of academics and character
  • Establish and uphold classroom expectations that support students to develop increased agency, responsible autonomy and ownership over learning
  • Analyze assessment data and use it to inform your instruction
  • Collaborate with colleagues to share best practices and ensure student mastery of standards
  • Maintain close relationships with families, including phone calls and conferences
  • Contribute to the school community by attending school events, leading a club, reading group, athletic team, or other initiative

QUALIFICATIONS

  • Two years of mathematics teaching experience preferred, in grades 7-12
  • A commitment to progressive mathematics pedagogy: e.g. using inquiry, problem solving, and discussion to help students think like mathematicians and develop deep conceptual understanding
  • Strong track record of student achievement in your past teaching
  • Ability to create a class environment in which students feel safe, supported and challenged to engage deeply in meaningful work
  • A strong sense of personal accountability for student achievement
  • Unshakeable conviction that all students can learn at a high level
  • Highly thoughtful and reflective, committed to always getting smarter with colleagues, reflecting on mistakes, welcoming feedback and making continual adjustments in your practice
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Co-Principal, Academics (2018-2019)

Posted by | February 10, 2018 |

Harlem Village Academies

Harlem Village Academies is a K-12 charter network committed to the ideals of progressive education. Based in Harlem, HVA is also the demonstration site for the Progressive Education Institute.

The Opportunity

Join an incredible community of educators who are passionate about progressive pedagogy while embracing a sense of urgency, a strong work ethic, and accountability for student learning. We select individuals who share our vision and are willing to put in the hard work to achieve it.

Responsibilities

Aligned with HVA’s progressive vision, directly manage and support teachers and instructional coaches to produce outstanding instruction and classroom culture

  • Develop teachers through professional learning with a focus on planning, modeling, and in-class coaching – and follow-up with urgency to ensure teachers are effectively implementing what they have learned (e.g., follow-up observations same or next day)
  • Use student achievement data and student work to drive instructional improvement and decisions and to help teachers achieve learning goals
  • Co-lead with principals the teacher performance management process, including direct and clear ongoing feedback, and development
  • Develop, supervise, and support teachers in progressive classroom culture that is respectful, focused, independent and aligned with HVA’s student culture

Lead and continually improve the effective implementation of school systems and structures related to:

  • Curriculum and instruction
  • Professional learning
  • Informal daily assessment, including learning targets, as well as regular interim assessments
  • Authentic presentations of learning based on criteria for quality student work
  • State test preparation
  • Communicating student progress to parents and ensuring parents are informed and involved
  • Effective data-driven tutoring to ensure students keep pace daily (rather than catching up)
  • Collaborate with and supervise the Special Education Coordinator to ensure all students are receiving the appropriate services and making appropriate progress toward learning goals
  • Collaborates with the Operations team to ensure the learning environment is beautiful, clean, and designed to support student learning
  • Support the leadership team to ensure effective implementation of logistics necessary for running a well-functioning school, such as scheduling, test administration, and other details

Qualifications:

  • At least six years’ experience teaching in an urban setting with a track record of results
  • Exceptional teaching abilities – engaging, sophisticated, effective, and progressive
  • Well-versed in the most important aspects of progressive pedagogy and/or experience in a K-8 suburban, selective, or private progressive school
  • Experience analyzing qualitative and quantitative data to inform instructional decisions
  • Demonstrated experience leading highly effective trainings for teachers around instructional best practices
  • Exceptional results leading others and managing a team to achieve ambitious goals
  • Demonstrated success creating and managing systems and work product
  • Incredibly high excellence bar and ownership over results
  • A team player with a strong work ethic and consistent follow-through
  • Ability to build lasting and meaningful relationships with team members, students, and families
  • Strong organizational skills and attention to detail
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Student Recruitment Marketing Coordinator (Temp)

Posted by | February 10, 2018 |

Harlem Village Academies

Harlem Village Academies is a K-12 charter network in Harlem committed to the ideals of progressive education. Based in Harlem, HVA is also the demonstration site for the Progressive Education Institute.

The Opportunity

Join an incredible community of educators who are passionate about progressive pedagogy while embracing a sense of urgency, a strong work ethic, and accountability for student learning. We select individuals who share our vision and are willing to put in the hard work to achieve it.

Responsibilities

  • Manages a recruitment efforts to assist in achieving enrollment goals for HVA
  • Schedule and coordinate community visits, school fairs, and special events
  • Initiates, plans, and executes special projects in conjunction with the goals for student recruitment
  • Works with parents and volunteers to assist in the recruitment process
  • Provides informational presentations to community partners
  • Provides follow-up to prospective families via phone, letter, email, and scheduled appointments
  • Completes routine reports related to recruitment and projections

Qualifications

  • Knowledge of Microsoft Word, Excel, and PowerPoint
  • Demonstrates the ability to work with a wide range of people and commitment to diversity
  • Skill in effective communication and public presentations
  • Dynamic and energetic public speaker
  • Ability to travel and work a varied schedule with flexible hours
  • Ability to represent the office and school in a professional manner
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Immediate: Elementary School Learning Specialist

Posted by | February 7, 2018 |

About Community Roots:

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

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

Community Roots is hiring:

A learning specialist for our elementary school site. The position will start in March 2018.

Learning Specialist Role Description

  • CANDIDATES MUST BE CERTIFIED IN SPECIAL EDUCATION
  • Meet with teachers regularly to design and create plans that support students’ academic, social and emotional growth.
  • Provide academic intervention for reading and writing based on student need.
  • Write progress notes on all students on caseload.
  • Facilitate and monitor all initial and ongoing assessments of students in intervention so that student’s work can be assessed and interventions and accommodations recommended.
  • Write two formal, narrative reports a year documenting student progress in all content areas taught, addressing IEP goals if applicable.
  • Participate in Child Study Team meetings as needed as well as monthly Support Provider Meetings.
  • Participate in pre-meetings with teachers and support providers for students who have upcoming meetings with the CSE.
  • Contribute to the writing of new IEP drafts in preparation for initial, triennial or annual IEP review meetings.
  • Attend meetings with the Committee on Special Education for students going through an initial, triennial or annual review or meeting and collect necessary documents.
  • Hold family conferences for all students on caseload to review individual student’s progress at least twice a year. If a Learning Specialist is concerned about a student more frequent, regular conferences are arranged.
  • Attend grade level meetings to be informed about classroom curriculum, contribute ideas on modifying curriculum and share updates on intervention groups.
  • Offer staff support in working with our school curriculum to address interventions and accommodations designed to support students’ needs.

How to Apply:

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

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Administrative Assistant

Posted by | February 6, 2018 |

Mission:

The mission of Cardinal McCloskey Community Charter School is to address the academic, social-emotional and developmental needs of its students in a safe, supportive and trauma-sensitive learning environment.  Cardinal McCloskey Community Charter School is committed to serving at-risk students, including students in foster care and students receiving preventive services.  Through a rigorous program of instruction utilizing a trauma-informed, Sanctuary approach and by providing a wide range of wraparound support services, Cardinal McCloskey Community Charter School will help each student become more resilient, independent and academically successful.

During its first five-year contract, CMCCS will serve K-5th grade students, and thereafter, will expand through 8th grade.  CMCCS will be a separate 501c3 education corporation, which will work closely with Cardinal McCloskey Community Services.  The school will open in August 2018.

Sanctuary Model:

‪Cardinal McCloskey Community Charter School is committed to the Sanctuary Model, a comprehensive trauma-informed method for creating change and helping individuals heal from traumatic experiences. It is a whole system approach built around the framework of SELF (Safety, Emotional Management, Loss, and Future). It is designed to facilitate the development of structures, processes, and behaviors on the part of staff, children and the community as a whole that can counteract the physical and psychological wounds suffered by the children, youth, and families we work with. The ultimate outcome of a trauma informed philosophy is the creation of safe, therapeutic living and working environments for our students, families, agency members and ancillary providers, which espouse the proactive principles of growth, change, and empowerment of the individual for the betterment of the community. Each employee across our family of agencies has the responsibility to demonstrate the tenets of the Sanctuary Model in their work with students and in their interaction with other team members. Demonstrating these tenets is considered an essential responsibility for all staff in all positions across our school and family of agencies.

 

Administrative Assistant

The Administrative Assistant is responsible for managing the Principal’s schedule and calendar and organizing and supervising all the main administrative activities that facilitate the smooth and efficient running of the school’s main office.  The Administrative Assistant reports directly to the Principal, but is expected to carry out tasks as requested by the Principal and the Director of Operations and all instructional staff.

 

Responsibilities:

  • Answering general telephone and email inquiries, and re-directing calls to appropriate administrators, faculty and staff members.
  • Maintaining office appliances including computers, photocopier, fax machine, including interacting with suppliers and service engineers and taking responsibility for contracts and their fulfillment.
  • Coordinating internal meetings and appointments, including—
    • Managing meeting room bookings
    • Welcoming guests on arrival
    • Clearing rooms after meetings have finished
    • Collating meeting information
  • Overseeing school security procedures, in close coordination with the Director of Operations
  • Managing postal operations, including:
    • Ensuring that all post is collected daily and on time
    • Ensuring that special/recorded delivery items are sent correctly
    • Distributing incoming post to relevant members of staff each morning
    • Preparing and franking large mailings when required
    • Arranging couriers as and when required and signing for incoming deliveries
  • Managing personnel-related records and activities, including:
    • Maintaining records of staff holidays and absence
    • Coordinating temporary staff contracts, including liaison with Director of Finance regarding payment
    • Formulating general office induction procedures
  • Maintaining up-to-date copies of all school supplier contracts, contact lists for staff and committee members and records of all domain names owned by school ensuring that registrations are up to date
  • Distributing papers/information packs for all meetings organized by the school staff.
  • Filing, including management of document archiving and organization and maintenance of common files (both hard copy and electronic format)
  • Ensuring that school calendar is kept up-to-date with all conferences/meetings
  • Managing/assisting with other assignments or ad hoc tasks as and when required
  • Operating according to the professional standards of the school, which are defined in detail within the schools’ staff policies and procedures handbook
  • Overseeing the collection and maintenance of all student records, under the oversight of the Director of Operations, including entering data in the ATS (Automate the Schools) System and the School’s internal student information management system.

 

Expected Qualifications and Training:

  • Understanding of and commitment to the mission, goals, educational philosophy and activities of the school, as described in the school’s charter.
  • Minimum of Associates Degree or secretarial training
  • Demonstrated and successful record of prior employment in an administrative or secretarial capacity in an educational environment.
  • Knowledge of and experience with relevant technologies.
  • Commitment to continuous improvement and learning through professional development.
  • Bilingual (Spanish/English) a plus

 

In addition to the above requirements, incumbent must:

  • ‪‪Complete Sanctuary training in a timely manner;

CMCCS is committed to the practice of trauma-informed care in accordance with the tenets of the Sanctuary Model ® through utilizing the SELF-framework for Sanctuary practice and promulgating ongoing Sanctuary professional development for trauma-informed classrooms.

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Director of School Culture

Posted by | February 6, 2018 |

Mission:

The mission of Cardinal McCloskey Community Charter School is to address the academic, social-emotional and developmental needs of its students in a safe, supportive and trauma-sensitive learning environment.  Cardinal McCloskey Community Charter School is committed to serving at-risk students, including students in foster care and students receiving preventive services.  Through a rigorous program of instruction utilizing a trauma-informed, Sanctuary approach and by providing a wide range of wraparound support services, Cardinal McCloskey Community Charter School will help each student become more resilient, independent and academically successful.

During its first five-year contract, CMCCS will serve K-5th grade students, and thereafter, will expand through 8th grade.  CMCCS will be a separate 501c3 education corporation, which will work closely with Cardinal McCloskey Community Services.  The school will open in August 2018.

Sanctuary Model:

‪Cardinal McCloskey Community Charter School is committed to the Sanctuary Model, a comprehensive trauma-informed method for creating change and helping individuals heal from traumatic experiences. It is a whole system approach built around the framework of SELF (Safety, Emotional Management, Loss, and Future). It is designed to facilitate the development of structures, processes, and behaviors on the part of staff, children and the community as a whole that can counteract the physical and psychological wounds suffered by the children, youth, and families we work with. The ultimate outcome of a trauma informed philosophy is the creation of safe, therapeutic living and working environments for our students, families, agency members and ancillary providers, which espouse the proactive principles of growth, change, and empowerment of the individual for the betterment of the community. Each employee across our family of agencies has the responsibility to demonstrate the tenets of the Sanctuary Model in their work with students and in their interaction with other team members. Demonstrating these tenets is considered an essential responsibility for all staff in all positions across our school and family of agencies.

