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Special Education Teacher

Posted by | May 18, 2023 |

Why WHIN?

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

Our Mission:

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

We believe…

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

We are looking for teachers who are…

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

We support teachers by…

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

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

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

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

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

Qualifications for the Elementary Special Education Teacher positions are:

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

 

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

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

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

 

Comments Off on TEACHER RECRUITMENT EVENT- All Contents

TEACHER RECRUITMENT EVENT- All Contents

Posted by | May 17, 2023 |

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

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

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

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

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

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

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

We hope to see you on the 31st!

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

 

 

Who We Are

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

 

Why New Visions?

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

 

Pay Range 

$67250 minimum to $132,406 maximum

 

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High School Science Teacher

Posted by | May 17, 2023 |

Who We Are

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

 

Who You Are

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

 

What You’ll Do

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

 

Why New Visions?

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

 

Pay Range 

$67,250 minimum to $132,406 maximum

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

 

Apply Now! 

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

 

EEO

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

Comments Off on High School Math Teacher

High School Math Teacher

Posted by | May 17, 2023 |

Who We Are

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

 

Who You Are

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

 

What You’ll Do

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

 

Why New Visions?

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

 

Pay Range 

$67,250 minimum to $132,406 maximum

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

 

Apply Now! 

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

 

EEO

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

Comments Off on Special Education High School Teacher

Special Education High School Teacher

Posted by | May 17, 2023 |

Who We Are

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

 

Who You Are

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

 

What You’ll Do

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

 

Why New Visions?

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

 

Apply Now!

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

https://grnh.se/ff6d126f1us

 

Salary

$67,250 minimum to $132,406 maximum

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

EEO

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

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

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

Posted by | May 17, 2023 |

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

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

https://vimeo.com/812470506

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


Join us for a VIRTUAL info session!

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

RSVP Here!

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Co-Teacher

Posted by | May 8, 2023 |

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

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

For further information go to www.literacyacademycollective.org

Comments Off on Bed Stuy Founding HS Teacher- Science

Bed Stuy Founding HS Teacher- Science

Posted by | May 5, 2023 |

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

Requirements:

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

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

Bed Stuy Founding HS Teacher- Math

Posted by | May 5, 2023 |

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

Requirements:

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

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

Bed Stuy Founding HS Teacher- Special Education

Posted by | May 5, 2023 |

Bed-Stuy New Beginnings:

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

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

Our Special Education Teachers

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

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

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

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

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

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

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

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

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

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

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

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

Comments Off on Assistant Director for Grades 6-8

Assistant Director for Grades 6-8

Posted by | April 26, 2023 |

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

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

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

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

Highlights of BxC’s middle school include

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

JOB RESPONSIBILITIES

Leadership:

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

Supervision:

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

Collaboration:

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

Academic Achievement:

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

Supporting Students

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

QUALIFICATIONS

Requirements:

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

Preferred:

  • Special education certification
  • Proficiency in Spanish

COMPENSATION

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

Superintendent of Schools

Posted by | April 26, 2023 |

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

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

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

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

 

Comments Off on 2023-2024 Movement Teacher

2023-2024 Movement Teacher

Posted by | April 24, 2023 |

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

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

– full-time teaching schedule

– differentiated lesson planning

– maintain student records

– working in a collaborative and supported environment

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

Highly Qualified Teachers – 3 yrs experience in related field required

ICS offers a highly competitive benefits package.

ICS is an Equal Opportunity Employer

2023-2024-009

Start Date: 8/21/2023

SalaryRange: $58,500.00 – $95,000.00

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

2023-2024 Students with Disabilities Co-Teacher

Posted by | April 24, 2023 |

Integration Charter Schools (ICS), a non-profit series of charter schools located in Staten Island, is seeking full-time NYS Certified 1-6, 5-9, 7-12 or All Grades Students with Disabilities (SWD) Teachers for the upcoming 2023-2024 school year.

Responsibilities will include, but not be limited to:

– Co-teaching

– Co-planning

– Participating in IEP-related activities, including meetings

– maintain student records

– working in a collaborative environment

NYS 1-6, 5-9, 7-12 or All Grades Students With Disabilities Certification is required

ICS offers a highly competitive benefits package.

ICS is an Equal Opportunity Employer

2023-2024-011

Start Date: 8/21/2023

Salary Range: $65,000.00 – $95,000.00

Comments Off on 2023-2024 Social Studies Teacher

2023-2024 Social Studies Teacher

Posted by | April 24, 2023 |

If you are looking for an exciting and rewarding career in education, Integration Charter Schools (ICS), a network of charter schools located in Staten Island, is seeking full-time 7-12 Social Studies Teachers for the upcoming 2023-2024 school year.

Responsibilities for a Social Studies teacher will include, but not be limited to:

– full-time teaching schedule

– differentiated lesson planning

– all IEP-related responsibilities

– maintain student records

– working in a collaborative environment

NYS Adolescent 7-12 Social Studies Certification is preferred

Dual 7-12 Students With Disabilities Certification is preferred

ICS offers a highly competitive benefits package.

ICS is an Equal Opportunity Employer

2023-2024-007

Start Date: 8/21/2023

Salary Range: $58,500.00 – $95,000.00

Comments Off on 2023-2024 Science Teacher

2023-2024 Science Teacher

Posted by | April 24, 2023 |

If you are looking for an exciting and rewarding career in education, Integration Charter Schools (ICS), a network of charter schools located in Staten Island, full-time 7-12, 5-9 or 1-6 Science Teachers in Living Environments/Biology, Chemistry, Physics, Earth Science or General Science for the upcoming 2023-2024 school year.

Responsibilities for a Science Teacher will include, but not be limited to:

– full-time teaching schedule

– differentiated lesson planning

– all IEP-related responsibilities

– maintain student records

– working in a collaborative and supported environment

NYS Science Certification in: Biology, Chemistry, Physics or Earth Science or General Science is preferred

Students With Disabilities Certification is preferred

ICS offers a highly competitive benefits package.

ICS is an Equal Opportunity Employer

2023-2024-006

Start Date: 8/21/2023

Salary: $58,500.00 – $95,000.00 per year

Comments Off on 2023-2024 Math Teacher

2023-2024 Math Teacher

Posted by | April 24, 2023 |

If you are looking for an exciting and rewarding career in education, Integration Charter Schools (ICS) a network of charter schools, located in Staten Island is seeking NYS Certified 5-9 or 7-12 Math Teachers for the upcoming 2023-2024 academic year.

Responsibilities for a Math Teacher will include, but not be limited to:

– full-time teaching schedule

– differentiated lesson planning

– all IEP-related responsibilities

– maintain student records

– working in a collaborative and supported environment

NYS Childhood 5-9 Math or Adolescent 7-12 Math Certification is preferred

Students With Disabilities Certification is preferred

ICS offers a highly competitive salary and benefits package.

ICS is an Equal Opportunity Employer

2023-2024-005

Start  Date: 8/21/2023

Salary Range: $58,500.00 – $95,000.00

Comments Off on 2023-2024 ELA Teacher

2023-2024 ELA Teacher

Posted by | April 24, 2023 |

If you are looking for an exciting and rewarding career in education, Integration Charter Schools (ICS), a network of charter schools located in Staten Island, is seeking full-time 5-9 or 7-12 English (ELA) Teachers for the upcoming 2023-2024 school year.

Responsibilities for an English Teacher will include, but not be limited to:

– full-time teaching schedule

– differentiated lesson planning

– all IEP-related responsibilities

– maintain student records

– working in a collaborative and supported environment

NYS Certification in: Middle 5-9 or Adolescent 7-12 ELA is preferred

Students With Disabilities Certification is preferred, but not required

ICS offers a highly competitive benefits package.

ICS is an Equal Opportunity Employer

2023-2024-008

Start Date: 8/21/2023

Salary: $58,500.00 – $95,000.00 per year

Comments Off on 2023-2024 Elementary K-5 Teacher

2023-2024 Elementary K-5 Teacher

Posted by | April 21, 2023 |

If you are looking for an exciting and rewarding career in education, The John W. Lavelle Preparatory Elementary Charter School, an Integration Charter School (ICS), for our K-6th programs. We are seeking full-time teachers with NYS Dual Childhood 1-6 Certification for the upcoming 2023-2024 school year.

Responsibilities will include, but not be limited to:

– full-time teaching schedule

– differentiated lesson planning

– maintain student records

– working in a collaborative environment

Dual NYS Childhood 1-6 Certification is required

ICS offers a highly competitive benefits package.

ICS is an Equal Opportunity Employer

2023-2024-004

Start Date: 8/21/2023

Salary: $67,902.00 – $95,000.00 per year

Comments Off on 2023-2024 Operations Associate

2023-2024 Operations Associate

Posted by | April 21, 2023 |

Integration Charter Schools (ICS) is dedicated to providing innovative pathways to college that fully integrate students living with emotional challenges and others with special needs. In building a family of associated schools that share this common mission, ICS strives to fill gaps in public education. When fully realized, ICS, in conjunction with local public schools, will provide Staten Island parents of special needs children with an array of options which is richer than that enjoyed by any other community in the United States.

The Operations Associate will report to the School Principal and to the Director of Operations. The Operations Associate will serve as the direct point of contact for families and assist in the overall operational tasks of the school. As the backbone of the school, operations handles all matters non-instructional. The individual in this role will work in a fast-paced, school-based operations environment.

Responsibilities will include, but are not limited to:

  • Assist in setting a high-standard of operational excellence throughout the school building.
  • Assist in the creation of school operational systems and structures that support the smooth operation of the school.
  • Assist with the student registration process, including collecting registration packets and documents.
  • Answer phone calls, taking messages, placing outgoing calls, and sending mass communications, when delegated.
  • Monitor hallways, transitions, lunch, breakfast, recess, and bus arrival/dismissal.
  • Initiate and track instructional and office supply orders.
  • Maintain accurate records of all orders and inventory of supply closets.
  • Manage and organize inventory and the distribution of orders and supplies.
  • Develop process plans for events, as directed by school leadership and/or network operations team.
  • Coordinate/manage data analysis and reporting.
  • Create, distribute, and organize a daily student bus list.
  • Manage and track numbers for breakfast, lunch meals and snacks.
  • Support student recruitment to ensure full enrollment and accurate reporting
  • Troubleshoot minor technology equipment (computer laptops, document cameras, printers)
  • Initiate and track service calls for technology equipment.
  • Ensuring the school’s main office environment is at all times clean, neat, organized and orderly.
  • Ensuring memos, notices, and other school-specific documents are delivered, collected from classrooms and processed daily.
  • Assist the operations team with special/time-sensitive projects throughout the year, including but not limited to: summer inventory, school year start-up, assemblies, and end of year closeout.
  • Helping to create a warm, nurturing and professional school culture.
  • Creating and Maintaining Student files .
  • Maintaining school systems: ATS, PowerSchool, and OPT.
  • Coordinate/manage student transportation.
  • Performing additional duties as designated.

Candidate must possess:

  • Bachelor’s degree, optional; minimum two years of experience in operations or an office environment preferred.
  • Experience in basic office clerical skills.
  • Motivation to ensure the messaging of ICS’ priorities.
  • Ability to work independently and to see guidance when needed.
  • Strong commitment to the mission and success of ICS.
  • Strong communication, organization, and problem-solving skills.
  • Unwavering high expectations for all students and a belief that all children deserve access to college and beyond.
  • Analytical approach to designing and iterating systems based on feedback and results
  • Willingness to roll up sleeves and take on anything necessary – a “no task is beneath me” attitude
  • Experience working in a charter school or school environment.
  • Strong proficiency in technological tools, including Google Drive
  • Skill in quickly building relationships with all constituents

ICS offers a generous benefis package.

ICS is an Equal Opportunity Employer

2023-2024-015

Start Date: 7/3/2023

Salary: $55,000.00 – $60,000.00 per year

Comments Off on 2023-2024 Dean of School Culture

2023-2024 Dean of School Culture

Posted by | April 21, 2023 |

If you are looking for an exciting and rewarding career in education, Integration Charter Schools (ICS) a network of charter schools located in Staten Island, is seeking 4 full-time Deans of School Culture for the 2023-2024 school year.

Responsibilities will include, but are not limited to:

  • Contribute towards a safe learning environment, including ensuring that student conduct is maintained and discipline is enforced fairly and consistently;
  • Oversee the consistent, fair administration and tracking of student conduct and discipline data;
  • Report and track behavior incidents in our student information system;
  • Serve as liaison to parents and facilitate parent education and involvement, including reinforcing the need for parents to support the school’s policies and practices for student discipline, dress code, homework, and events;
  • Assist in the implementation of restorative practices; conducting mediations, student-teacher circles, etc;
  • Coach teachers on classroom/ behavior management techniques;
  • Implement and follow policies and procedures for student dress code, discipline and other policies related to maintaining a positive school culture of learning and achievement;
  • Assist in the development of school events, traditions, and culture initiatives;
  • Facilitate faculty and staff development related to school culture and consistent enforcement of student discipline;
  • Undertake administrative duties assigned by the Principal.

Candidate must possess:

  • BA/BS degree or graduate degree;
  • Administrative certification welcomed, but not mandatory;
  • Experience and demonstrated ability in working with children in a teaching, counseling or other applicable capacity (examples include, but are not limited to involvement with community youth organizations, supervisory roles in the Boy Scouts or Girl Scouts, and mentorships);
  • Exhibited leadership in working with professional staff, students, and the community;
  • Ability to take initiative and work independently;
  • Agreement with the academic goals and philosophy of ICS;
  • Commitment to accountability, including a rigorous student testing regime;
  • Demonstrated success in encouraging parental involvement.

ICS offers a highly competitive benefits package.

ICS is an Equal Opportunity Employer

2023-2024-012

Start Date: 7/3/2023

Salary: $100,000.00 – $110,000.00 per year

Comments Off on Summer Day Inclusion Camp Specialist (Long Island City YMCA)

Summer Day Inclusion Camp Specialist (Long Island City YMCA)

Posted by | April 21, 2023 |

Salary: $30.00 P/H

 

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

Summer Camp season is quickly approaching, and the Long Island City YMCA is currently accepting applications for Summer Day Inclusion Camp Specialists responsible for providing a safe and positive environment for school age children with special needs, to provide opportunities for learning, interaction and academic/personal growth.

Y Summer Camp
There is an energy and magic to summer camp that cannot be replicated. Throughout the gyms, classrooms, playgrounds, campgrounds, buses and trains, campers can be heard laughing, singing, playing and learning. Y Camps provide an exciting camp experience in a safe and accepting environment and enhance campers’ self-confidence, self-esteem and leadership skills.

Is this the job for you? 
Do you want to work for an organization that continuously strives to make a positive impact in NYC? The Y is in all 5 boroughs. We serve 12,000 campers by providing fun, safe and positive experiences for kids.

Who are we looking to hire?
We are looking for people who enjoy working with youth. People who are creative, have a passion about teaching youth new skills, are enthusiastic and model our four core values: Caring, Honesty, Respect and Responsibility. We are looking for people who can provide a safe and positive environment for school age children, to provide opportunities for learning, interaction, and academic/personal growth.

What’s in it for you?
Aside from being a part of a greater movement and actively playing a role in developing our next generation, the Y offers so much more:

  • Build your resume with marketable skills that include teamwork, creativity, communication and leadership. 
  • Receive 40 hours of training which are great to list on your resume. 
  • Work for an organization that consistently raises the bar and always looks towards being innovative – did you know the Y invented basketball? 
  • Have fun – while this is a serious job and safety is our number one priority, we conduct our days with all things fun. 
  • Take advantage of discount offers to special events throughout New York City, via our
  • “Plum Benefits” program. 
  • Get a Y membership. Our seasonal staff receive an individual, adult membership for the time of their employment.

Want more information on Camp? – click here.

Desired Skills & Experience:

  • High school diploma or equivalent required; college credits preferred.
  • At least 18 years old. 
  • Experience working with children with special needs.
  • General knowledge of MS Word, Excel, and PowerPoint.

Key dates
The summer day camp season begins July 3rd and ends on August 25th. You must also attend, and successfully complete, 40 hours of pre-camp training.

We offer an exciting and innovative work environment with an organizational culture committed to serving all members of our community. As a leading not-for-profit, community service organization, our Association relies heavily on fundraising to support the wide range of programs we proudly provide the communities we serve. Our expectation is that all staff promotes participation of their branch fundraising efforts in some capacity.

Benefits:
The YMCA of Greater New York offers a variety of benefits to its staff members including retirement benefits, medical, paid-time off, free YMCA membership and more! Benefit eligibility is determined by an individual’s employment status (ie. full-time or part-time), tenure and/or the number of hours scheduled to work. Click here for more information.

 

EQUAL OPPORTUNITY EMPLOYER DRUGFREE WORKPLACE
Auxiliary aids and services are available upon request to individuals with disabilities

YMCA OF GREATER NEW YORK | Where there’s a Y, there’s a way.

Comments Off on 2023-2024 College and Career Advisor

2023-2024 College and Career Advisor

Posted by | April 20, 2023 |

Integration Charter Schools, a network of charter schools located in Staten Island, is seeking an experienced College and Career Advisor to foster and grow a K-12 college going culture, and to ensure that all scholars are on the road to 100% college or trade school acceptance and matriculation. The college advisor will work closely with Vice Presidents of Education, school principals and another advisors to increase awareness about college life, guide scholars and families through the college search process, and support scholars in their application process.