 

Director of School Culture

The Director of School Culture is responsible building and maintaining systems that ensure a joyous and achievement-oriented school culture. S/he implements the school’s mission through effective support of the school’s students and staff in maintaining a health school climate. Working closely with the Principal, the Director of School Culture will oversee and support integration of the Sanctuary Model into the school’s programs and culture. The Director of School Culture reports to the Principal.

Responsibilities

  • Possess clear vision of what great school culture looks like and regularly articulate this vision to students and staff.
  • Write, update and maintain systems and policies for attendance, entry, breakfast, class transitions, cafeteria usage, lunch, bathroom usage, dismissal, homework and other areas of student life.
  • Help to implement the Sanctuary Model in the school. The Director of School Culture will be a member of the school’s Core .Sanctuary Team.
  • Plan and implement a behavior management system consistent with the school’s educational philosophy and Discipline Code.
  • Analyze school-wide trends around attendance, behavior, homework and class transitions and develop and lead initiatives to address challenges.
  • Invest students and parents in the school’s goals and core values; ensure that all students care deeply about their school community, about their own academic performance, about their futures; ensure students find joy in learning and have fun; emphasize school’s mission and values in one-on-one, class, grade level and school-wide venues.
  • Conduct regular school culture walkthroughs to maintain a high bar of excellence.
  • Train staff in classroom management, student engagement and parent involvement.
  • Work with the school’s social workers and special education teachers as necessary and partner with teachers to provide extra interventions.
  • Establish protocols and best practices to ensure that teachers communicate regularly with parents
  • Partner with Director of School Operations to ensure smooth entry, dismissal and transit to and from school.

 

Minimum Standards and Qualifications

  • Master’s Degree and NYS Teaching Certification strongly preferred
  • Minimum 3 years of teaching or related experience in the Grade K-5 span
  • Minimum 2 years of experience in a student dean role or similar role in an elementary school setting
  • Understanding of and capacity to engage in and develop and implement professional development regarding the Sanctuary Model.
  • Excellent oral and written skills
  • Familiarity or experience in the Sanctuary Model
  • Bilingual/Spanish a plus
  • Successful experience working in an urban educational setting
  • Successful experience in communicating with parents and students.

CMCCS is committed to the practice of trauma-informed care in accordance with the tenets of the Sanctuary Model ® through utilizing the SELF-framework for Sanctuary practice and promulgating ongoing Sanctuary professional development for trauma-informed classrooms.

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Math Faculty at Summer Enrichment Program for Underserved Students

Posted by | February 5, 2018 |

This summer, change the lives of talented middle school students from underserved backgrounds: teach them what mathematics really is.
Bridge to Enter Advanced Mathematics (BEAM), a project of the Art of Problem Solving Initiative, is seeking instructors for a program that gives everyone a chance to excel in mathematics. Faculty design and teach their own courses to bright, underserved middle school students. During summer 2018, we will run residential programs at Bard College and Union College in the Hudson Valley, and day programs in New York City and Los Angeles.

Residential Program (BEAM 7):
Compensation: $5,000 for four weeks (or $3,300 for junior faculty such as graduate students or early-career teachers), plus room, board, and a transportation stipend.
Location: Bard College and Union College, both located about 2 hours out of NYC. Dates: July 5 to August 1, 2018
Our students, all from high-poverty New York City public schools, will be discovering a new environment in these idyllic settings.
Courses at BEAM 7 can be: Pure math such as number theory, combinatorics, graph theory, or logic; Applied math such as circuit design, programming, astrophysics, or genetics; or Problem solving, either Math Team Strategies or Solving Big Problems.

Non-residential Program (BEAM 6):
Compensation: $2,400-$5,600 for six weeks depending on course load (part-time positions available)
Location: Los Angeles, New York City
LA Dates: June 13 to July 24, 2018
NYC Dates: July 3 to August 14, 2018

BEAM 6 teachers receive outlines to help plan courses in Logical Reasoning, Math Team Strategies, Math Fundamentals, or Applied Math, and we are flexible for many different courses that meet our learning goals.

For both: Ideal candidates include college or university professors (as well as graduate students) with strong teaching backgrounds, and middle or high school teachers with strong mathematics backgrounds. We’ve found that the community of teachers that we create, bringing together instructors from across many different academic areas, is one of the program’s strengths and provides a great experience for all participants. Good candidates will work well on a close-knit team and will be able to bring unique curriculum perspectives to the program. Experience with other extracurricular outreach programs (such as math summer programs or math circles, MATHCOUNTS, programming workshops, or similar) are also a plus. We will provide mentorship, textbooks, and other resources as needed.

This is a unique opportunity to influence the lives of young students. Our students have tremendous potential and a strong ability for abstract reasoning, but because of their schools and backgrounds they often have not had the same training as more affluent peers. They are devoted, doing many hours of math each day (and loving it).

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Middle School Math Teacher

Posted by | February 2, 2018 |

 

Amani Public Charter School, a public charter school that serves students in grades 5-8 in Mount Vernon, NY, seeks to hire an Eighth Grade Math teacher:  expected courses to teach will be Common Core Algebra 1 and  8th Grade Math. THIS POSITION IS AVAILABLE JANUARY 22, 2018.  Math Teachers are dedicated to promoting independent, critical thinkers, inspired to develop a love for mathematics and numeracy.  The Math teacher at Amani will build a classroom culture in which scholars love math.  They will provide clear and consistently high quality math instruction for all scholars.  In addition they will create instructional lesson plans and classroom activities that contribute to a climate where scholars are actively engaged in a meaningful learning experience. Finally as a data driven school we are searching for a unique individual who can drive academic outcomes by analyzing student work, studying data, and implementing high -leverage instructional moves to ensure dramatic gains for all scholars.  Our goal is to provide Amani Scholars with the academic and critical thinking skills necessary to succeed in competitive high school programs, college and the career of their choice.  The successful individual will also bring a mastery of classroom management, experience working in an urban environment and a track record of building strong relationships with scholars and families. Candidates must be certified Math Instructor – Secondary Certification, 5-6 extension is a plus

Responsibilities

  • Utilize a wide range of assessment tools and strategies to regularly measure student progress against identified goals, e.g. quizzes, rubrics, written work and performance   
  • Collaborate with peers on curriculum development and lesson planning to maximize opportunities for connecting curricula and concepts
  • Share student work, and troubleshoot difficult issues relating to student success, difficulties and progress
  • Have a complete understanding of curricular goals and objectives
  • Observe, assess, record and research instructional strategies that foster mastery of learning for students at all levels of academic achievement, including students with disabilities.
  • Utilize a wide range of instructional strategies to meet students’ different learning styles and needs.
  • Adapt lessons and differentiate instructional strategies to optimize student mastery of the standards and learning objectives.
  • Develop student individual and group learning goals based on data analysis, and other performance assessment indicators.
  • Create and maintain conditions within the classroom that lead to accomplishment of the school mission.
  • Maintain an atmosphere of high expectations for students, in order to promote effective learning by explicitly identifying mastery goals.
  • Respond to inappropriate behavior in a non-coercive, professional manner, using consistent, positive teacher to student interactions.
    • Keep accurate records of student attendance and progress.
  • Communicate frequently with parents to share information, insights and student successes
  • Participate in professional development sessions and coordinate lesson topics with other teachers in order to create a coherent curricular design to maximize student understanding and enrich the learning experience   
  • Engage in self-reflection and reflection on academic practices in order to succeed in achieving academic goals
  • Participate with Director of Curriculum and Instruction in developing and meeting the goals of an individualized professional development plan

 

Qualifications

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

 

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High School History Teacher (Immediate)

Posted by | January 27, 2018 |

What Makes Harlem Village Academies Different?

Harlem Village Academies is a progressive K-12 charter school network in Harlem affiliated with the Progressive Education Institute. We are passionate about creating a rich intellectual life for students as well as teachers.

Progressive Educational Philosophy

We believe students learn best through experience, deep engagement and discovery. We want our students to be intellectually curious, creative, and independent. We want them to love learning, to be articulate and reflective. Students should spend their school days constructing knowledge, grappling with questions, and doing the intellectual heavy lifting, with teachers as adept guides.

Constant Learning for Teachers

We give our faculty access to the most accomplished master teachers and the most sophisticated professional learning opportunities in the country. We’re learning every day, meeting frequently to discuss our instruction, reflect on our lessons and improve our pedagogy. We’re passionate about creating a rich intellectual life for ourselves and our students.

Responsibilities

  • Plan and teach highly engaging, academically rigorous curriculum and lessons, aligned with HVA’s standards and progressive pedagogical philosophy
  • Invest several hours per week in professional learning, including personalized instructional coaching, co-planning, department meetings, grade level meetings and other learning work
  • Build strong, lasting relationships with students, inspiring them to hold themselves to a high standard of academics and character
  • Establish and uphold classroom expectations that support students to develop increased agency, responsible autonomy and ownership over learning
  • Analyze assessment data and use it to inform your instruction
  • Collaborate with colleagues to share best practices and ensure student mastery of standards
  • Maintain close relationships with families, including phone calls and conferences
  • Contribute to the school community by attending school events, leading a club, reading group, athletic team, or other initiative

QUALIFICATIONS

  • Two years of history/social studies teaching experience preferred, in grades 7-12
  • A commitment to progressive history pedagogy: e.g. making sense of multiple perspectives and accounts of events, grappling with intriguing essential questions, and students speaking and writing like historians
  • Strong track record of student achievement in your past teaching
  • Ability to create a class environment in which students feel safe, supported and challenged to engage deeply in meaningful work
  • A strong sense of personal accountability for student achievement
  • Unshakeable conviction that all students can learn at a high level
  • Highly thoughtful and reflective, committed to always getting smarter with colleagues, reflecting on mistakes, welcoming feedback and making continual adjustments in your practice
Comments Off on Director of College Success (College Support Director)

Director of College Success (College Support Director)

Posted by | January 27, 2018 |

Harlem Village Academies
Harlem Village Academies is a progressive K-12 charter school network in Harlem affiliated with the Progressive Education Institute. We are passionate about creating a rich intellectual life for students as well as teachers.

The Opportunity
As the College Support Director at Harlem Village Academies, you will lead a team committed to supporting students that are transitioning to and enrolled in college.  You will ensure the highest levels of persistence and graduation from college. You will serve as a crucial guide and role model to your team and students, building close relationships that will inspire them to be their best and achieve their goals. You will support our alumni by implementing programs that meet their diverse needs.

Our ideal candidate is a smart, passionate, educator with an extraordinary ability to connect with, inspire and mentor young people. You are able to deeply understand the needs of young people and then develop programs to address these needs. You’re great at helping students become more reflective and take ownership over their education. You’re genuinely warm and kind, and thrive on a dynamic team.

Responsibilities:

  • Develop and manage alumni initiative programs to serve all HVA alumni
  • Collaborate closely with the college access team, teachers, and school leaders to build a cohesive, coherent, and robust college access and support team
  • Identify metrics to measure success of the program and continually evaluate and report on the effectiveness of the program using data
  • Conduct one-on-one counseling and support for a caseload of students
  • Establish and maintain partnerships with colleges and universities
  • Assist with school transfers and financial aid issues
  • Support and promote the school’s culture, professional values and standards, and serve as a role model to alumni
  • Maintain accurate data and tracking systems to reflect student progress

Qualifications:

  • At least five years of professional experience in alumni support or college counseling
  • Demonstrated leader with the skills to manage a team
  • At least three years of experience leading a team
  • Ability to use data to inform practice, with a clear understanding of the metrics that lead to college success
  • A team player, with a strong work ethic and consistent follow-through
  • Exceptionally effective at building lasting and meaningful relationships with students
  • Ability to develop programs
  • Experience working with students from diverse backgrounds
  • Strong organizational skills and attention to detail
  • Master’s degree required
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Co-Principal (Academics) – Middle School

Posted by | January 27, 2018 |

Harlem Village Academies

Harlem Village Academies is a K-12 charter network committed to the ideals of progressive education. Based in Harlem, HVA is also the demonstration site for the Progressive Education Institute.

The Opportunity

Join an incredible community of educators who are passionate about progressive pedagogy while embracing a sense of urgency, a strong work ethic, and accountability for student learning. We select individuals who share our vision and are willing to put in the hard work to achieve it.