Mindsets and Experience

  • Steadfast belief that all students can achieve at the highest academic levels and deserve an opportunity to succeed in the college of their choice
  • Bachelor’s degree required
  • At least three years of college advising to low-income, first generation college applicants and their families preferred
  • Strong analytical, writing, and communication skills
  • Excellent organizational skills and an acute attention to detail
  • Ability to see multiple projects with many moving parts through from beginning to end
  • Focus on results and flexibility/willingness to do “whatever it takes”
  • Ability to work autonomously as well as take direction
  • Professional demeanor
  • Self-reflective and open to frequent feedback, with the ambition and desire to grow as a leader
  • A positive, solutions-oriented attitude and drive for excellence
  • Willingness to be a team player

Responsibilities

  • Beginning in the 4th quarter, provide one-on-one college counseling to high school juniors to help them begin to develop their college lists and personal statements.
  • Provide one-on-one college counseling to seniors through, helping them finalize their college list, write a personal statement, complete their college application, apply for financial aid, and decide where to matriculate
  • Plan and lead workshops for families on key topics, such as college applications, college fit, SAT preparation, financial aid planning, and admissions policies
  • Lead professional development for staff on writing letters of recommendations. Manage the letters of recommendation for students.
  • Develop and maintain a robust network of college admission professionals through regular communication and visits from and to colleges and universities that best support first generation, low income, college students
  • Maintain regular communication with network of colleges and universities to support admission and financial aid offerings.
  • Build and collaborate with the College Team and the Operations team to plan and execute successful college trips based on colleges/universities that best support first generation, low income.
  • Ensure students take advantage of special opportunities made available to low-income students in the college search and application process (i.e. fee waivers, fly-in visits, university partner programs, and scholarships)

ICS offers a competitive salary and benefits package

ICS is an Equal Opportunity Employer

2023-2024-016

Start Date: 8/21/2023

Salary: $90,000.00 – $100,000.00

Comments Off on 2023-2024 PowerSchool Analyst

2023-2024 PowerSchool Analyst

Posted by | April 20, 2023 |

Integration Charter School is dedicated to providing innovative pathways to college that fully integrate students living with emotional challenges and others with special needs. In building a family of associated schools that share this common mission, ICS strives to fill gaps in public education. When fully realized, ICS, in conjunction with local public schools, will provide Staten Island parents of special needs children with an array of options which is richer than that enjoyed by any other community in the United States.

The successful candidate will serve as the PowerSchool Analyst and oversee PowerSchool operations, create custom reports, dashboards and pages, as well as provide training and support.

Responsibilities will include, but not be limited to:

  • Manage and maintain Student Information System (PowerSchool)
  • Sets and provides training and support for PowerScheduler
  • Provide information and/or training to staff on the use of the student information system and application of data from the system
  • Coordinate with school staff to facilitate smooth operations and processes when collecting and reporting on student information. Provide feedback, coaching and developmental opportunities to ensure the team’s successful performance
  • Develop custom reports and dashboards within PowerSchool
  • Create customizations within PowerSchool
  • Anticipate and address user concerns; create viable solutions to meet business requirements
  • Provide technical assistance and support for PowerSchool and all linked programs/applications
  • Monitoring of the student information system and audit for compliance with applicable requirements; implement recommendations and ensure that the system is flexible to meet user needs; incorporate user input and feedback to develop plans to enhance the system
  • Complete annual system backup
  • Systems setup (annual and as needed)
  • Run regular audits to maintain accuracy

Candidate should possess the following:

    • College/technical degree
    • Excellent oral and written communication skills
    • Ability to meet established deadlines
    • Ability to work with a high degree of accuracy
    • Skills in the use of graphic user interfaces
    • Ability to troubleshoot hardware and software problems
    • Ability to exercise independent judgment in correcting data errors or omissions
    • Experience with developing standards and managing audits against standards
    • Experience with developing and delivering end user training on data systems
    • Experience in K-12 education
    • Experience with APEX and creating Plugins
    • Proficient in HTML, SQL

ICS is an Equal Opportunity Employer

ICS offers a competetive salary and benefits package.

2023-2024-002

Salary Range: $75,000 – $89,000

Comments Off on 2023-2024 PowerSchool Analyst

2023-2024 PowerSchool Analyst

Posted by | April 20, 2023 |

Integration Charter School is dedicated to providing innovative pathways to college that fully integrate students living with emotional challenges and others with special needs. In building a family of associated schools that share this common mission, ICS strives to fill gaps in public education. When fully realized, ICS, in conjunction with local public schools, will provide Staten Island parents of special needs children with an array of options which is richer than that enjoyed by any other community in the United States.

The successful candidate will serve as the PowerSchool Analyst and oversee PowerSchool operations, create custom reports, dashboards and pages, as well as provide training and support.

Responsibilities will include, but not be limited to:

  • Manage and maintain Student Information System (PowerSchool)
  • Sets and provides training and support for PowerScheduler
  • Provide information and/or training to staff on the use of the student information system and application of data from the system
  • Coordinate with school staff to facilitate smooth operations and processes when collecting and reporting on student information. Provide feedback, coaching and developmental opportunities to ensure the team’s successful performance
  • Develop custom reports and dashboards within PowerSchool
  • Create customizations within PowerSchool
  • Anticipate and address user concerns; create viable solutions to meet business requirements
  • Provide technical assistance and support for PowerSchool and all linked programs/applications
  • Monitoring of the student information system and audit for compliance with applicable requirements; implement recommendations and ensure that the system is flexible to meet user needs; incorporate user input and feedback to develop plans to enhance the system
  • Complete annual system backup
  • Systems setup (annual and as needed)
  • Run regular audits to maintain accuracy

Candidate should possess the following:

    • College/technical degree
    • Excellent oral and written communication skills
    • Ability to meet established deadlines
    • Ability to work with a high degree of accuracy
    • Skills in the use of graphic user interfaces
    • Ability to troubleshoot hardware and software problems
    • Ability to exercise independent judgment in correcting data errors or omissions
    • Experience with developing standards and managing audits against standards
    • Experience with developing and delivering end user training on data systems
    • Experience in K-12 education
    • Experience with APEX and creating Plugins
    • Proficient in HTML, SQL

ICS is an Equal Opportunity Employer

ICS offers a competetive salary and benefits package.

2023-2024-002

Salary Range: $75,000 – $89,000

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2023-2024 PowerSchool Analyst

Posted by | April 20, 2023 |

Integration Charter School is dedicated to providing innovative pathways to college that fully integrate students living with emotional challenges and others with special needs. In building a family of associated schools that share this common mission, ICS strives to fill gaps in public education. When fully realized, ICS, in conjunction with local public schools, will provide Staten Island parents of special needs children with an array of options which is richer than that enjoyed by any other community in the United States.

The successful candidate will serve as the PowerSchool Analyst and oversee PowerSchool operations, create custom reports, dashboards and pages, as well as provide training and support.

Responsibilities will include, but not be limited to:

  • Manage and maintain Student Information System (PowerSchool)
  • Sets and provides training and support for PowerScheduler
  • Provide information and/or training to staff on the use of the student information system and application of data from the system
  • Coordinate with school staff to facilitate smooth operations and processes when collecting and reporting on student information. Provide feedback, coaching and developmental opportunities to ensure the team’s successful performance
  • Develop custom reports and dashboards within PowerSchool
  • Create customizations within PowerSchool
  • Anticipate and address user concerns; create viable solutions to meet business requirements
  • Provide technical assistance and support for PowerSchool and all linked programs/applications
  • Monitoring of the student information system and audit for compliance with applicable requirements; implement recommendations and ensure that the system is flexible to meet user needs; incorporate user input and feedback to develop plans to enhance the system
  • Complete annual system backup
  • Systems setup (annual and as needed)
  • Run regular audits to maintain accuracy

Candidate should possess the following:

    • College/technical degree
    • Excellent oral and written communication skills
    • Ability to meet established deadlines
    • Ability to work with a high degree of accuracy
    • Skills in the use of graphic user interfaces
    • Ability to troubleshoot hardware and software problems
    • Ability to exercise independent judgment in correcting data errors or omissions
    • Experience with developing standards and managing audits against standards
    • Experience with developing and delivering end user training on data systems
    • Experience in K-12 education
    • Experience with APEX and creating Plugins
    • Proficient in HTML, SQL

ICS is an Equal Opportunity Employer

ICS offers a competetive salary and benefits package.

2023-2024-002

Salary Range: $75,000 – $89,000

Comments Off on 2023-2024 PowerSchool Analyst

2023-2024 PowerSchool Analyst

Posted by | April 20, 2023 |

Integration Charter School is dedicated to providing innovative pathways to college that fully integrate students living with emotional challenges and others with special needs. In building a family of associated schools that share this common mission, ICS strives to fill gaps in public education. When fully realized, ICS, in conjunction with local public schools, will provide Staten Island parents of special needs children with an array of options which is richer than that enjoyed by any other community in the United States.

The successful candidate will serve as the PowerSchool Analyst and oversee PowerSchool operations, create custom reports, dashboards and pages, as well as provide training and support.