 Responsibilities

Aligned with HVA’s progressive vision, directly manage and support teachers and instructional coaches to produce outstanding instruction and student achievement results across all content areas

  • Develop teachers through professional learning with a focus on planning, modeling, and in-class coaching – and follow-up with urgency to ensure teachers are effectively implementing what they have learned (e.g., follow-up observations same or next day)
  • Use student achievement data and student work to drive instructional improvement and decisions and to help teachers achieve learning goals
  • Lead the teacher performance management process including direct and clear ongoing feedback and development

Lead and continually improve the effective implementation of school systems and structures related to:

  • Curriculum and instruction
  • Professional learning
  • Informal daily assessment, including learning targets, as well as regular interim assessments
  • Authentic presentations of learning based on criteria for quality student work
  • State test preparation
  • Communicating student progress to parents and ensuring parents are informed and involved
  • Effective data-driven tutoring to ensure students keep pace daily (rather than catching up)
  • Collaborate with and supervise the Special Education Coordinator to ensure all students are receiving the appropriate services and making appropriate progress toward learning goals
  • Collaborate with and supervise the reading remediation specialist to ensure all applicable students are receiving reading remediation and achieving 1.5-2 years growth each year
  • Support the leadership team to ensure effective implementation of logistics necessary for running a well-functioning school, such as scheduling, test administration, and other details

Qualifications

  • Extensive experience teaching and leading in an urban setting with a track record of results (minimally 6 years teaching and 4 years leading experience preferred)
  • Exceptional teaching abilities – engaging, sophisticated, effective, and progressive
  • Well-versed in the most important aspects of progressive pedagogy and/or experience in a K-8 suburban, selective, or private progressive school
  • Experience analyzing qualitative and quantitative data to inform instructional decisions
  • Demonstrated experience leading highly effective professional learning  for teachers around instructional best practices
  • Exceptional results leading others and managing a team to achieve ambitious goals
  • Demonstrated success creating and managing systems and work product
  • Incredibly high excellence bar and ownership over results
  • A team player with a strong work ethic and consistent follow-through
  • Ability to build lasting and meaningful relationships with team members, students, and families
  • Strong organizational skills and attention to detail

 

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Superintendent

Posted by | January 27, 2018 |

 

Harlem Village Academies

Harlem Village Academies is a K-12 charter network committed to the ideals of progressive education. Based in Harlem, HVA is also the demonstration site for the Progressive Education Institute.

The Opportunity

Join an incredible community of educators who are passionate about progressive pedagogy while embracing a sense of urgency, a strong work ethic, and accountability for student learning. We select individuals who share our vision and are willing to put in the hard work to achieve it.

 Responsibilities

The Superintendent will lead and manage the senior level team at the network. Our ideal candidate is a master teacher and experienced leader with broad knowledge of and deep experience in quality instruction and progressive classroom culture, as well as a sense of urgency around student achievement results and a passionate commitment to quality. S/he will work closely with the senior level team at the network to implement and contribute to the continual improvement of HVA’s model of progressive, accountable teaching and learning. Additionally, s/he will ensure the network team is functioning at a high level

  • Work with the team to achieve and maintain the vision of exemplary progressive pedagogy in all HVA schools
  • Ensure all network teams are functioning at a high level and moving the network vision and goals forward
  • Through the management of the team, ensure schools meet all academic, operational, and culture goals
  • Through the management of the team, ensure the network meets all hiring, budgetary, and facilities related goals
  • Organize and lead high level data analysis around all aspects of the schools and network, producing monthly comprehensive data reports
  • Establish and run systems to assess and maintain high quality instruction across the schools
  • Streamline and run performance management processes across the network
  • Provide individual development and management to members of the senior network team

Qualifications:

  • Eight years of experience in educational leadership with a track record of student achievement results
  • Extensive understanding of both the academic and operational side of running excellent schools
  • Ability to communicate clearly and directly while also inspiring the team
  • Ability to use data to inform practice, with a clear understanding of the metrics that lead to student achievement
  • Exceptional results leading others and managing a highly effective team to achieve ambitious goals
  • Demonstrated success creating and managing systems and work product
  • Incredibly high excellence bar and ownership over results
  • A team player with a strong work ethic and consistent follow-through
  • Ability to build lasting and meaningful relationships with team members, students, and families
  • Strong organizational skills and attention to detail
  • Master’s degree
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Middle School Special Education Teacher

Posted by | January 26, 2018 |

 Middle School Special Education Teacher

Join Central Queens Academy (CQA), a new and growing charter middle school serving a multi-ethnic immigrant community. Located in Glendale and Elmhurst, CQA enrolls a diverse student body that hails from all over the world. The mission of CQA is to prepare students for success in education, the workforce, and the community through a school that integrates literacy, standards-based academics, and culturally responsive support services. In 2018-2019, we will serve about 400 students in grades 5 through 8.

 

We are seeking a Middle School Special Education Teacher who wants to join a small, student-centered school in Queens. All team members will be called upon to employ a “whatever it takes” mentality and activate innovative thinking to help our students.

 

What We Ask of our Teachers

  • Teach – Drive student mastery of core and character standards through excellent teaching practices
  • Collaborate – Support efforts to institutionalize effective team practice and build a strong foundation
  • Grow – Engage in continual learning and reflective practices to build your skills and career

 

What We Look For

  • Evidence of self-reflective practices, coachability, self-motivation, and collaboration (required)
  • Exhibits a high level of organization, a knack for systems of data collection and analysis, and preparedness for instructional blocks (required)
  • Minimum Bachelors Degree (required) and Masters Degree (preferred)
  • NYS Certification in respective area of instruction (required)
  • At least two years of teaching experience in an urban setting (preferred)
  • Experience/strength in content area of application (preferred)
  • Expertise in standards-based curriculum design or with UBD framework (preferred)
  • Bilingual (Asian or Spanish languages) (preferred)

 

Compensation

  • Competitive salary, commensurate with experience
  • Retirement plan participation
  • Comprehensive benefits, including medical, vision, and dental insurance
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Middle School Science Teacher

Posted by | January 26, 2018 |

 Middle School Science Teacher

Join Central Queens Academy (CQA), a new and growing charter middle school serving a multi-ethnic immigrant community. Located in Glendale and Elmhurst, CQA enrolls a diverse student body that hails from all over the world. The mission of CQA is to prepare students for success in education, the workforce, and the community through a school that integrates literacy, standards-based academics, and culturally responsive support services. In 2018-2019, we will serve about 400 students in grades 5 through 8.

 

We are seeking a Middle School Science Teacher who wants to join a small, student-centered school in Queens. All team members will be called upon to employ a “whatever it takes” mentality and activate innovative thinking to help our students.

 

What We Ask of our Teachers

  • Teach – Drive student mastery of core and character standards through excellent teaching practices
  • Collaborate – Support efforts to institutionalize effective team practice and build a strong foundation
  • Grow – Engage in continual learning and reflective practices to build your skills and career

 

What We Look For

  • Evidence of self-reflective practices, coachability, self-motivation, and collaboration (required)
  • Exhibits a high level of organization, a knack for systems of data collection and analysis, and preparedness for instructional blocks (required)
  • Minimum Bachelors Degree (required) and Masters Degree (preferred)
  • NYS Certification in respective area of instruction (required)
  • At least two years of teaching experience in an urban setting (preferred)
  • Experience/strength in content area of application (preferred)
  • Expertise in standards-based curriculum design or with UBD framework (preferred)
  • Bilingual (Asian or Spanish languages) (preferred)

 

Compensation

  • Competitive salary, commensurate with experience
  • Retirement plan participation
  • Comprehensive benefits, including medical, vision, and dental insurance
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Middle School Social Studies Teacher

Posted by | January 26, 2018 |

 Middle School Social Studies Teacher

Join Central Queens Academy (CQA), a new and growing charter middle school serving a multi-ethnic immigrant community. Located in Glendale and Elmhurst, CQA enrolls a diverse student body that hails from all over the world. The mission of CQA is to prepare students for success in education, the workforce, and the community through a school that integrates literacy, standards-based academics, and culturally responsive support services. In 2018-2019, we will serve about 400 students in grades 5 through 8.

 

We are seeking a Middle School Social Studies Teacher who wants to join a small, student-centered school in Queens. All team members will be called upon to employ a “whatever it takes” mentality and activate innovative thinking to help our students.

 

What We Ask of our Teachers

  • Teach – Drive student mastery of core and character standards through excellent teaching practices
  • Collaborate – Support efforts to institutionalize effective team practice and build a strong foundation
  • Grow – Engage in continual learning and reflective practices to build your skills and career

 

What We Look For

  • Evidence of self-reflective practices, coachability, self-motivation, and collaboration (required)
  • Exhibits a high level of organization, a knack for systems of data collection and analysis, and preparedness for instructional blocks (required)
  • Minimum Bachelors Degree (required) and Masters Degree (preferred)
  • NYS Certification in respective area of instruction (required)
  • At least two years of teaching experience in an urban setting (preferred)
  • Experience/strength in content area of application (preferred)
  • Expertise in standards-based curriculum design or with UBD framework (preferred)
  • Bilingual (Asian or Spanish languages) (preferred)

 

Compensation

  • Competitive salary, commensurate with experience
  • Retirement plan participation
  • Comprehensive benefits, including medical, vision, and dental insurance
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Middle School Math Teacher

Posted by | January 26, 2018 |

 Middle School Math Teacher

Join Central Queens Academy (CQA), a new and growing charter middle school serving a multi-ethnic immigrant community. Located in Glendale and Elmhurst, CQA enrolls a diverse student body that hails from all over the world. The mission of CQA is to prepare students for success in education, the workforce, and the community through a school that integrates literacy, standards-based academics, and culturally responsive support services. In 2018-2019, we will serve about 400 students in grades 5 through 8.

 

We are seeking a Middle School Math Teacher who wants to join a small, student-centered school in Queens. All team members will be called upon to employ a “whatever it takes” mentality and activate innovative thinking to help our students.

 

What We Ask of our Teachers

  • Teach – Drive student mastery of core and character standards through excellent teaching practices
  • Collaborate – Support efforts to institutionalize effective team practice and build a strong foundation
  • Grow – Engage in continual learning and reflective practices to build your skills and career

 

What We Look For

  • Evidence of self-reflective practices, coachability, self-motivation, and collaboration (required)
  • Exhibits a high level of organization, a knack for systems of data collection and analysis, and preparedness for instructional blocks (required)
  • Minimum Bachelors Degree (required) and Masters Degree (preferred)
  • NYS Certification in respective area of instruction (required)
  • At least two years of teaching experience in an urban setting (preferred)
  • Experience/strength in content area of application (preferred)
  • Expertise in standards-based curriculum design or with UBD framework (preferred)
  • Bilingual (Asian or Spanish languages) (preferred)

Compensation

  • Competitive salary, commensurate with experience
  • Retirement plan participation
  • Comprehensive benefits, including medical, vision, and dental insurance

 

 

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Middle School ESL Teacher

Posted by | January 26, 2018 |

 Middle School ESL Teacher

Join Central Queens Academy (CQA), a new and growing charter middle school serving a multi-ethnic immigrant community. Located in Glendale and Elmhurst, CQA enrolls a diverse student body that hails from all over the world. The mission of CQA is to prepare students for success in education, the workforce, and the community through a school that integrates literacy, standards-based academics, and culturally responsive support services. In 2018-2019, we will serve about 400 students in grades 5 through 8.

 

We are seeking a Middle School ESL Teacher who wants to join a small, student-centered school in Queens. All team members will be called upon to employ a “whatever it takes” mentality and activate innovative thinking to help our students.

 

What We Ask of our Teachers

  • Teach – Drive student mastery of core and character standards through excellent teaching practices
  • Collaborate – Support efforts to institutionalize effective team practice and build a strong foundation
  • Grow – Engage in continual learning and reflective practices to build your skills and career

 

What We Look For

  • Evidence of self-reflective practices, coachability, self-motivation, and collaboration (required)
  • Exhibits a high level of organization, a knack for systems of data collection and analysis, and preparedness for instructional blocks (required)
  • Minimum Bachelors Degree (required) and Masters Degree (preferred)
  • NYS Certification in respective area of instruction (required)
  • At least two years of teaching experience in an urban setting (preferred)
  • Experience/strength in content area of application (preferred)
  • Expertise in standards-based curriculum design or with UBD framework (preferred)
  • Bilingual (Asian or Spanish languages) (preferred)

 

Compensation

  • Competitive salary, commensurate with experience
  • Retirement plan participation
  • Comprehensive benefits, including medical, vision, and dental insurance
Comments Off on Middle School ELA Teacher

Middle School ELA Teacher

Posted by | January 26, 2018 |

Middle School ELA Teacher

Join Central Queens Academy (CQA), a new and growing charter middle school serving a multi-ethnic immigrant community. Located in Glendale and Elmhurst, CQA enrolls a diverse student body that hails from all over the world. The mission of CQA is to prepare students for success in education, the workforce, and the community through a school that integrates literacy, standards-based academics, and culturally responsive support services. In 2018-2019, we will serve about 400 students in grades 5 through 8.

We are seeking a Middle School ELA Teacher who wants to join a small, student-centered school in Queens. All team members will be called upon to employ a “whatever it takes” mentality and activate innovative thinking to help our students.