Responsibilities will include, but not be limited to:

  • Manage and maintain Student Information System (PowerSchool)
  • Sets and provides training and support for PowerScheduler
  • Provide information and/or training to staff on the use of the student information system and application of data from the system
  • Coordinate with school staff to facilitate smooth operations and processes when collecting and reporting on student information. Provide feedback, coaching and developmental opportunities to ensure the team’s successful performance
  • Develop custom reports and dashboards within PowerSchool
  • Create customizations within PowerSchool
  • Anticipate and address user concerns; create viable solutions to meet business requirements
  • Provide technical assistance and support for PowerSchool and all linked programs/applications
  • Monitoring of the student information system and audit for compliance with applicable requirements; implement recommendations and ensure that the system is flexible to meet user needs; incorporate user input and feedback to develop plans to enhance the system
  • Complete annual system backup
  • Systems setup (annual and as needed)
  • Run regular audits to maintain accuracy

Candidate should possess the following:

    • College/technical degree
    • Excellent oral and written communication skills
    • Ability to meet established deadlines
    • Ability to work with a high degree of accuracy
    • Skills in the use of graphic user interfaces
    • Ability to troubleshoot hardware and software problems
    • Ability to exercise independent judgment in correcting data errors or omissions
    • Experience with developing standards and managing audits against standards
    • Experience with developing and delivering end user training on data systems
    • Experience in K-12 education
    • Experience with APEX and creating Plugins
    • Proficient in HTML, SQL

ICS is an Equal Opportunity Employer

ICS offers a competetive salary and benefits package.

2023-2024-002

Start Date: 7/3/2023

Salary Range: $75,000 – $89,000

Comments Off on 2023-2024 Data Instructional Coach

2023-2024 Data Instructional Coach

Posted by | April 20, 2023 |

Integration Charter School is dedicated to providing innovative pathways to college that fully integrate students living with emotional challenges and others with special needs. In building a family of associated schools that share this common mission, ICS strives to fill gaps in public education. When fully realized, ICS, in conjunction with local public schools, will provide Staten Island parents of special needs children with an array of options which is richer than that enjoyed by any other community in the United States.

The successful candidate will serve as the Data Instructional Coach and will work closely with school and network leaders to allow for data driven decision making and monitoring the health of the organization.

Reporting to the Director of Program Evaluation, the Data Instructional Coach will analyze and present data, create dashboards and track implemented programs. The individual will manage all network and State assessments. In addition to working with leaders, the individual will work closely with other members of the program evaluation team, as well as other shared services.

Responsibilities will include, but not be limited to:

  • Analyze and present data to school and district leaders
  • Track school and district programs and provide data related updates
  • Development and maintenance of school performance dashboards that are aligned to the organization’s performance management framework key metrics
  • Run monthly district and school data meetings
  • Convenes regular meetings with school-based data managers to provide professional development
  • Compile longitudinal data sets linking historical standardize test score data, internal assessments, and other academic or non-academic data elements
  • Order, print, and scan all network assessments
  • Create testing groups based on student need and school parameters

Candidate should possess the following:

  • Master’s degree with at least 9 credits in STEM
  • Excellent oral and written communication skills
  • Ability to meet established deadlines
  • Ability to work with a high degree of accuracy
  • Ability to interpret and explain data
  • Experience in K-12 education
  • Proficient in MS Excel/PowerBI
  • Proficient in Google Suites
ICS offers a highly competitive salary and benefits package.

ICS is an Equal Opportunity Employer

Salary Range:  $100,000 – $110,000

2023-2024-001

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2023-2024 Data Instructional Coach

Posted by | April 20, 2023 |

Integration Charter School is dedicated to providing innovative pathways to college that fully integrate students living with emotional challenges and others with special needs. In building a family of associated schools that share this common mission, ICS strives to fill gaps in public education. When fully realized, ICS, in conjunction with local public schools, will provide Staten Island parents of special needs children with an array of options which is richer than that enjoyed by any other community in the United States.

The successful candidate will serve as the Data Instructional Coach and will work closely with school and network leaders to allow for data driven decision making and monitoring the health of the organization.

Reporting to the Director of Program Evaluation, the Data Instructional Coach will analyze and present data, create dashboards and track implemented programs. The individual will manage all network and State assessments. In addition to working with leaders, the individual will work closely with other members of the program evaluation team, as well as other shared services.

Responsibilities will include, but not be limited to:

  • Analyze and present data to school and district leaders
  • Track school and district programs and provide data related updates
  • Development and maintenance of school performance dashboards that are aligned to the organization’s performance management framework key metrics
  • Run monthly district and school data meetings
  • Convenes regular meetings with school-based data managers to provide professional development
  • Compile longitudinal data sets linking historical standardize test score data, internal assessments, and other academic or non-academic data elements
  • Order, print, and scan all network assessments
  • Create testing groups based on student need and school parameters

Candidate should possess the following:

  • Master’s degree with at least 9 credits in STEM
  • Excellent oral and written communication skills
  • Ability to meet established deadlines
  • Ability to work with a high degree of accuracy
  • Ability to interpret and explain data
  • Experience in K-12 education
  • Proficient in MS Excel/PowerBI
  • Proficient in Google Suites
ICS offers a highly competitive salary and benefits package.

ICS is an Equal Opportunity Employer

Salary Range:  $100,000 – $110,000

Start Date: 7/3/2023

2023-2024-001

Comments Off on 2023-2024 Assistant Principal

2023-2024 Assistant Principal

Posted by | April 20, 2023 |

Integration Charter Schools (ICS) is dedicated to providing innovative pathways to college that fully integrate students living with emotional challenges and others with special needs. In building a family of associated schools that share this common mission, ICS strives to fill gaps in public education. When fully realized, ICS, in conjunction with local public schools, will provide Staten Island parents of special needs children with an array of options which is richer than that enjoyed by any other community in the United States.

The Assistant Principal will report directly to the School Principal and will assist in the administration of the school programing by providing leadership, support and supervision to school staff. The Assistant Principal serves as a thought partner for the Principal in order to promote the educational development and achievement of all students. Additionally, they are responsible for assisting the Principal in developing and implementing all aspects of program development and improvement, providing professional staff development and partnering with families and other stakeholders to ensure the overall success of the school and students

Responsibilities will include, but are not limited to:

  • Assist in the role of instructional leader to promote student behavior that is supportive, and conducive, to the implementation of the school’s instructional programs and goals.
  • Serve as Principal in the absence of the Principal.
  • Create, plan, and implement program aligned professional learning opportunities for all stakeholders of the school community. Work with teachers to create effective lesson plans that meet State standards
  • Assist in screening, selecting, assigning, supervising and evaluating school-based faculty and staff.
  • In consultation with the network staff and school counterparts, analyze data, identify instructional and cultural trends through the school. Serve as a liaison between staff, families, and administration.
  • Perform ongoing observations of teachers utilizing Teach Boost.
  • Develop master schedules and calendars, which maximize the achievement of program objectives.
  • Along with the Principal, coach and develop teachers, coaches, grade team leaders, and department chairs.
  • Work with the Principal to develop and maintain systems, structures, procedures and routines that speak to the direct needs of the school.
  • Implements co-curricular activities, including athletics, athletic supervision and clubs. Work to address student behavioral issues as needed.
  • Meet with families to address concerns.
  • Address any staff concerns or issues as needed.
  • Acts in a supportive role with the Principal in work with parents, teachers, and the community to promote the effective flow of communications and ensure positive relations with parents, business leaders and community members.
  • Listen and respond to parent concerns with sensitivity.
  • Work directly with the Principal to ensure that the school is operating efficiently

Candidate must possess:

  • Bachelor’s degree, required; Masters in Education/School Leadership preferred.
  • Motivation to ensure the messaging of ICS’ priorities.
  • Ability to work independently and to seek guidance, when needed.
  • Strong commitment to the mission and success of ICS
  • Strong communication, organization, and problem-solving skills
  • Unwavering high expectations for all students and a belief that all children deserve access to college and beyond
  • Analytical approach to designing and iterating systems based on feedback and results.
  • Willingness to roll up sleeves and take on anything necessary – a “no task is beneath me” attitude.
  • Experience working in a charter school or school environment.
  • Strong proficiency in technological tools, including Google Drive.
  • Skill in quickly building relationships with the school community.

ICS offers a generous benefits package.

ICS is an Equal Opportunity Employer

2023-2024-013

Start Date: 7/3/2023

Salary Range: $115,000 – $125,000

Comments Off on 2023-2024 School Social Worker

2023-2024 School Social Worker

Posted by | April 19, 2023 |

Integration Charter Schools (ICS) located on Staten Island is seeking full-time Licensed Master Social Workers (LMSW) or Licensed Clinical Social Workers (LCSW) for the 2023-2024 school year.

Responsibilities for the School Social Worker will include, but not be limited to:

  • Working within a clinically experienced counseling team;
  • Working with middle school students on the high end of the Autism Spectrum in an integrated school setting;
  • Computer and documentation skills.

Prior clinical mental health experience with students in grades K-12 is required.

Supervision and training will be provided.

Spanish speaking candidates preferred.

ICS offers a highly competitive salary, commensurate with experience, and a great benefits package.