What We Ask of our Teachers

• Teach – Drive student mastery of core and character standards through excellent teaching practices
• Collaborate – Support efforts to institutionalize effective team practice and build a strong foundation
• Grow – Engage in continual learning and reflective practices to build your skills and career

What We Look For

• Evidence of self-reflective practices, coachability, self-motivation, and collaboration (required)
• Exhibits a high level of organization, a knack for systems of data collection and analysis, and preparedness for instructional blocks (required)
• Minimum Bachelors Degree (required) and Masters Degree (preferred)
• NYS Certification in respective area of instruction (required)
• At least two years of teaching experience in an urban setting (preferred)
• Experience/strength in content area of application (preferred)
• Expertise in standards-based curriculum design or with UBD framework (preferred)
• Bilingual (Asian or Spanish languages) (preferred)

Compensation

• Competitive salary, commensurate with experience
• Retirement plan participation
• Comprehensive benefits, including medical, vision, and dental insurance

 

Comments Off on Middle School Special Education Coordinator

Middle School Special Education Coordinator

Posted by | January 26, 2018 |

 

Middle School Special Education Coordinator

Join Central Queens Academy (CQA), a new and growing charter middle school serving a multi-ethnic immigrant community. Located in Glendale and Elmhurst, CQA enrolls a diverse student body that hails from all over the world. The mission of CQA is to prepare students for success in education, the workforce, and the community through a school that integrates literacy, standards-based academics, and culturally responsive support services. In 2018-2019, we will serve about 400 students in grades 5 through 8.

 

We are seeking a Middle School Special Education Coordinator who wants to join a small, student-centered school in Queens. All team members will be called upon to employ a “whatever it takes” mentality and activate innovative thinking to help our students.

 

What We Ask of our Special Education Coordinator

  • Teach – Drive student mastery of core and character standards through excellent teaching practices
  • Lead – Supervise the special education teachers on the campus and manage the IEP caseload for the school
  • Collaborate – Support efforts to institutionalize effective team practice and build a strong foundation
  • Grow – Engage in continual learning and reflective practices to build your skills and career

 

What We Look For

  • Evidence of self-reflective practices, coachability, self-motivation, and collaboration (required)Exhibits a high level of organization, a knack for systems of data collection and analysis, and preparedness for instructional blocks (required)
  • Minimum Bachelors Degree (required) and Masters Degree (preferred)
  • NYS Certification in respective area of instruction (required)
  • NYS Certification in school administration & supervision or school building leadership (preferred)
  • At least five years of teaching experience in an urban setting (preferred)
  • Experience/strength in content area of application (preferred)
  • Expertise in standards-based curriculum design or with UBD framework (preferred)
  • Bilingual (Asian or Spanish languages) (preferred)

 

Compensation

  • Competitive salary, commensurate with experience
  • Retirement plan participation
  • Comprehensive benefits, including medical, vision, and dental insurance

 

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Lead Teacher – Kindergarten/First Grade

Posted by | January 25, 2018 |

About Elm CCS

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

 

Lead Teacher

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

 

Responsibilities:

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

 

Qualifications

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

 

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

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

STEM Teacher (Elementary)

Posted by | January 25, 2018 |

About Elm CCS

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

 

STEM Teacher

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

 

Responsibilities:

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

 

Qualifications

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

 

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

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

Elementary Music and Art Teachers

Posted by | January 25, 2018 |

About Elm CCS

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

 

Creative Teachers: Vocal Music, Fine Arts, Research & Media Lab, and Shop

Elm CCS is looking for creative and results-driven teachers who align to inquiry-based models, value collaboration with colleagues, prioritize differentiation of instruction, are reflective and open to feedback and continual development, and believe in teaching the whole child. Our Creative Course Teachers are a dedicated team of talented staff who provide our students with excellent education with strong connections to our literacy, math, humanities, and science curriculum.

 

Responsibilities:

  • Building a classroom culture in which students love learning;
  • Establishes a positive classroom environment through proactive methods, a clear discipline system, and strong student rapport;
  • Teaching students through an inquiry-based curriculum, and placing the thinking work on all students;
  • Create the scope sequence, unit overviews, and lessons for content-specific subject, integrating history and culture into the curriculum
  • Supports in daily school duties including breakfast, lunch, and recess duty;
  • Collaboratively work with teachers to ensure the content-specific subject is horizontally aligned to Elm’s Humanities and STEM curriculum
  • Holds all students to high expectations, with the fundamental belief that students with special needs and emergent bilingual learners are capable of incredible growth and achievement;
  • Actively monitors and assesses student achievement and progress based on short-term and long-term goals and objectives;
  • Design and implement targeted small group literacy instruction according to student data and needs;
  • Provides timely and frequent feedback for students, based on formal and informal assessments, and aligned to lesson and unit objectives and quarterly goals;
  • Proactively builds relationships and collaborates with other staff members to meet team goals, share best practices, and solve grade team concerns;
  • Engages and contributes in professional development; proactively applies professional development material into classroom and teaching; trains with colleagues and leaders to receive targeted, in-the-moment feedback on instruction;
  • Communicates regularly with families regarding the academic performance and behavior of students.

 

Qualifications

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

 

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

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

 

Comments Off on Spanish Teacher

Spanish Teacher

Posted by | January 25, 2018 |

About Elm CCS

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

 

Creative Teacher: Spanish

Elm CCS is looking for creative and results-driven teachers who align to inquiry-based models, value collaboration with colleagues, prioritize differentiation of instruction, are reflective and open to feedback and continual development, and believe in teaching the whole child. Our Creative Course Teachers are a dedicated team of talented staff who provide our students with excellent education with strong connections to our literacy, math, humanities, and science curriculum.

 

Responsibilities:

  • Building a classroom culture in which students love learning;
  • Establishes a positive classroom environment through proactive methods, a clear discipline system, and strong student rapport;
  • Teaching students through an inquiry-based curriculum, and placing the thinking work on all students;
  • Create the scope sequence, unit overviews, and lessons for content-specific subject, integrating history and culture into the curriculum
  • Supports in daily school duties including breakfast, lunch, and recess duty;
  • Collaboratively work with teachers to ensure the content-specific subject is horizontally aligned to Elm’s Humanities and STEM curriculum
  • Holds all students to high expectations, with the fundamental belief that students with special needs and emergent bilingual learners are capable of incredible growth and achievement;
  • Actively monitors and assesses student achievement and progress based on short-term and long-term goals and objectives;
  • Design and implement targeted small group literacy instruction according to student data and needs;
  • Provides timely and frequent feedback for students, based on formal and informal assessments, and aligned to lesson and unit objectives and quarterly goals;
  • Proactively builds relationships and collaborates with other staff members to meet team goals, share best practices, and solve grade team concerns;
  • Engages and contributes in professional development; proactively applies professional development material into classroom and teaching; trains with colleagues and leaders to receive targeted, in-the-moment feedback on instruction;
  • Communicates regularly with families regarding the academic performance and behavior of students.

 

Qualifications

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

 

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

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

Posted by | January 24, 2018 |

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

Community Roots is hiring:

Community Roots Charter School (CRCS) seeks a maternity leave replacement for a Co-Director, effective March 5, 2018.

Co-Director Individual Responsibilities:

  • supervision of grades 3-5 teachers
  • monitoring the academic program and assessment of students in grades 3-5
  • oversight of state testing and test preparation
  • oversight of safety issues and custodial issues

Shared responsibilities between Co-Directors:

  • working with families and children
  • responding and following through on discipline related issues
  • planning professional development
  • accessing, analyzing, interpreting, and using school data in decision making; and maintaining a model of true collaboration

Qualifications:

The ideal candidate will hold New York State Certification in School Administration and Supervision, demonstrated successful teaching experience, leadership skills in working with professionals and staff, students and the community, possess excellent organizational and communication skills, and agreement with the academic goals and philosophy of Community Roots Charter School.  

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Associate Superintendent (Curriculum & Assessment) (SY 2018-2019)

Posted by | January 17, 2018 |

Harlem Village Academies

Harlem Village Academies is a K-12 charter network committed to the ideals of progressive education. Based in Harlem, HVA is also the demonstration site for the Progressive Education Institute.

The Opportunity

Join an incredible community of educators who are passionate about progressive pedagogy while embracing a sense of urgency, a strong work ethic, and accountability for student learning. We select individuals who share our vision and are willing to put in the hard work to achieve it.

Responsibilities

  • Educational Vision
    • Ensure all curriculum, assessments, and resources align with the vision and support high levels of student achievement
    • Oversee the implementation of the educational vision across all campuses and ensure schools are producing amazing results for students
  • Curriculum
    • Manage the creation and/or curation of all curriculum for K-8, including the scope and sequence of units, daily lesson plans, and resources
    • Create and oversee systems for implementing a consistent curriculum across all campuses
  • Data & Analysis
    • Manage the creation and/or curation of all assessments for K-8
    • Oversee the data analysis process across the network, including the data reporting
  • Professional Learning
    • Collaborate very closely with leadership on professional learning for teachers
  • Management
    • Manage the Literacy, Math, Science, Social Studies, and Arts team members
    • Build a strong, collaborative team with exceptionally high standards for work product, clear and consistent communication, and strong systems for managing multiple projects at once

Qualifications:

  • At least six years of experience in literacy-based curriculum development and/or literacy program management with a proven track record of student achievement results
  • Exceptional understanding of a progressive approach to instruction and a wide knowledge of the most innovative and successful instructional methods across the country
  • Experience creating data analysis systems and implementing those systems across a school or network of schools
  • Demonstrated experience leading highly effective professional learning  for teachers and/or leaders around instructional best practices
  • Exceptional results leading others and managing a team to achieve ambitious goals
  • Demonstrated success creating and managing systems and work product
  • Incredibly high excellence bar and ownership over results
  • A team player with a strong work ethic and consistent follow-through
  • Ability to build lasting and meaningful relationships with team members, students, and families
  • Strong organizational skills and attention to detail
  • Master’s degree
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9th-12th Grade Teachers for 2018-2019

Posted by | January 17, 2018 |

Are you an educator seeking a position that provides cutting-edge educational experiences to change kids’ lives? If so, Bronx Lighthouse College Prep Academy is the right place for you! We are currently seeking an innovative, energetic and committed 9th-12th Grade Teachers to join us for the 2018-2019 school year.

Please submit your application or send your resume directly to Alyse Lewis in Human Resources at alyse.lewis@lha.net for consideration.

DETAILS:

  • Bronx Lighthouse College Prep Academy is an established 9th-12th grade school striving to make positive changes in public education in the Bronx, NY area.
  • We are currently collecting resumes for teaching candidates interested in 9th-12th Grade positions.
  • All licensed teaching candidates interested in a school focused on rigorous academics, restorative practice and arts infusion will be highly considered.

Will you be the next strong addition to our 2018-2019 team of change-agents in the classroom? Find out by applying now!

EDUCATION & EXPERIENCE:
• Bachelor’s degree required, Masters Degree preferred
• Minimum of two years teaching experience in an urban public school or charter school setting preferred
• Required state teaching certification/licensure; Highly Qualified status under No Child Left Behind
• Proven track record of raising student achievement scores in an urban environment
• Strong desire to work within an innovative, urban educational program

CORE COMPETENCIES:
• Mission Focused
• Driven towards Excellence
• Results Oriented
• Culturally Proficient
• Collaborative Colleague
• Constant Learner

KNOWLEDGE & SKILLS:
• Knowledge of or experience with Common Core State Standards or Understanding by Design preferred
• Ability to use data to inform instruction and decision-making related to student achievement
• Ability to turn best practices into high quality, goal-driven  results
• Highly effective writing, oral and interpersonal skills to communicate with a varied audience
• Data managements tools, organizational tools, computer skills (Word, Excel, Access, PowerPoint and Outlook)

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Transformative K-8th Grade Teachers for 2018-2019

Posted by | January 17, 2018 |

Are you an educator seeking a position that provides cutting-edge educational experiences to change kids’ lives? If so, Metropolitan Lighthouse Charter School is the right place for you! We are currently seeking innovative, energetic and committed K-8th Grade Teachers to join us for the 2018-2019 school year.

Please submit your application or send your resume directly to Alyse Lewis in Human Resources at alyse.lewis@lha.net for consideration.

DETAILS:

  • Metropolitan LCS is an established K-8th grade school striving to make positive changes in public education in the Bronx.
  • We are currently collecting resumes for teaching candidates interested in K-8th Grade positions.
  • All licensed teaching candidates interested in a school focused on rigorous academics, restorative practice and arts infusion will be highly considered.

Will you be the next strong addition to our 2018-2019 team of change-agents in the classroom? Find out by applying now!