ICS is an Equal Opportunity Employer

2023-2024-014

Start Date: 8/21/2023

Salary Starting at $70,000

Comments Off on Upper Elementary Math Teacher [3rd – 5th Grade] (2023-2024)

Upper Elementary Math Teacher [3rd – 5th Grade] (2023-2024)

Posted by | April 19, 2023 |

Positions Report to: Instructional Leadership Team

Start/End Date: 2023-2024 School Year

Hours: 7:40 am – 4:15 pm + some out of school time responsibilities

Compensation: (Please note that this is a general range – salaries are determined based on credentials & years of experience. East Harlem Scholars Academies also offers a comprehensive benefits package): 

  • Bachelors: $62,177 – $109,617
  • Bachelors w/ cert: $62,798 – $110,713
  • Masters: $68,735 – $119,424
  • Masters w/ cert: $69,422 – $120,619
  • PhD: $75,986 – $130,109

FLSA Status: Exempt

Who We Are

East Harlem Scholars Academies are community-based Pre-K to 12 public charter schools operated by  East Harlem Tutorial Program (EHTP). EHTP began in 1958 as a children’s reading group and has since grown into a multi-site after-school program for traditional public school students and a network of public charter schools focused on significantly increasing the college graduation rate in East Harlem. We are on track to serve at least 25% of East Harlem students by 2025, with enrollment for this year at approximately 2200 students in our schools and after school programs. In 2020, 99% of our seniors were accepted to college, and our current scholars in college are on-track to graduate at eight times the national average of their peers.

At EHTP we also aim to serve as an agent of change and thoughtfully contribute to the national fight for racial equity. Through our organization-wide commitment to anti-racism work, we prepare our scholars to effect change, challenge the status quo, and thrive in the world around them. As staff members, we face our own racial identities and conscious and unconscious biases. With this in mind, all of our professional development, curriculum, organizational materials, and processes are designed with a goal of racial justice. Read our racial equity statement here.

We ground all of our work in racial equity, in our core values, and in our four guiding pursuits: the Revolutionary Pursuit of Love, the Radical Pursuit of Knowledge, the Responsive Pursuit of Healing, and in the Relentless Pursuit of Results. These pursuits inform and are reflected in our current four key strategic priorities: to increase high-impact, high-quality academic curriculum, programming content, staff capacity, and coaching; to embrace and advance our use of technology; to deepen our embodiment of ethical and equitable radical humanity; and to efficiently operationalize teaching, learning, community, and care.

For more information about Scholars Academies, please visit us at www.eastharlemscholars.org.

About The Opportunity

As a teacher with Scholars Academies you will be student facing the majority of the day. You will work closely with your grade team and the instructional leadership team to internalize, and in some cases develop, curriculum; provide high-quality instruction; track and measure student progress; create a positive classroom and school culture, and to engage in reflection and continuous improvement. As a team we will work together to prepare students with the skills, strength of character, and emotional well-being to excel academically, lead in their communities, and realize their best possible selves.

For more details about the role, please click here.

What Qualifies You

  • You hold yourself to high professional and ethical standards
  • You enjoy and/or have experience working with diverse populations of students and communities
  • You believe that every student can and will learn when provided with a quality education
  • You have demonstrated success in raising the achievement levels of traditionally at-risk students
  • You are willing to be flexible in your role and adapt to school and student needs
  • You are committed to continuous improvement and learning through professional development
  • You have a minimum of three-year’s experience in relevant educational positions
  • You have a Bachelor’s Degree or higher, and hold or are in the process of obtaining a NYS Certification

Areas of Leadership

  • Demonstrate successful partnership with classroom co-teacher and utilize multiple co-teaching models in the classroom
  • Embodiment and effective modeling of our core values for students to exhibit and practice them
  • Sets ambitious goals based on backwards planning, demonstrating locus of control, and aligned with an overall vision for student success, content to be learned, personal knowledge of students, and overall instructional context
  • Demonstrates deep knowledge of content and effective pedagogy, evidenced by clear and objective-driven instruction, and meaningful student engagement through active learning practices
  • Staff member sets clear expectations and institutes routines so as to establish and maintain a purposeful, supportive, and fun environment for learning, in which students feel safe, valued, and respected by adults and their peers
  • Builds a classroom community where restorative practices are actively modeled and used to navigate student and community challenges
  • Demonstrates a Team First mindset, through proactive contributions to the community, and advances his/her practice through reflection, development opportunities, participation in the professional community, and actively engaging families and community members

Thank you for taking the time to submit an application.

Comments Off on High School Educator Recruitment Event- All Contents, Counselors, Teachers and Social Workers

High School Educator Recruitment Event- All Contents, Counselors, Teachers and Social Workers

Posted by | April 4, 2023 |

What are Affinity Partner Schools?

New Visions partners with 71 district high schools in all five boroughs as part of our Affinity Network. These schools receive support from New Visions with school management tools, instructional resources, extensive coaching through our continuous improvement models, and more!  In 2021-22, graduation rates in our Affinity partner schools reached 92% and our support for postsecondary readiness has expanded exponentially.

 

Why Teach With Us?

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

Advantages of teaching at a New Visions Affinity Network school (employed by the NYC Dept of Education) include:

  • Emphasis on knowledge sharing practices, frequent training, and targeted professional development opportunities
  • Eligibility to apply for grants and fellowships to support the personal and professional development of exceptional teachers
  • Access to leadership development programs and career opportunities from the classroom to school administration to educational reform
  • Support with data tools needed to effectively support students

Who You Are

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

 

What You’ll Do

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

 

Apply Now!

To apply and read the comprehensive job description, visit our careers site:

https://grnh.se/0549b7b51us

Network with DOE Affinity Partner Schools hosted by New Visions – May 4, 2023 4:30-7pm

We are hosting an in-person recruitment event for our 70+ DOE Affinity High School Network to support hiring for the upcoming school year. Meet representatives from our schools to discuss opportunities for SY23-24. The event will take place in our central office near Grand Central from 4:30-7pm.

Register here:

https://sites.google.com/newvisions.org/newvisionsaffinityevents2023/home

 

Salary Information

We follow the DOE and city salary schedules found here: https://www.uft.org/your-rights/salary/doe-and-city-salary-schedules

 

Pay Range

$61,070—$128,657 USD

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

Comments Off on VOICE CHARTER SCHOOL TEACHER HIRING DAY – THURSDAY, APRIL 27TH

VOICE CHARTER SCHOOL TEACHER HIRING DAY – THURSDAY, APRIL 27TH

Posted by | March 28, 2023 |

TEACHER HIRING DAY

THURSDAY APRIL 27TH

SAME DAY OFFERS!

The VOICE Charter School is hiring Teachers and Classroom Assistants to join our diverse team of dedicated and caring educators.

  • Meet with our hiring team, perform your demo and get a same-day offer!
  • We have positions available for immediate hire AND positions that will start at the beginning of the next school year.
  • Arrival at 7:30am and lunch will be served.

Send your RSVP to Opportunities@voicecharterschool.org by April 24th

We look forward to meeting you!

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Math-SETSS Teacher

Posted by | March 28, 2023 |

POSITION: Math-SETSS Interventionist (Middle School)

QUALIFICATIONS

  • Bachelor’s degree in Education or similar required
  • Master’s degree preferred
  • Required NYSED Certification: Students with Disabilities or Special Education
  • 3+ years teaching experience preferred (K-12)
  • Bilingual (Spanish) desirable

Key Responsibilities:

  • Provide and plan units of study from the Illustrative Mathematics curriculum
  • Uses the curriculum to create lessons that are inquiry-based and student-centered
  • Incorporate various math centers/manipulatives to develop and monitor content growth
  • Extensively checks for student understanding and utilizes various scaffolded tasks to help students who need enrichment or struggling with concepts
  • Uses research-based and impactful instructional strategies to engage students in learning mathematical content
  • Conduct comprehensive assessments that measure growth as well as help prepare students on how to navigate questions and language on standardized tests
  • Demonstrates knowledge of the New York State Next Generation learning standards
  • Lead an advisory group
  • Actively participate, advocate, and collaborate with staff members during grade level/department meetings and professional development sessions
  • Collaborate with student support coordinator and teachers to create remedial math plans
  • Maintain strong and effective communication and relationships with teachers, administration, and families

The ideal candidate is:

  • Dedicated to the AoC mission and an anti-racist curriculum/education
  • Aligned to AoCMS core values
  • Able to ensure our students have the tools they need to attend high school/college and help instill a perseverance attitude
  • A “go-getter” that has a sense of urgency in closing the achievement, opportunity, and digital gap
  • A team player that has a desire to work in a team-oriented environment and collaborate with colleagues
  • Able to keep a growth mindset, they are able to receive frequent feedback with humility and has a strong desire to reflect, grow, and develop as an educator
  • Able to analyze student data, be an advocate for student academic needs, and have collaborative discussions with teachers
  • Willing to work in an ever-changing environment and face challenges head-on with a positive and professional attitude
  • Believe in restorative justice practices and is able to implement an interdisciplinary and holistic approach to meeting students’ needs

SALARY: Commensurate with experience (Range begins from $60,000)

BENEFITS: This is a union position. AoCMS teachers are part of a United Federation of Teachers (UFT) chapter. The candidate will receive a comprehensive benefits package which includes programs like TransitChek, a retirement 403(B) plan, and UFT dental/vision & medical benefits. Free parking for employees is available on site.