EDUCATION & EXPERIENCE:
• Bachelor’s degree required
• Experience in an urban public school or charter school setting preferred
• Required state teaching certification/licensure
• Strong desire to work within an innovative, urban educational program

CORE COMPETENCIES:
• Mission Focused
• Driven towards Excellence
• Results Oriented
• Culturally Proficient
• Collaborative Colleague
• Constant Learner

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9th Grade and Founding 10th Grade Teachers for 2018-2019

Posted by | January 17, 2018 |

Are you an educator seeking a position that provides cutting-edge educational experiences to change kids’ lives? If so, Metropolitan Lighthouse College Prep Acdemy is the right place for you! We are currently seeking an innovative, energetic and committed 9th & founding 10th Grade Teachers to join us for the 2018-2019 school year.

Please submit your application or send your resume directly to Alyse Lewis in Human Resources at alyse.lewis@lha.net for consideration.

DETAILS:

  • Metropolitan Lighthouse College Prep Academy is a new & growing school striving to make positive changes in public education in the Bronx, NY area.
  • We are currently collecting resumes for teaching candidates interested in 9-10th Grade positions. This will be a founding year for 10th grade expansion.
  • All licensed teaching candidates interested in a school focused on rigorous academics, restorative practice and arts infusion will be highly considered.

Will you be the next strong addition to our 2018-2019 team of change-agents in the classroom? Find out by applying now!

EDUCATION & EXPERIENCE:
• Bachelor’s degree required, Masters Degree preferred
• Minimum of two years teaching experience in an urban public school or charter school setting preferred
• Required state teaching certification/licensure; Highly Qualified status under No Child Left Behind
• Proven track record of raising student achievement scores in an urban environment
• Strong desire to work within an innovative, urban educational program

CORE COMPETENCIES:
• Mission Focused
• Driven towards Excellence
• Results Oriented
• Culturally Proficient
• Collaborative Colleague
• Constant Learner

KNOWLEDGE & SKILLS:
• Knowledge of or experience with Common Core State Standards or Understanding by Design preferred
• Ability to use data to inform instruction and decision-making related to student achievement
• Ability to turn best practices into high quality, goal-driven  results
• Highly effective writing, oral and interpersonal skills to communicate with a varied audience
• Data managements tools, organizational tools, computer skills (Word, Excel, Access, PowerPoint and Outlook)

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Co-Principal (Academics), SY 2018-2019

Posted by | January 16, 2018 |

Harlem Village Academies

Harlem Village Academies is a progressive K-12 charter school network in Harlem affiliated with the Progressive Education Institute. We are passionate about creating a rich intellectual life for students as well as teachers.

The Opportunity

Join an incredible community of educators who are passionate about progressive pedagogy while embracing a sense of urgency, a strong work ethic, and accountability for student learning. We select individuals who share our vision and are willing to put in the hard work to achieve it.

Responsibilities

Aligned with HVA’s progressive vision, directly manage and support teachers and instructional coaches to produce outstanding instruction and classroom culture

  • Develop teachers through professional learning with a focus on planning, modeling, and in-class coaching – and follow-up with urgency to ensure teachers are effectively implementing what they have learned (e.g., follow-up observations same or next day)
  • Use student achievement data and student work to drive instructional improvement and decisions and to help teachers achieve learning goals
  • Co-lead with principals the teacher performance management process, including direct and clear ongoing feedback, and development
  • Develop, supervise, and support teachers in progressive classroom culture that is respectful, focused, independent and aligned with HVA’s student culture

Lead and continually improve the effective implementation of school systems and structures related to:

  • Curriculum and instruction
  • Professional learning
  • Informal daily assessment, including learning targets, as well as regular interim assessments
  • Authentic presentations of learning based on criteria for quality student work
  • State test preparation
  • Communicating student progress to parents and ensuring parents are informed and involved
  • Effective data-driven tutoring to ensure students keep pace daily (rather than catching up)
  • Collaborate with and supervise the Special Education Coordinator to ensure all students are receiving the appropriate services and making appropriate progress toward learning goals
  • Collaborates with the Operations team to ensure the learning environment is beautiful, clean, and designed to support student learning
  • Support the leadership team to ensure effective implementation of logistics necessary for running a well-functioning school, such as scheduling, test administration, and other details

Qualifications:

  • At least six years’ experience teaching in an urban setting with a track record of results
  • Exceptional teaching abilities – engaging, sophisticated, effective, and progressive
  • Well-versed in the most important aspects of progressive pedagogy and/or experience in a K-8 suburban, selective, or private progressive school
  • Experience analyzing qualitative and quantitative data to inform instructional decisions
  • Demonstrated experience leading highly effective trainings for teachers around instructional best practices
  • Exceptional results leading others and managing a team to achieve ambitious goals
  • Demonstrated success creating and managing systems and work product
  • Incredibly high excellence bar and ownership over results
  • A team player with a strong work ethic and consistent follow-through
  • Ability to build lasting and meaningful relationships with team members, students, and families
  • Strong organizational skills and attention to detail

 

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Teaching Positions (Math, ELA, Science, Social Studies, Special Education)

Posted by | January 10, 2018 |

Mission Statement

School in the Square, an independent charter school in Washington Heights,  integrates the core values of democratic living with best practice teaching and learning, ensuring that each child and educator feels known, heard, and safe as well as challenged, supported, and engaged. We are hiring our third cohort of teachers as we welcome a new grade, bringing us to 300 students, grades 6-8.

We’re hiring. We are as committed to adult learning as we are to student learning and are searching for experienced, knowledgeable, reflective and passionate teachers who want to help us build an engaging learning community that respects adolescents.

Our Community

  • Values relationships first with an emphasis on social and emotional learning with high academic expectations
  • Empowers teachers and provides the resources to insure student growth
  • Measures student growth using multiple assessment tools, including but not limited to test scores
  • Provides strong support for educators through ongoing feedback, professional development, planning time and celebration
  • Values strong relationships with families

Our Teachers

  • Respect children and are committed to working towards equity for all
  • Want to join a vibrant learning community
  • Cultivate collegial relationships through open dialogue, collaboration and sharing of effective practices
  • Are open to co-teaching with colleagues or apprentice teachers
  • Are open to learning from inevitable mistakes and value honest feedback
  • Use data to inform instruction and meet the needs of all learners

Visit our jobs board to see our open positions for the 2018-19 school year.

Qualifications:

  • Prior experience and success in teaching middle school students
  • New York State Teaching Certification in English Language Arts
  • Professional portfolio or collection of work that shows evidence of developing engaging and innovative lessons including standards and effective use of assessments to inform instruction
  • Capacity to be self-reflective, accept and implement feedback to improve instruction
  • Eager to collaborate, share resources and learn from colleagues
  • Enjoyment of teaching and coaching adolescents in both academic and non-instructional situations, respecting and encouraging student efforts
  • Participation in ongoing professional learning
  • A Master’s degree in Education or relevant content area preferred
  • Ability to commit to planning sessions and orientation in Summer 2018

Compensation and benefits

  • Competitive salary commensurate with experience.
  • Full benefits package including health and extremely competitive 401K
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Middle School Dean

Posted by | January 10, 2018 |

Mission Statement

School in the Square, an independent charter school in Washington Heights,  integrates the core values of democratic living with best practice teaching and learning, ensuring that each child and educator feels known, heard, and safe as well as challenged, supported, and engaged. We are hiring our third cohort of teachers as we welcome a new grade, bringing us to 300 students, grades 6-8.

We’re hiring. We are as committed to adult learning as we are to student learning and are searching for experienced, knowledgeable, reflective and passionate teachers who want to help us build an engaging learning community that respects adolescents.

Our Community

  • Values relationships first with an emphasis on social and emotional learning with high academic expectations
  • Empowers teachers and provides the resources to insure student growth
  • Measures student growth using multiple assessment tools, including but not limited to test scores
  • Provides strong support for educators through ongoing feedback, professional development, planning time and celebration
  • Values strong relationships with families

Our Staff Members

  • Respect children and are committed to working towards equity for all
  • Want to join a vibrant learning community
  • Cultivate collegial relationships through open dialogue, collaboration and sharing of effective practices
  • Are open to co-teaching with colleagues or apprentice teachers
  • Are open to learning from inevitable mistakes and value honest feedback
  • Use data to inform instruction and meet the needs of all learners

The Dean of Students will work closely with the Principal and the School Leadership Team to provide proactive leadership to engage all stakeholders in developing students’ social and emotional growth along with their academic achievement. The Dean of Students should have secondary school experience and demonstrate an understanding of engagement with a diverse population.

Dean of Students responsibilities include:              

  • Participate as a member of the School Leadership Team
  • Oversee Parent involvement and supervise the Parent Coordinator
  • Supervise Social and Emotional Growth team
  • Develop and implement systems to support Restorative Justice practices
  • Develop and supervise the high school application process

Qualifications:

  • Minimum of 5 years of experience in secondary school
  • Familiarity with Social Justice and Mindfulness practices in Middle School preferred
  • Bi-lingual Spanish preferred

Compensation and benefits

  • Competitive salary commensurate with experience.
  • Full benefits package including health and extremely competitive 401K
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High School Placement Director

Posted by | January 10, 2018 |

ABOUT BREAKTHROUGH NEW YORK

Since 1999 Breakthrough New York has supported more than 600 motivated, low-income students prepare for, enroll in, and persist in rigorous high schools and colleges. It is our mission to help students break through barriers and obstacles that stand in the way of their success, and we’re proud to be a part of their journey.

During Middle School We…

  • Support some of the most talented and motivated middle school students you’ll ever meet with over 200 hours of academic and leadership programming per year
  • Guide students and families through the high school application process to ensure their acceptance and enrollment into high schools that will truly prepare them to thrive in college

Our High School Students…

  • Develop their leadership potential through experiential community service opportunities, internships, and college prep programming
  • Receive academic support to ensure they excel and persist through high school
  • Are supported through the college application and decision process so they stand out as exceptional candidates to colleges and universities around the world

After 12th Grade, Our College Students…

  • Remain engaged with the Breakthrough New York family
  • Receive academic and college persistence support
  • Work with our team to explore career pathways and choose one that best meets their professional aspirations, talents, and skills
  • Graduate with the academic credentials and leadership ability to thrive in their professional careers and make a difference in the world

As an added bonus, throughout the entire program, our students…

  • Learn and grow with the support of 200+ exceptional Tutors and Teaching Fellows (high school and college students!) in our unique “students-teaching-students” model

Since the inception of our current program model, each year…

  • 98% of our rising ninth grade students enroll in college preparatory high schools
  • 100% of our high school students matriculate to four year colleges
  • 98% of our college students are persisting in college and are on track to graduate within four years

ABOUT THE TEAM

We are a small and mighty team committed to living our core values by:

  • Learning and leading flexibly and constantly
  • Embracing a sense of the possible
  • Valuing relationships
  • Modeling integrity
  • Being all in

We work together to foster a strong and positive staff culture by supporting each other to advance the work, navigating challenges actively, celebrating our successes, being open and purposeful, and ensuring our community comes first.

ABOUT THE POSITION

As the High School Placement Director you will ensure every BTNY middle school student is prepared to gain acceptance and financial aid into a college prep high school. The HSP Director leads and manages the organizational roll out of all student-related preparation, application, and commitment activities for the HS application process.

Primary Duties and Responsibilities

Vision and Strategy

  • Develop, implement, and inspire a vision and strategy for the growing high school placement program at BTNY. This will include setting goals, measures of success, and the operating plan to achieve high school placement goals.
  • Quickly able to identify, implement, and codify innovative strategies to ensure all our students gain entry to the most competitive, college preparatory high schools in the country with the adequate financial aid necessary.

Leadership

  • In conjunction with the Program Director, develop, implement, and inspire a shared vision and strategy for high school placement aligned with the organization’s mission and goals. Lead program-wide meetings, decisions, and the program operating plan.
  • Invest, inspire and engage stakeholders (students, parents, school partners, staff) to gain their trust, confidence, and commitment to high school placement.
  • Proven ability to counsel students and families.
  • Partner with the senior leadership team to elevate organizational trends and proactively provide solutions to continuously improve high school placement.

Management

  • Maintain organizational expertise in the high school placement process – coordinating all high school placement activities, establishing policies, procedures, and training to maximize effectiveness and efficiency.
  • Manage the execution of all high school placement activities delivered by full-time and part-time staff.
  • Manage BTNY brand and relationships with HS admissions and financial aid officers.
  • Lead evaluation processes to assess the strengths of high school placement and program, identify areas for improvement, and prioritize and implement programmatic improvements.
  • Manage all vendors associated with high school placement, including test prep companies to ensure student results.
  • Develop and manage the high school placement and tuition aid budget including monitoring monthly cash flow, anticipating variances, and elevating resource needs to the senior leadership team.
  • Identify and evaluate the risks associated with program activities and take appropriate action to mitigate risks.

Qualifications, Proven Skills, and Mindsets

  • Proven ability to articulate, inspire, and achieve a shared vision.
  • Curiosity and critical thinking to synthesize information and ideas quickly, recognize opportunities that arise, and take action to seize opportunities.
  • Ability to learn quickly and foster a growth mindset culture by modeling continuous learning and adaptability to change.
  • Ethos of personal responsibility evident by consistent pattern of achieving ambitious goals on time with high standards.
  • Outstanding communication skills, both written and oral, including ability to adjust communication as socially and culturally appropriate.
  • Proven ability to build effective relationships across lines of difference, effectively resolve conflict, and gain the confidence of others through honesty, integrity, and authenticity.
  • Proven ability to use quantitative and qualitative methods to measure program effectiveness and leverage data to drive strategy.
  • Ability to balance daily operations with a strategic and long-term perspective.
  • Sound discernment and judgment with the ability to move work forward independently.

Minimum Experience and Education

  • A minimum of 5 years of professional experience including no less than 2 years managing the school application process
  • Experience developing and applying tools and methods to evaluate program success
  • Experience developing systems and processes to transition an organization from the start-up phase to sustainability
  • Proficiency with MS Office (Word, Excel, and PowerPoint), Salesforce and comfort learning new systems
  • Minimum of a Bachelor’s degree

COMPENSATION

BTNY strongly believes in attracting, engaging, developing, and retaining the most diverse, qualified candidates. As a Breakthrough New York employee you will receive:

  • Competitive salary commensurate with experience and skills
  • Benefits
    • Medical, Dental and Vision benefits (100% employer-sponsored)
    • 401K/Retirement Plan (with an employer-matching component)
    • Commuter Benefit Plan
    • Health and Dependent Flexible Spending Accounts
  • Very generous paid time-off including holiday, vacation, sick, and personal time
  • Annual Professional Development Stipend
  • Employee Referral Compensation Policy
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Lead Teacher

Posted by | January 8, 2018 |

The Lead Teachers use their knowledge of the development of young children, the ways in which young children learn, and scientifically based practices to support the social, emotional and cognitive development of young children.

Duties and Responsibilities                                                                                                             

Establishes rich and engaging physical learning environments:

  • Creates safe, clean, thematically based, attractive and engaging centers-based classrooms that encourage both exploration and complex play.  

  • Ensures the classroom contains sufficient supplies and materials for the weekly plans and for all components of the day, and that unit materials are inventoried before and after each unit.

  • Encourages children’s ownership and contributions to the classroom environment.

Creates environments and instructional opportunities that meet the needs of diverse learners:

  • Implements the Every Child Ready (ECR) instructional model with fidelity and collaborates with the coach and principal to ensure fidelity.

  • Demonstrates an understanding of the problem-solving Response to Intervention (RTI) Instructional model.

  • Actively seeks out available resources and supports for children who are not making expected progress, provides additional support for students in need of remediation and differentiation in the classroom.

  • Uses a variety of observational and direct assessment tools in collaboration with ECR standards to determine children’s varying needs and opportunities.

  • Uses information and data from a variety of sources in order to differentiate instruction for all children

  • Establishes clear behavior expectations, rules and procedures to maximize learning time. Ensures effective implementation of universal behavior management systems as well as targeted plans to support student behavior.

  • Actively supports the diversity of learners in their classrooms (e.g. cultural, linguistic and academic diversity).

  • Fosters tolerance and a sense of community in their classrooms, modeling and explicitly teaching acceptance and appreciation of others.

  • Collaborates and cooperates with related service providers and student support staff (SPED, ELL, PBS, etc.) to ensure the needs of all children are met, as needed.

Supports the development of young children:

 

  • Plans adequate time for student talk and encourages children’s language use throughout the day.

  • Plans and integrates instructional activities that promote children’s understanding of the way things work and the world around them into the thematic curriculum.

  • Skillfully and systematically motivates students to participate in activities that support the development of their early literacy skills.

  • Implements instructional activities that encourage children’s abilities to analyze, conceptualize, synthesize and evaluate.

  • Intentionally provides modeling and support for children’s expressive and receptive language throughout the school day.

  • Intentionally and systematically implements direct instructional opportunities and provides modeling and practice opportunities for activities that promote children’s social and emotional development throughout the school day.

  • Plans and implements intentional, systematic, playful and engaging activities that support the development of the above skills.

Collaborates with families and communities to support children’s social, emotional and cognitive development:

  • Actively seeks to make connections with their children’s family members and other important people in their children’s lives.

  • Solicits parents and community members to share their skills, experiences and cultures in the classroom.

  • Regularly communicates the school’s and individual children’s educational goals and progress to families.

  • Supports school-wide family engagement activities (i.e. planning, communicating, and/or leading) and participates in at least one family event each month.

Contributes to a community of practice:

  • Plans collaboratively and shares ideas and resources with instructional team.

  • Share best practices with others throughout the network and with AppleTree leadership.
  • Actively participates on at least one site-wide committee.

  • Provide informal and formal feedback on instructional materials, school-wide practices and professional development/coaching.
  • Guides professional development and growth of teaching assistant and helps team members meet professional goals.

  • Actively participates in school and network based professional development opportunities provided and seeks out additional professional development.

  • Incorporates coaching and feedback from regular observations conducted by Instructional Leader and AppleTree Leadership Team members.
  • Communicates professionally and constructively with colleagues.

  • Fulfills the standards of professionalism including appropriate dress, attendance and timeliness.

  • Participates and collaborates with families in Kindergarten Transition process and is informed of local DCPS and Public Charter Schools and private schools within the District (Pre-K teachers only).

Requirements

Candidates must have a bachelor’s degree in elementary education, reading, psychology, human development, early childhood education or a closely related field and two or more years of successful professional teaching experience.  Candidates must demonstrate the leadership experience, organizational skills and communication abilities to lead or co-lead the instructional team.  All Lead Teacher candidates must receive a passing score on the *Praxis II: Early Childhood Education (test code 5025) by the start of the school year or within 60 days of hire date, whichever comes first.

*Previous Praxis Early Childhood or Elementary Content Knowledge accepted) (10014).

Comments Off on High School Math Teacher (Immediate)

High School Math Teacher (Immediate)

Posted by | January 7, 2018 |

What Makes Harlem Village Academies Different?

Harlem Village Academies is a progressive K-12 charter school network in Harlem affiliated with the Progressive Education Institute. We are passionate about creating a rich intellectual life for students as well as teachers.

Progressive Educational Philosophy

We believe students learn best through experience, deep engagement and discovery. We want our students to be intellectually curious, creative, and independent. We want them to love learning, to be articulate and reflective. Students should spend their school days constructing knowledge, grappling with questions, and doing the intellectual heavy lifting, with teachers as adept guides.

Constant Learning for Teachers

We give our faculty access to the most accomplished master teachers and the most sophisticated professional learning opportunities in the country. We’re learning every day, meeting frequently to discuss our instruction, reflect on our lessons and improve our pedagogy. We’re passionate about creating a rich intellectual life for ourselves and our students.

RESPONSIBILITIES

  • Plan and teach highly engaging, academically rigorous curriculum and lessons, aligned with HVA’s standards and progressive pedagogical philosophy
  • Invest several hours per week in professional learning, including personalized instructional coaching, co-planning, department meetings, grade level meetings and other learning work
  • Build strong, lasting relationships with students, inspiring them to hold themselves to a high standard of academics and character
  • Establish and uphold classroom expectations that support students to develop increased agency, responsible autonomy and ownership over learning
  • Analyze assessment data and use it to inform your instruction
  • Collaborate with colleagues to share best practices and ensure student mastery of standards
  • Maintain close relationships with families, including phone calls and conferences
  • Contribute to the school community by attending school events, leading a club, reading group, athletic team, or other initiative

QUALIFICATIONS

  • Two years of mathematics teaching experience preferred, in grades 7-12
  • A commitment to progressive mathematics pedagogy: e.g. using inquiry, problem solving, and discussion to help students think like mathematicians and develop deep conceptual understanding
  • Strong track record of student achievement in your past teaching
  • Ability to create a class environment in which students feel safe, supported and challenged to engage deeply in meaningful work
  • A strong sense of personal accountability for student achievement
  • Unshakeable conviction that all students can learn at a high level
  • Highly thoughtful and reflective, committed to always getting smarter with colleagues, reflecting on mistakes, welcoming feedback and making continual adjustments in your practice
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Temporary Leave Substitute Teacher

Posted by | January 5, 2018 |

Temporary Leave Substitute

 

Inwood Academy for Leadership Charter School is a tuition-free public charter school that began as an idea among community members who longed to see more educational choices offered to the children of Washington Heights and Inwood.

 

All staff must be willing to commit to our mission: Inwood Academy for Leadership Charter School will empower students in Inwood and Washington Heights to become agents for change through community focused leadership, character development and college preparedness. Our staff regard our student leaders as burgeoning assets to their community and help them develop the tools they need to be successful in college and beyond.

 

About This Position – the position is a great opportunity for recent college graduates who are interested in a career in education, but do not have prior teaching experience or New York state certification. We offer Passion for education and a dedication to Inwood Academy for Leadership mission. Steadfast belief that all students can achieve at the highest academic levels and deserve an opportunity to succeed in the college and career of their choice. Bachelor’s degree required.

 

Mindsets and Experience Professional demeanor and excellent organizational skills. Self-reflective and open to regular feedback. An entrepreneurial spirit, embracing the opportunity for creativity and hard work. A positive, solution-oriented attitude and drive for excellence. Willingness to be a team player.

 

Duties and Responsibilities

  • Assume a high level of personal responsibility for the progress of all students
  • Create academically rigorous lesson plans, materials, and assessments, and differentiate as needed
  • Teach engaging, rigorous, and relevant lessons daily
  • Commit to a school culture of consistency by implementing school-wide systems, structures, and procedures
  • Reflect on various data sources to improve your practice
  • Take on a proactive role in creating a positive, structured, results-oriented and fun school culture
  • Responsible for teaching assigned students and classes in specific department
  • Engage assigned students in active learning
  • Work collaboratively with other staff and teachers daily
  • Enforce and uphold school policies and culture
  • Communicate effectively and maintain consistent relationships with students, colleagues and families
  • Supervise students during transitions in the hallway, during arrival and dismissal
  • Other special projects and assignments as designated by School Principal
  • Uphold the mission and vision of Inwood Academy for Leadership Charter School in daily decisions

Compensation

 

IAL offers a competitive compensation package including medical, dental and vision insurance, a 403B retirement plan with 5% match. In addition to extensive professional development, our teachers are equipped with all necessary instructional supplies and technology.

To Apply

 

Apply online via the Join Our Team page at www.inwoodacademy.org.

 

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

 

 

 

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Curriculum and Data Coordinator

Posted by | December 23, 2017 |

About Elm CCS

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

Curriculum and Data Coordinator

Elm Community Charter School is seeking an innovative Curriculum and Data Coordinator (CDC) with foundational knowledge and experience in developing interdisciplinary and inquiry-based curriculum, as well as an in-depth understanding of data collection and analysis. As an instructional leader, the CDC will collaborate with the Principal in overseeing curriculum development and alignment, and professional development for the staff. Reporting to the Principal, the CDC will be a results-driven leader using data to make decisions to promote student achievement.

Responsibilities:

  • Designs and develops curriculum, particularly for Humanities and STEM, working in collaboration with consultants.
  • Coordinates necessary field studies, service learning opportunities, and community partnerships related to Humanities and STEM courses
  • Provides individual staff support (e.g. coaching, co-planning) in the implementation of curriculum
  • Designs and develops benchmark assessments for literacy, math, and science
  • Oversees and manages school-wide diagnostic and benchmark assessments
  • Leads professional development around data analysis and data-driven instruction
  • Prepares academic data reports for the Principal and Board of Trustees; acts as a key guide to Principal on making responsive and timely data-driven decisions with action plans to change teaching practice
  • Collaborates with the Principal in Elm’s Response to Intervention Protocol (RtI); advocating for our school design when it comes to special education, skips and holdovers, and diagnosing trends to create effective, actionable plans to change student outcomes; and
  • Working with meticulous attention to detail and excellent project management skills with proven systems to maintain integrity

 

Qualifications

  • Minimum of 5 years teaching experience in elementary school, preferably experienced in literacy
  • Minimum of 2 years experience developing curriculum, preferably related to interdisciplinary studies
  • Master’s Degree in Education
  • Demonstrated understanding of instructional practice, including delivery of instruction, assessment and data analysis of student performance
  • Alignment to Elm’s mission, core beliefs, and educational philosophy

 

Successful candidates should also have the following experiences and characteristics:

  • Are a leader with conviction who knows how to build relationships across teams and can inspire their school community;
  • Have the capacity and interest in developing and growing in capacity and roles;
  • Have unparalleled commitment to action-driven analysis; and
  • Are deeply self-reflective, passionate, and committed to high quality education for all students
Comments Off on Curriculum and Data Coordinator

Curriculum and Data Coordinator

Posted by | December 23, 2017 |

About Elm CCS

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

 

Curriculum and Data Coordinator

Elm Community Charter School is seeking an innovative Curriculum and Data Coordinator (CDC) with foundational knowledge and experience in developing interdisciplinary and inquiry-based curriculum, as well as an in-depth understanding of data collection and analysis. As an instructional leader, the CDC will collaborate with the Principal in overseeing curriculum development and alignment, and professional development for the staff. Reporting to the Principal, the CDC will be a results-driven leader using data to make decisions to promote student achievement.