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

Comments Off on Community Roots Charter School, Middle School Certified Special Education-General Studies Teaching Positions 2023-2024

Community Roots Charter School, Middle School Certified Special Education-General Studies Teaching Positions 2023-2024

Posted by | March 26, 2023 |

About the Position:

We are looking for Middle School Certified Special Education-General Studies teachers for the upcoming 2023-2024 school year. These positions will be an Integrated Co-Taught (ICT) classes.

 

About Us:

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

 

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

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

 

Benefits and Compensation:

  • CRCS’ salary scale for 2022-23 ranges from $63,648.00 to $118,681.80
  • Salary works to be competitive with the DOE salary scale
  • 403b employer match of retirement contributions 
  • Single and family dental, vision, and health care
  • Pre-tax commuter benefits
  • Available funding for professional development opportunities
  • Community of teachers and staff who are driven, compassionate and supportive

 

Qualifications:

  • Preference for New York State Teacher Certification
  • Prior teaching experience with demonstrated success
  • Preference for dual certification in Teaching Students with Disabilities (Special Education) and a content area

 

Community Roots seeks individuals who:

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

 

How to apply: Please apply online at www.communityroots.org/jobs

 

Comments Off on Community Roots Charter School, Middle School Math/Science Teaching Position 2023-2024

Community Roots Charter School, Middle School Math/Science Teaching Position 2023-2024

Posted by | March 26, 2023 |

About the Position:

We are looking for a Middle School Math/Science teacher for the upcoming 2023-2024 school year. This position will be an Integrated Co-Taught (ICT) class.

 

About Us:

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

 

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

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

 

Benefits and Compensation:

  • CRCS’ salary scale for 2022-23 ranges from $63,648.00 to $118,681.80
  • Salary works to be competitive with the DOE salary scale
  • 403b employer match of retirement contributions 
  • Single and family dental, vision, and health care
  • Pre-tax commuter benefits
  • Available funding for professional development opportunities
  • Community of teachers and staff who are driven, compassionate and supportive

 

Qualifications:

  • Preference for New York State Teacher Certification
  • Prior teaching experience with demonstrated success
  • Preference for dual certification in Teaching Students with Disabilities (Special Education) and a content area

 

Community Roots seeks individuals who:

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

 

How to apply: Please apply online at www.communityroots.org/jobs

 

Comments Off on Community Roots Charter School, 6th-8th Grade Humanities, 2023-2024

Community Roots Charter School, 6th-8th Grade Humanities, 2023-2024

Posted by | March 26, 2023 |

About the Position:

We are looking for ELA, Social Studies and/or Special Education teachers for our 6th-8th grade Humanities ICT classrooms. Community Roots offers Integrated Co-Taught (ICT) classes for all middle school core content areas.

 

About Us:

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

 

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

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

 

Benefits and Compensation:

  • CRCS’ salary scale for 2022-23 ranges from $63,648.00 to $118,681.80
  • Salary works to be competitive with the DOE salary scale
  • 403b employer match of retirement contributions 
  • Single and family dental, vision, and health care
  • Pre-tax commuter benefits
  • Available funding for professional development opportunities
  • Community of teachers and staff who are driven, compassionate and supportive

 

Qualifications:

  • Preference for New York State Teacher Certification
  • Prior teaching experience with demonstrated success
  • Preference for dual certification in Teaching Students with Disabilities (Special Education) and a content area

 

Community Roots seeks individuals who:

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

 

How to apply: Please apply online at www.communityroots.org/jobs

 

Comments Off on Community Roots Charter School, Middle School Spanish Teaching Position 2023-2024

Community Roots Charter School, Middle School Spanish Teaching Position 2023-2024

Posted by | March 26, 2023 |

About the Position:

We are looking for a Spanish teacher for our middle school 7th and 8th Spanish classes for the upcoming 2023-2024 school year. 

 

About Us:

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

 

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

 

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

 

Benefits and Compensation:

  • CRCS’ salary scale for 2022-23 ranges from $63,648.00 to $118,681.80
  • Salary works to be competitive with the DOE salary scale
  • 403b employer match of retirement contributions 
  • Single and family dental, vision, and health care
  • Pre-tax commuter benefits
  • Available funding for professional development opportunities
  • Community of teachers and staff who are driven, compassionate and supportive

 

Qualifications:

  • Preference for New York State Teacher Certification
  • Prior teaching experience with demonstrated success
  • Preference for dual certification in Teaching Students with Disabilities (Special Education) and a content area

 

Community Roots seeks individuals who:

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

How to apply: Please apply online at www.communityroots.org/jobs

Comments Off on Middle School SETSS Teacher

Middle School SETSS Teacher

Posted by | March 23, 2023 |

Overview

We’re excited about middle school special education (SETSS) teachers who are fired up about their lessons—who want to spend their time discussing, preparing, and immersing themselves in the rich content they teach. We value teachers who truly listen to what students are saying—who create a space for students to think their way through to answers, and who praise their insights and curiosities along the way. We value educators with a hunger for feedback and professional growth, and a dedication to excellence.

Our teachers embrace a rigorous liberal arts program and a positive approach to discipline, believe in the power of family and community partnerships, and commit to helping students succeed in college and beyond.

Why Ascend

Ascend is the largest Brooklyn-based public charter school serving nearly 6,000 K-12 students in 16 schools. We exist to serve every student – to help them embody their inherent excellence by providing rich, joyful learning experiences that unlock a life of boundless choice.

Access to education is a social justice issue. As educators, we center justice and live out our commitment to Diversity, Equity, Inclusion, and Anti-Racism (DEIA) by ensuring that our students have the skills, tools, and confidence they need to thrive today and in the future. We are proud to have a workforce that mirrors the diversity seen in our students. Working at Ascend provides a community focused on developing an environment of support and belonging. Educators collaborate closely and encourage each other to achieve great outcomes.

Our schools honor, nurture, and challenge the whole child. Ascend fosters critical thinking skills and a love of learning through an inquiry-based learning approach, Responsive Classroom model, and anti-racist education. Students at Ascend benefit from a rich and rigorous liberal arts curriculum that nurtures natural curiosity about the world and guides them to think critically and independently.

Ascend invests in employees by providing ongoing professional development, coaching, and career pathways in our schools. We are proud to provide a generous benefits package, which includes flexibility in our healthcare plan, and 403(b) matching starting at year one. At Ascend, we care about our workforce’s mental health and offer services covered by insurance and additional time off for our staff to utilize for their personal care.

For more information on Ascend Public Charter Schools’ model, approach, and core values, please visit our website.

Responsibilities

The middle school SETSS teacher will develop and teach engaging lessons that follow the rigorous, Common Core aligned Ascend curriculum and provide individual or small group instruction for students who require additional academic support. Additionally, the special education teacher will:

  • Differentiate small group instruction for students with special needs
  • Prepare student individualized education plans in consultation with staff and families to ensure success for all scholars
  • Use formal and informal assessment data to drive instruction and ensure student mastery of standards
  • Build a warm and inclusive classroom environment, implementing the practices of Responsive Classroom
  • Establish and maintain strong relationships with students and families
  • Actively participate in grade-level meetings, collaborative planning, and professional development, including an annual summer institute
  • Accept ultimate responsibility for the academic progress of his or her students, and work actively to overcome setbacks

Staff and reporting relationships

The middle school special education teacher reports to the assistant principal and works closely with the student services coordinator.

Qualifications

  • Bachelor’s degree required; master’s degree and certification preferred
  • NYS certification in any subject/grade level OR meets one of the four uncertified criteria for charter school teachers:
    • TFA alumni
    • 3+ years K-12 teaching experience
    • 3+ years adjunct professional teaching experience
    • exceptional professional in the content area he/she will be teaching (e.g. published writer applying for ELA)
  • The ability to create a classroom environment where students feel safe, supported, engaged, and academically challenged
  • Passion for teaching students in underserved areas and commitment to closing the achievement gap
  • Relentless drive to set and achieve ambitious goals
  • Strong collaboration and teamwork skills
  • Growth mindset and ability to use feedback to improve practice
  • Experience teaching in underserved areas preferred

Compensation

Initial salary offers for this position range from $60,000-$90,000. Salaries are determined using an equitable compensation scale that accounts for years of experience and levels of attained education.

Early Hire Bonus

If you receive an early offer to join us for the 2023-24 School Year after undergoing our talent processes, and sign prior to May 1st, 2023 you are eligible to receive a one-time $5,000 bonus.

*see further details below

Diversity at Ascend

Ascend is committed to building a diverse and inclusive community, both through our hiring practices and our focus on creating a culture and environment where diverse perspectives, ideas, and identities are valued and integrated into our way of working and educating students. Ascend staff represent a wide diversity of racial, socio-economic, gender, religious, and national identities—opening a window to the entire Ascend community on the richness of humanity. We welcome all applicants who share our mission and vision to join us in our deeply consequential work.

*the early hire bonus is conditional and subject to all required taxes and withholdings, good standing status, to be paid within ninety (90) days following your first day of work.

Comments Off on Middle School ICT Teacher

Middle School ICT Teacher

Posted by | March 23, 2023 |

Overview
We’re excited about middle school special education teachers who are fired up about their lessons—who want to spend their time discussing, preparing, and immersing themselves in the rich content they teach. We value teachers who truly listen to what students are saying—who create a space for students to think their way through to answers, and who praise their insights and curiosities along the way. We value educators with a hunger for feedback and professional growth, and a dedication to excellence.Our teachers embrace a rigorous liberal arts program and a positive approach to discipline, believe in the power of family and community partnerships, and commit to helping students succeed in college and beyond.

Why extraordinary teachers teach at Ascend:

Ascend is a network of K-12 public charter schools serving 4,000 students across nine schools in Central Brooklyn. Our mission is to provide our students an extraordinary education, placing them firmly on the path to success in college and beyond.

We guide our students to think critically and independently, and to enjoy education as an end in itself. We teach a rich and rigorous liberal arts curriculum that nurtures students’ natural curiosity about the world. We foster a positive, non-punitive school culture where students feel connected, empowered, and safe to take academic risks. And we design our school buildings to reflect the incredible accomplishments that happen within their walls and our high aspirations for teaching and learning.

To create this kind of vibrant learning community, we invest heavily in our faculty by providing ongoing professional training and support, and encourage our educators to collaborate closely and push each other to achieve great outcomes.

Responsibilities
The 8th grade special education humanities teacher will develop and teach engaging lessons that follow the rigorous, Common Core aligned Ascend curriculum and provide individual or small group instruction for students who require additional academic support. Additionally, the special education humanities teacher will:

  • Differentiate small group instruction for students with special needs
  • Prepare student individualized education plans in consultation with staff and families to ensure success for all scholars
  • Utilize formal and informal assessment data to drive instruction and ensure student mastery of standards
  • Build a warm and inclusive classroom environment, implementing the practices of Responsive Classroom
  • Create and maintain strong relationships with students and families
  • Actively participate in grade-level meetings, collaborative planning, and professional development, including an annual summer institute
  • Accept ultimate responsibility for the academic progress of his or her students, and work to actively overcome setbacks

Staff and reporting relationships

The 8th grade special education humanities ICT teacher reports to the dean of student services. He or she also accepts direction from and works closely with the dean of students. Additionally, our special education teachers collaborate with the student services team.

Qualifications

  • A master’s degree and NYS charter certification required
  • NYS certification in any subject/grade level OR meets one of the four uncertified criteria for charter school teachers:
    • TFA alumni
    • 3+ years K-12 teaching experience
    • 3+ years adjunct professional teaching experience
    • exceptional professional in the content area he/she will be teaching (e.g. published writer applying for ELA)
  • The ability to create a classroom environment where students feel safe, supported, and challenged
  • Passion and commitment to teaching scholars in underserved areas and to closing the achievement gap
  • Relentless drive to set and achieve ambitious goals
  • Strong collaboration and teamwork skills
  • Growth mindset and ability to use feedback to improve practice
  • Experience teaching in underserved areas a plus

Compensation

Initial salary offers for this position range from $60,000 – $90,000. Salaries are determined using an equitable compensation scale that accounts for years of experience and levels of attained education.

Diversity at Ascend

Ascend is committed to building a diverse and inclusive community, both through our hiring practices and our focus on creating a culture and environment where diverse perspectives, ideas, and identities are valued and integrated into our way of working and educating students. Ascend staff represent a wide diversity of racial, socio-economic, gender, religious, and national identities—opening a window to the entire Ascend community on the richness of humanity. We welcome all applicants who share our mission and vision to join us in our deeply consequential work.

Comments Off on Elementary School SETSS Teacher

Elementary School SETSS Teacher

Posted by | March 23, 2023 |

Overview
We’re excited about special education elementary school teachers who are fired up about their lessons—who want to spend their time discussing, preparing, and immersing themselves in the rich content they teach. We value teachers who truly listen to what students are saying—who create a space for students to think their way through to answers, and who praise their insights and curiosities along the way. We value educators with a hunger for feedback and professional growth, and a dedication to excellence.

Our teachers embrace a rigorous liberal arts program and a positive approach to discipline, believe in the power of family and community partnerships, and commit to helping students succeed in college and beyond.

Why Ascend

Ascend is the largest Brooklyn-based public charter school serving nearly 6,000 K-12 students in 16 schools. We exist to serve every student – to help them embody their inherent excellence by providing rich, joyful learning experiences that unlock a life of boundless choice.

Access to education is a social justice issue. As educators, we center justice and live out our commitment to Diversity, Equity, Inclusion, and Anti-Racism (DEIA) by ensuring that our students have the skills, tools, and confidence they need to thrive today and in the future. We are proud to have a workforce that mirrors the diversity seen in our students. Working at Ascend provides a community focused on developing an environment of support and belonging. Educators collaborate closely and encourage each other to achieve great outcomes.

Our schools honor, nurture, and challenge the whole child. Ascend fosters critical thinking skills and a love of learning through an inquiry-based learning approach, Responsive Classroom model, and anti-racist education. Students at Ascend benefit from a rich and rigorous liberal arts curriculum that nurtures natural curiosity about the world and guides them to think critically and independently.

Ascend invests in employees by providing ongoing professional development, coaching, and career pathways in our schools. We are proud to provide a generous benefits package, which includes flexibility in our healthcare plan, and 403(b) matching starting at year one. At Ascend, we care about our workforce’s mental health and offer services covered by insurance and additional time off for our staff to utilize for their personal care.

For more information on Ascend Public Charter Schools’ model, approach, and core values, please visit our website.

Responsibilities
The elementary school special education SETSS teacher will develop and teach engaging lessons that follow the rigorous, Common Core aligned Ascend curriculum and provide individual or small group instruction for students who require additional academic support. Additionally, the special education SETSS teacher will:

  • Differentiate small group instruction for students with special needs
  • Prepare student individualized education plans in consultation with staff and families to ensure success for all scholars
  • Utilize formal and informal assessment data to drive instruction and ensure student mastery of standards
  • Build a warm and inclusive classroom environment, implementing the practices of Responsive Classroom
  • Create and maintain strong relationships with students and families
  • Actively participate in grade-level meetings, collaborative planning, and professional development, including an annual summer institute
  • Accept ultimate responsibility for the academic progress of his or her students, and work to actively overcome setbacks

Staff and reporting relationships

The elementary school special education SETSS teacher reports to the assistant principal. Our special education teachers collaborate with the student services team.

Qualifications

  • A master’s degree and NYS charter certification required
  • NYS certification in any subject/grade level OR meets one of the four uncertified criteria for charter school teachers:
    • TFA alumni
    • 3+ years K-12 teaching experience
    • 3+ years adjunct professional teaching experience
      exceptional professional in the content area he/she will be teaching (e.g. published writer applying for ELA)
  • The ability to create a classroom environment where students feel safe, supported, and challenged
  • Passion and commitment to teaching scholars in underserved areas and to closing the achievement gap
  • Relentless drive to set and achieve ambitious goals
  • Strong collaboration and teamwork skills
  • Growth mindset and ability to use feedback to improve practice
  • Experience teaching in underserved areas a plus

Compensation

Initial salary offers for this position range from $60,000-$90,000. Salaries are determined using an equitable compensation scale that accounts for years of experience and levels of attained education.

Early Hire Bonus

If you receive an early offer to join us for the 2023-24 School Year after undergoing our talent processes, and sign prior to May 1st, 2023 you are eligible to receive a one-time $5,000 bonus.

*see further details below

Diversity at Ascend

Ascend is committed to building a diverse and inclusive community, both through our hiring practices and our focus on creating a culture and environment where diverse perspectives, ideas, and identities are valued and integrated into our way of working and educating students. Ascend staff represent a wide diversity of racial, socio-economic, gender, religious, and national identities—opening a window to the entire Ascend community on the richness of humanity. We welcome all applicants who share our mission and vision to join us in our deeply consequential work.

*the early hire bonus is conditional and subject to all required taxes and withholdings, good standing status, to be paid within ninety (90) days following your first day of work.

Comments Off on Elementary School ICT Teacher

Elementary School ICT Teacher

Posted by | March 23, 2023 |

We’re excited about special education elementary school teachers who are fired up about their lessons—who want to spend their time discussing, preparing, and immersing themselves in the rich content they teach. We value teachers who truly listen to what students are saying—who create a space for students to think their way through to answers, and who praise their insights and curiosities along the way. We value educators with a hunger for feedback and professional growth, and a dedication to excellence.

Our teachers embrace a rigorous liberal arts program and a positive approach to discipline, believe in the power of family and community partnerships, and commit to helping students succeed in college and beyond.

Why Ascend

Ascend is the largest Brooklyn-based public charter school serving nearly 6,000 K-12 students in 16 schools. We exist to serve every student – to help them embody their inherent excellence by providing rich, joyful learning experiences that unlock a life of boundless choice.