 

Responsibilities:

  • Designs and develops curriculum, particularly for Humanities and STEM, working in collaboration with consultants.
  • Coordinates necessary field studies, service learning opportunities, and community partnerships related to Humanities and STEM courses
  • Provides individual staff support (e.g. coaching, co-planning) in the implementation of curriculum
  • Designs and develops benchmark assessments for literacy, math, and science
  • Oversees and manages school-wide diagnostic and benchmark assessments
  • Leads professional development around data analysis and data-driven instruction
  • Prepares academic data reports for the Principal and Board of Trustees; acts as a key guide to Principal on making responsive and timely data-driven decisions with action plans to change teaching practice
  • Collaborates with the Principal in Elm’s Response to Intervention Protocol (RtI); advocating for our school design when it comes to special education, skips and holdovers, and diagnosing trends to create effective, actionable plans to change student outcomes; and
  • Working with meticulous attention to detail and excellent project management skills with proven systems to maintain integrity

 

Qualifications

  • Minimum of 5 years teaching experience in elementary school, preferably experienced in literacy
  • Minimum of 2 years experience developing curriculum, preferably related to interdisciplinary studies
  • Master’s Degree in Education
  • Demonstrated understanding of instructional practice, including delivery of instruction, assessment and data analysis of student performance
  • Alignment to Elm’s mission, core beliefs, and educational philosophy

 

Successful candidates should also have the following experiences and characteristics:

  • Are a leader with conviction who knows how to build relationships across teams and can inspire their school community;
  • Have the capacity and interest in developing and growing in capacity and roles;
  • Have unparalleled commitment to action-driven analysis; and
  • Are deeply self-reflective, passionate, and committed to high quality education for all students
Comments Off on Elementary Associate Principal

Elementary Associate Principal

Posted by | December 22, 2017 |

Harlem Village Academies

Harlem Village Academies is a K-12 charter network committed to the ideals of progressive education. Based in Harlem, HVA is also the demonstration site for the Progressive Education Institute.

The Opportunity

Join an incredible community of educators who are passionate about progressive pedagogy while embracing a sense of urgency, a strong work ethic, and accountability for student learning. We select individuals who share our vision and are willing to put in the hard work to achieve it.

 Responsibilities

Aligned with HVA’s progressive vision, directly manage and support teachers and instructional coaches to produce outstanding instruction and classroom culture

  • Develop teachers through professional learning with a focus on planning, modeling, and in-class coaching – and follow-up with urgency to ensure teachers are effectively implementing what they have learned (e.g., follow-up observations same or next day)
  • Use student achievement data and student work to drive instructional improvement and decisions and to help teachers achieve learning goals
  • Co-lead with principals the teacher performance management process, including direct and clear ongoing feedback, and development
  • Develop, supervise, and support teachers in progressive classroom culture that is respectful, focused, independent and aligned with HVA’s student culture

Lead and continually improve the effective implementation of school systems and structures related to:

  • Curriculum and instruction
  • Professional learning
  • Informal daily assessment, including learning targets, as well as regular interim assessments
  • Authentic presentations of learning based on criteria for quality student work
  • State test preparation
  • Communicating student progress to parents and ensuring parents are informed and involved
  • Effective data-driven tutoring to ensure students keep pace daily (rather than catching up)
  • Collaborate with and supervise the Special Education Coordinator to ensure all students are receiving the appropriate services and making appropriate progress toward learning goals
  • Collaborates with the Operations team to ensure the learning environment is beautiful, clean, and designed to support student learning
  • Support the leadership team to ensure effective implementation of logistics necessary for running a well-functioning school, such as scheduling, test administration, and other details

Qualifications:

  • At least six years’ experience teaching in an urban setting with a track record of results
  • Exceptional teaching abilities – engaging, sophisticated, effective, and progressive
  • Well-versed in the most important aspects of progressive pedagogy and/or experience in a K-8 suburban, selective, or private progressive school
  • Experience analyzing qualitative and quantitative data to inform instructional decisions
  • Demonstrated experience leading highly effective training for teachers around instructional best practices
  • Exceptional results leading others and managing a team to achieve ambitious goals
  • Demonstrated success creating and managing systems and work product
  • Incredibly high excellence bar and ownership over results
  • A team player with a strong work ethic and consistent follow-through
  • Ability to build lasting and meaningful relationships with team members, students, and families
  • Strong organizational skills and attention to detail

 

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Special Education Director

Posted by | December 22, 2017 |

Harlem Village Academies

Harlem Village Academies is a K-12 charter network committed to the ideals of progressive education. Based in Harlem, HVA is also the demonstration site for the Progressive Education Institute.

The Opportunity

Join an incredible community of educators who are passionate about progressive pedagogy while embracing a sense of urgency, a strong work ethic, and accountability for student learning. We select individuals who share our vision and are willing to put in the hard work to achieve it.

Responsibilities

The Special Education Director at Harlem Village Academies will manage a team committed to supporting special education students. The Director will build strong relationships with Education Support coordinators to ensure students with IEPs receive their mandated services and will provide the network with guidance on complex special education topics. S/he will also escalate any cases at risk of non-compliance to the Committee on Special Education (CSE) chairperson.

Our ideal candidate is a smart, passionate special education administrator with a proven track record of successfully managing special education teams. The Director understands the necessity of staying up-to-date on special education compliance topics, as well as maintaining relationships with special education stakeholders at the city and state levels. Our ideal candidate is genuinely warm, kind, and thrives on a results-driven team.

  • Ensure all students with IEPs receive their mandated services
  • Provide ongoing coaching to all Education Support coordinators throughout the year (individually and as a group) on elements of an effective ICT classroom
  • Collaborate with Education Support coordinators to provide a PD plan for paraprofessionals at the start of the year. Present or co-present PD sessions as appropriate
  • Liaise with the CSE to address out-of-compliance cases across the network
  • Collaborate with Education Support coordinators to review initial referrals to special education
  • Collaborate with families to ensure we are best supporting the needs of all of our students, including but not limited to sitting in on PPTs and/or doing some other parent/family facing work
  • Meet with Education Support coordinators to confirm Annual Review dates by the first week of school
  • Work with Education Support coordinators to determine students in need of re-evaluation and establish re-evaluation dates throughout the year
  • Meet with all Education Support coordinators to confirm mandated 3-Year Review dates by the second week of school
  • Support the MDR, FBA/BIP point-person to ensure HVA is fully compliant
  • Support Special Education coordinators in obtaining related service providers across the network
  • Support Special Education coordinators in establishing Child Study team meetings and schedule at the start of the year
  • Perform other duties as assigned

 Qualifications:

  • 3-4 years of experience as a special education teacher
  • 2-3 years of experience in a special education leadership role (department chair, grade level team leader, or dean)
  • 2-3 years of experience coaching special education teachers
  • Strong leadership, project- and time-management abilities
  • Ability to use data to inform practice, with a clear understanding of the metrics that lead to student achievement
  • A team player with a strong work ethic and consistent follow-through
  • Ability to build lasting and meaningful relationships with team members, students, and families
  • Strong organizational skills and attention to detail
  • Master’s degree
Comments Off on Managing Director, Curriculum & Assessment

Managing Director, Curriculum & Assessment

Posted by | December 22, 2017 |

Harlem Village Academies

Harlem Village Academies is a K-12 charter network committed to the ideals of progressive education. Based in Harlem, HVA is also the demonstration site for the Progressive Education Institute.

The Opportunity

Join an incredible community of educators who are passionate about progressive pedagogy while embracing a sense of urgency, a strong work ethic, and accountability for student learning. We select individuals who share our vision and are willing to put in the hard work to achieve it.

 Responsibilities

  • Educational Vision
    • Ensure all curriculum, assessments, and resources align with the vision and support high levels of student achievement
    • Oversee the implementation of the educational vision across all campuses and ensure schools are producing amazing results for students
  • Curriculum
    • Manage the creation and/or curation of all curriculum for K-8, including the scope and sequence of units, daily lesson plans, and resources
    • Create and oversee systems for implementing a consistent curriculum across all campuses
  • Data & Analysis
    • Manage the creation and/or curation of all assessments for K-8
    • Oversee the data analysis process across the network, including the data reporting
  • Professional Learning
    • Collaborate very closely with leadership on professional learning for teachers
  • Management
    • Manage the Literacy, Math, Science, Social Studies, and Arts team members
    • Build a strong, collaborative team with exceptionally high standards for work product, clear and consistent communication, and strong systems for managing multiple projects at once

Qualifications:

  • At least six years of experience in literacy-based curriculum development and/or literacy program management with a proven track record of student achievement results
  • Exceptional understanding of a progressive approach to instruction and a wide knowledge of the most innovative and successful instructional methods across the country
  • Experience creating data analysis systems and implementing those systems across a school or network of schools
  • Demonstrated experience leading highly effective professional learning  for teachers and/or leaders around instructional best practices
  • Exceptional results leading others and managing a team to achieve ambitious goals
  • Demonstrated success creating and managing systems and work product
  • Incredibly high excellence bar and ownership over results
  • A team player with a strong work ethic and consistent follow-through
  • Ability to build lasting and meaningful relationships with team members, students, and families
  • Strong organizational skills and attention to detail
  • Master’s degree
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Middle School Math Teacher

Posted by | December 20, 2017 |

Math Middle School Teacher (5th and 6th Grade)  

Start Date:  ASAP

Location: Harlem, NY

The Neighborhood Charter School of Harlem has been chartered by the New York State Education Department and opened in Central Harlem in August 2012 with kindergarten and first grade. During the summer of 2017 we will grow to sixth grade and add a grade each year thereafter until the school accommodates scholars in kindergarten through eighth grade. The school has an accomplished and committed Board, which includes its two founders as well as a Head of School. We are looking for experienced educators who are excited by the challenge of being part of a new school and have the dedication and motivation to make it happen.

Mission of the School

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

Teaching at The Neighborhood Charter School of Harlem:

High quality, dedicated teachers who have a professional and personal dedication to student achievement are the single most important factor to the success of students and the school. Therefore, recruiting and selecting the best teaching staff is of paramount importance to our success.

Responsibilities

  • Belief System
    • Have an unyielding belief that all students will achieve
    • Desire to tailor instruction and “think outside of the box” to expose students to high quality and meaningful instruction at all times
  • Planning and Preparation
    • Set and hold students accountable for high academic and behavioral standards
    • Design rigorous, inquiry-based lessons
    • Immediately adjust lessons and teaching style if it is not resulting in academic and emotional growth
    • Consider the various learning styles of students when planning and implement opportunities for all students to participate in every lesson
    • Maintain impeccable order in the classroom with clear expectations and routines
    • Develop and maintain a phenomenal room environment that is clean, organized and student centered
    • Willingness to give and accept feedback in order to promote professional growth
    • Willingness to be a public learner and participate in learning opportunities with colleagues
    • Impeccable teacher attendance and punctuality is expected
    • Superior communication skills
    • Strong work ethic

Educational Background and Work Experience

  • Bachelor’s degree
  • New York State certification or eligible
  • Demonstrated success working with students
  • One year of teaching experience working an urban setting (preferred)
  • Knowledge and experience working with students with disabilities, specifically high-functioning autism spectrum disorders

 

Compensation

We offer a very competitive salary and comprehensive benefits package.

 

 

*Please do not apply if you do not hold NYS teaching certification or are not eligible for NYS teaching certification through interstate reciprocity.

 

 

The Neighborhood Charter School of Harlem is an equal opportunity employer

 

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Site Coordinator, After-School Program

Posted by | December 20, 2017 |

The CAMBA After-School Site Coordinator is the individual in charge and on site that ensures the effective and high quality functioning of all operational aspects of CAMBA’s out of school time program in accordance with all program goals, targets and performance outcomes and all CAMBA and program policies, procedures and protocols.

ESSENTIAL DUTIES AND RESPONSIBILITIES: ​

  • Ensure the safety and security of each participant by following all CAMBA after-school protocols and procedures regarding safety, supervision, accident and incident reporting;
  • Ensure the staff is fully trained in a broad range of areas including child development, effective teaching strategies, behavior management, and positive reinforcement techniques;
  • Coordinate and follow up on participant outreach, enrollment and attendance to meet CAMBA and funder goals;
  • Plan and organize program activities to maximize program contract’s goals and performance targets;
  • Interact with and support the needs of parents through Family Nights, referrals, telephone calls and in-person meetings;
  • Collaborate with school administrators and key school staff to share information to ensure the safe transition of participants from day-school to CAMBA;
  • Collaborate with school administrators and key school staff to share information to address the academic and social/emotional needs of participants;
  • Motivate, coach and counsel staff to excel;
  • Monitor participants’ progress regularly; and
  • Any and all other tasks necessary for the successful operation of the program.

MINIMUM EDUCATION/EXPERIENCE REQUIRED:

Bachelor’s degree and two years of applicable experience and/or equivalent experience.​

OTHER REQUIREMENTS:  

  • Two years supervisory experience required
  • Experience working with elementary school students in a school-based or community-based setting; after-school experience preferred
  • Familiarity with diverse ethnic and cultural communities;
  • Outstanding organizational, critical thinking and writing skills;
  • Sensitivity to parent concerns and child development issues;
  • Enthusiasm; creativity, initiative and the ability to adapt quickly to change; and
  • The proven ability to serve as a dynamic team leader
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Community School Director

Posted by | December 15, 2017 |

Make the Road New York (MRNY) builds the power of Immigrant and working class communities to achieve dignity and justice through organizing, policy innovation, transformative education, and survival services.  We have over 22,000 members and operate five community centers in Bushwick, Brooklyn; Jackson Heights, Queens; Port Richmond, Staten Island; White Plains, Westchester and Brentwood, Long Island.

MRNY’s Youth Power Project (YPP) reaches working class youth of color and supports them in becoming effective thinkers, leaders and decision-makers. Our grassroots campaigns give young people a voice in policies that affect them. Our programs provide academic and emotional support, cultivate creativity and critical thinking skills, and helps students seize educational opportunities. MRNY is the lead partner to the four high schools on Bushwick Campus Community School. Our School Based Team works inside the campus supporting all four schools.  A community school is a hub of resources, programs, and services that contribute to meeting the needs and building on the strengths of the whole student, family and broader community. It supports culture of community where trust and accountability among all stakeholders are nurtured and strengthened.

MRNY is seeking a full time Community School Director (CSD) to lead our School Based Team at Bushwick Campus. The CSD will collaborate with MRNY staff, school leadership and other local stakeholders to build a model where community resources are directed towards students and families. The ideal candidate is a high-energy, collaborative and strategic leader, with a passion for supporting youth and families.

Responsibilities:

  • Manage the Community School project and in partnership with the school leadership ensure all Community School components are implemented strategically and effectively. This includes: our Student Success Center college access program, extended learning programs, civic engagement, health and mental health services, restorative justice, youth and family engagement, and community partnerships.
  • Develop, deepen and coordinate new and existing community partnerships to meet needs of students and families.
  • Coordinate data collection and analysis of student outcomes for ongoing improvement of program model.
  • Facilitate the Community School Plan at all levels – promote collective vision, increase community engagement and family and community participation in services and programs, foster student leadership.
  •  Ensure alignment and integration of all programming with the Principal’s vision and school-day curriculum to the fullest extent possible.
  • Supervise and support the MRNY School Based Team of staff and interns at Bushwick Campus.
  •  Improve individual school and campus community climate and culture through the use of restorative justice, social emotional learning, and other tiered interventions and practices.
  • Organize and oversee assets and needs assessments on an ongoing basis and seek input from teachers, schools, school staff, parents, and students to determine ongoing needs of students and families.
  • Develop and maintain strong relationships with teachers, parents, and students.
  • Manage community school budget and support fundraising efforts.
  • Identify high needs students, coordinate with school and CBO staff to target interventions, and track and monitor impact of interventions.
  • Participate in capacity-building activities, including initiative-wide and site-based trainings, network meetings.
  •  Represent MRNY and the community school strategy in various public forums as needed.
  • Attend all required MRNY staff meetings.

 

Requirements:

Bachelor’s degree required, Master’s degree in Education, School Counseling or Social Work preferred.

Extensive experience working with youth and in school based settings, with knowledge of youth development theories.

Commitment to social justice and knowledge of community organizations;

Bilingual (English/Spanish speaking) required.

Strong outreach, interpersonal, writing, and communication skills;

Ability to work with a team as well as independently;

Strong organizational skills and attention to detail;

Demonstrated ability to build and maintain relationships with a variety of stakeholders including  youth, educators, families and communities from a wide range of cultural, social and economic backgrounds.

Compensation and Benefits:

Competitive annual salary based on a democratically designed salary scale, depending on relevant work experience, education, and other factors. MRNY offers a generous benefit package including health insurance and 401K

Comments Off on IMMEDIATE HIRE — High School French Teacher

IMMEDIATE HIRE — High School French Teacher

Posted by | December 13, 2017 |

 

 

High School French Teacher

 

  • Are you a passionate, and talented teacher?
  • Do you love working in urban schools?
  • Are you looking for a high school culture that strikes the perfect balance of structure and freedom, where academic rigor drives all other aspects of school life, and where positive reinforcement for hard work and effort is the norm?
  • Do you constantly strive to improve your craft through coaching, incorporation of data, and whatever other resources you can find?
  • Do you thrive in the company of equally committed, driven, and gifted teachers?

 

MESA Charter High School might be the right place for you!

 

Math, Engineering, and Science Academy (MESA) Charter High School is a community high school in Bushwick, Brooklyn. We opened our doors on August 19, 2013, and we now have 465 students in grades 9-12. We graduated our first class of seniors in June 2017 and our graduate rate is 92%. Our students come from more than forty different middle schools, including public, parochial, and charter schools. Some are advanced students coming from magnet schools; others are beginning English Language Learners. What they all have in common is a desire to succeed. MESA students come to school every day, ready to work—we have a 95% attendance rate and a 97% punctuality rate, both significantly higher than other high schools in our district! When it comes to regents pass rates, MESA outperforms its peers by a rate of 20-30%!

 

Some key aspects of MESA’s design are:

 

  • Smart teaching—MESA uses a Standards-Based Grading system, which makes data understandable and accessible. This enables teachers to create targeted, focused instruction, and helps students understand and track their own progres MESA teachers love data (or at least aren’t afraid of it!).
  • Smart support—MESA teachers have a minimum of rote administrative duties in order to better focus on planning, instruction, and assessment. Teachers receive ongoing coaching and feedback.   MESA is committed to collaboratively developing and growing its teachers. Dedicated time for professional development and collaborative planning is built into the calendar.
  • Smart scheduling—MESA’s school day starts and ends later than most DOE schools, as research indicates that a late start helps high-school students succeed.
  • Smart culture—MESA provides students with a separate effort grade each week, which will lead to rewards for students. MESA also emphasizes positive reinforcement for student effort and performance. All MESA teachers lead an Advisory, and serve as Advisor to 10-13 students.
  • Smart relationships—MESA believes that all parents want their children to succeed, and enlists them as partners through phone calls, workshops, and frequent contact. More than 85% of MESA parents attended parent-teacher conferences, a number generally unheard of in unscreened urban high schools
  • Smart calendar—MESA’s calendar has187 days of instruction, as well as dedicated PD and grading days. MESA’s calendar and earlier start allow for “Intersession,” during which students receive enrichment, skill remediation, or Regents preparation.

 

 

Job Responsibilities

Teaching Duties

  • Design and teach five 52-minute sections of French each day (two periods daily of prep time). Utilize Universal Design for Learning method of planning and instruction to reach all learners.
  • Build relationships with all students. MESA teachers believe that rapport is key to student engagement and motivation.
  • Attend, participate in, and facilitate team meetings and professional development opportunities, as well as common planning times. MESA believes that good professional development is interactive, practical, and teacher-driven.
  • Communicate regularly with parents about both positive and negative interactions with students, making a minimum of two positive contacts (phone, email, or text message) with parents per week.
  • Hold office hours (extra help sessions) twice per week, either before or after school.
  • Teach one week of Intersession based on teacher interest (additional stipend provided).
  • Maintain duties as Advisor.
  • Other duties, as assigned by the Principal.

 

Qualifications: (1) Minimum Bachelor’s degree in subject area to be taught, Master’s Degree preferred; (2) At least four years’ teaching experience in an urban public high school or charter school setting; (3) Proven track-record of high achievement in the classroom and commitment to accountability; (4) Belief in and alignment with MESA’s core beliefs and educational philosophy; (5) Valid New York State Certification preferred; (6) French-speaker required.

 

Salary: Highly competitive, commensurate with experience.

 

To apply: Please email your resume and cover letter to Arthur Samuels, Executive Director, at info@mesacharter.org with the subject heading “French Teacher.” Cover letter should specifically indicate why you want to work at MESA. APPLY BY EMAIL ONLY. Due to the nature of the position and the volume of applications received, MESA will not be able to reply to all submissions. MESA will contact candidates with next steps.

Comments Off on High School Spanish Teacher

High School Spanish Teacher

Posted by | December 13, 2017 |

 

 

High School Spanish Teacher

 

  • Are you a passionate, and talented teacher?
  • Do you love working in urban schools?
  • Are you looking for a high school culture that strikes the perfect balance of structure and freedom, where academic rigor drives all other aspects of school life, and where positive reinforcement for hard work and effort is the norm?
  • Do you constantly strive to improve your craft through coaching, incorporation of data, and whatever other resources you can find?
  • Do you thrive in the company of equally committed, driven, and gifted teachers?

 

MESA Charter High School might be the right place for you!

 

Math, Engineering, and Science Academy (MESA) Charter High School is a community high school in Bushwick, Brooklyn.  We opened our doors on August 19, 2013, and we now have 465 students in grades 9-12.  We graduated our first class of seniors in June 2017 and our graduate rate is 92%.  Our students come from more than forty different middle schools, including public, parochial, and charter schools.  Some are advanced students coming from magnet schools; others are beginning English Language Learners.  What they all have in common is a desire to succeed.  MESA students come to school every day, ready to work—we have a 95% attendance rate and a 97% punctuality rate, both significantly higher than other high schools in our district!  When it comes to regents pass rates, MESA outperforms its peers by a rate of 20-30%!

 

Some key aspects of MESA’s design are:

 

  • Smart teaching—MESA uses a Standards-Based Grading system, which makes data understandable and accessible.  This enables teachers to create targeted, focused instruction, and helps students understand and track their own progress.  MESA teachers love data (or at least aren’t afraid of it!).
  • Smart support—MESA teachers have a minimum of rote administrative duties in order to better focus on planning, instruction, and assessment.  Teachers receive ongoing coaching and feedback.   MESA is committed to collaboratively developing and growing its teachers.  Dedicated time for professional development and collaborative planning is built into the calendar.
  • Smart scheduling—MESA’s school day starts and ends later than most DOE schools, as research indicates that a late start helps high-school students succeed.
  • Smart culture—MESA provides students with a separate effort grade each week, which will lead to rewards for students.  MESA also emphasizes positive reinforcement for student effort and performance.  All MESA teachers lead an Advisory, and serve as Advisor to 10-13 students.
  • Smart relationships—MESA believes that all parents want their children to succeed, and enlists them as partners through phone calls, workshops, and frequent contact.  More than 85% of MESA parents attended parent-teacher conferences, a number generally unheard of in unscreened urban high schools
  • Smart calendar—MESA’s calendar has187 days of instruction, as well as dedicated PD and grading days.  MESA’s calendar and earlier start allow for “Intersession,” during which students receive enrichment, skill remediation, or Regents preparation.

 

Job Responsibilities

Teaching Duties

  • Design and teach five 52-minute sections of Spanish each day (two periods daily of prep time).  Utilize Universal Design for Learning method of planning and instruction to reach all learners.
  • Build relationships with all students.  MESA teachers believe that rapport is key to student engagement and motivation.
  • Attend, participate in, and facilitate team meetings and professional development opportunities, as well as common planning times.  MESA believes that good professional development is interactive, practical, and teacher-driven.
  • Communicate regularly with parents about both positive and negative interactions with students, making a minimum of two positive contacts (phone, email, or text message) with parents per week.
  • Hold office hours (extra help sessions) twice per week, either before or after school.
  • Teach one week of Intersession based on teacher interest (additional stipend provided).
  • Maintain duties as Advisor.
  • Other duties, as assigned by the Principal.

 

Qualifications: (1) Minimum Bachelor’s degree in subject area to be taught, Master’s Degree preferred; (2) At least four years’ teaching experience in an urban public high school or charter school setting; (3) Proven track-reco