Access to education is a social justice issue. As educators, we center justice and live out our commitment to Diversity, Equity, Inclusion, and Anti-Racism (DEIA) by ensuring that our students have the skills, tools, and confidence they need to thrive today and in the future. We are proud to have a workforce that mirrors the diversity seen in our students. Working at Ascend provides a community focused on developing an environment of support and belonging. Educators collaborate closely and encourage each other to achieve great outcomes.

Our schools honor, nurture, and challenge the whole child. Ascend fosters critical thinking skills and a love of learning through an inquiry-based learning approach, Responsive Classroom model, and anti-racist education. Students at Ascend benefit from a rich and rigorous liberal arts curriculum that nurtures natural curiosity about the world and guides them to think critically and independently.

Ascend invests in employees by providing ongoing professional development, coaching, and career pathways in our schools. We are proud to provide a generous benefits package, which includes flexibility in our healthcare plan, and 403(b) matching starting at year one. At Ascend, we care about our workforce’s mental health and offer services covered by insurance and additional time off for our staff to utilize for their personal care.

For more information on Ascend Public Charter Schools’ model, approach, and core values, please visit our website.

Responsibilities

The lower elementary special education ICT teacher will develop and teach engaging lessons that follow the rigorous, Common Core aligned Ascend curriculum and provide individual or small group instruction for students who require additional academic support. Additionally, the special education ICT teacher will:

  • Differentiate small group instruction for students with special needs
  • Prepare student individualized education plans in consultation with staff and families to ensure success for all scholars
  • Utilize formal and informal assessment data to drive instruction and ensure student mastery of standards
  • Build a warm and inclusive classroom environment, implementing the practices of Responsive Classroom
  • Create and maintain strong relationships with students and families
  • Actively participate in grade-level meetings, collaborative planning, and professional development, including an annual summer institute
  • Accept ultimate responsibility for the academic progress of his or her students, and work to actively overcome setbacks

Staff and reporting relationships

The special education ICT teacher reports to the assistant principal and also works closely with the student services coordinator.

Qualifications

  • A master’s degree and NYS charter certification required
  • NYS certification in any subject/grade level OR meets one of the four uncertified criteria for charter school teachers:
    • TFA alumni
    • 3+ years K-12 teaching experience
    • 3+ years adjunct professional teaching experience
      exceptional professional in the content area he/she will be teaching (e.g. published writer applying for ELA)
  • The ability to create a classroom environment where students feel safe, supported, and challenged
  • Passion and commitment to teaching scholars in underserved areas and to closing the achievement gap
  • Relentless drive to set and achieve ambitious goals
  • Strong collaboration and teamwork skills
  • Growth mindset and ability to use feedback to improve practice
  • Experience teaching in underserved areas a plus

Compensation

Initial salary offers for this position range from $60,000-$90,000. Salaries are determined using an equitable compensation scale that accounts for years of experience and levels of attained education.

Early Hire Bonus

If you receive an early offer to join us for the 2023-24 School Year after undergoing our talent processes, and sign prior to May 1st, 2023 you are eligible to receive a one-time $5,000 bonus.

*see further details below

Diversity at Ascend

Ascend is committed to building a diverse and inclusive community, both through our hiring practices and our focus on creating a culture and environment where diverse perspectives, ideas, and identities are valued and integrated into our way of working and educating students. Ascend staff represent a wide diversity of racial, socio-economic, gender, religious, and national identities—opening a window to the entire Ascend community on the richness of humanity. We welcome all applicants who share our mission and vision to join us in our deeply consequential work.

*the early hire bonus is conditional and subject to all required taxes and withholdings, good standing status, to be paid within ninety (90) days following your first day of work.

Comments Off on Assistant Principal

Assistant Principal

Posted by | March 23, 2023 |

Overview

We seek assistant principals (APs) who are passionate about curriculum, coaching, and culture. They inspire teachers to excel in their craft, and motivate students to achieve their highest potentials. APs provide instructional and administrative leadership to the teaching staff, oversee the implementation of the curriculum, coordinate assessments, and monitor students’ academic performance. They also help shape and sustain the school’s distinctive culture and ensure that students internalize the school’s values and aspirations for academic excellence. The APs provide cultural leadership to the teaching staff and oversee the implementation of school-wide systems and procedures. In short, they help bring the Ascend mission to life.

The assistant principal role is an ideal opportunity for a collaborative and flexible thinker to play a leadership role in growing and shaping one of our high-performing public charter schools, part of a broader network committed to ensuring our students have the knowledge, confidence and character to succeed in college and beyond.

Join us as we foster our students’ innate curiosities, encourage discussion and debate, and guide students to think, imagine, debate, and create.

Why extraordinary leaders lead at Ascend

Ascend is a network of K-12 public charter schools serving 5,700 students in 15 schools across Brooklyn—New York’s most populous borough. Our undertaking is to lead our students on a great intellectual adventure, provide them with an exceptional college preparatory education, and place them firmly on the path to success in college and beyond.

We guide our students to think critically and independently and to enjoy education as an end in itself. We teach a rich and rigorous liberal arts curriculum that nurtures students’ natural curiosity about the world. We foster a positive, non-punitive school culture where students feel connected, empowered, and safe to take academic risks. Even our school buildings are designed to reflect our high aspirations for teaching and learning and the notable accomplishments that occur within our walls.

To create this kind of vibrant learning community, we invest heavily in our faculty by providing ongoing professional training and support, and encourage our educators to collaborate closely and push each other to achieve great outcomes. Leading at Ascend means growing deeply in your career, expressing your voice, and playing a defining role in the future of your students, your school, and the Ascend network.

Ascend is committed to building a diverse, equitable, inclusive, and anti-racist community, both through our hiring practices and our focus on creating a culture and environment where diverse perspectives, ideas, and identities are valued and integrated into our way of working and educating students. Ascend staff represent a wide diversity of racial, socio-economic, gender, religious, and national identities—opening a window to the entire Ascend community on the richness of humanity. We welcome all applicants who share our mission and vision to join us in our deeply consequential work.

Learn more about the Ascend approach by visiting our website.

Responsibilities

Curriculum and instruction

  • Develops school’s ability to foster a culturally responsive classroom
  • Collaborates with curriculum team to plan and execute curriculum and instruction that fosters student growth, creativity, and agency through aligned, culturally relevant materials and pedagogy
  • Develops teachers’ ability to foster a culturally responsive classroom
  • Collaborates with the principal to plan and execute curriculum and instruction that is culturally relevant and fosters student growth, creativity, and agency through aligned, culturally relevant materials and pedagogy
  • Manages the effective implementation curriculum and instruction, including providing feedback to teachers on their lessons
  • Supports partnership with teachers and student services coordinator and special education team to ensure that all students, including those with exceptionalities, have the access and support needed to achieve

School culture

  • Partners in leading a culture that results in a love of learning, student agency, and full range of student learning and growth
  • Builds an engaged, diverse, and inclusive school community
  • Supports staff and students to demonstrate consistent values and positive behaviors aligned to the school’s vision and mission

Racial equity mindset

  • Models and supports a race equity culture, including skill building and leading self and others through awareness, growth, and development
  • Continuously strengthens personal and staff knowledge and expertise in effective instructional design and academic standards with DEIA considerations in conjunction with the curriculum team

Effective teaming

  • Promotes and develops strong teams of teachers that collaborate, communicate, and work together for Ascend students and community
  • Observes and coaches instructional staff leading to pedagogical growth and student achievement
  • Plans and leads professional development that results in improved pedagogy and student achievement
  • Creates and executes coaching plans and evaluations to ensure development of instructional staff

Strategic leadership

  • Works collaboratively and thinks flexibly to support and improve systems and decision-making processes that strengthens outcomes
  • Supports and strengthens a data-driven and data-hungry culture that relentlessly seeks continuous improvement
  • Creates, strengthens, and maintains academic and culture systems and procedures

Whole student focus

  • Establishes, fosters, and sustains a culture of academic success and social-emotional development through partnerships with students, staff, families, and community
  • Fosters and sustains a warm, welcoming, and inclusive environment for scholars, families, and staff
  • Implements a vision that exhibits a deep belief in the potential of all students and leads to improvement for all learners
  • Engages families and communities in support of child’s learning and school learning goals, and supports teammates in building family partnerships

Technological fluency

  • Evaluates and uses technological tools, and coaches others in their use to strengthen school results and student achievement

Staff and reporting relationships

The assistant principal reports to the principal and supervises teachers in their portfolio.

Qualifications

  • Bachelor’s degree, with advanced degree preferred
  • At least three years teaching experience with a proven track record of elevating student achievement preferred
  • At least one year of experience leading, managing, and coaching a team of adults that demonstrates ability to drive results through others
  • A hunger for feedback and self-improvement
  • A high level of ownership over the overall outcomes of the scholars they lead
  • A hunger for feedback and self-important
  • Self-awareness, with an ability to treat all members of the school’s community with respect and an accurate idea of one’s own strengths and weaknesses
  • Skilled in content, pedagogy, and data-driven instruction as evidenced by quantitative and qualitative data
  • Strong collaboration, interpersonal and communication skills, including working effectively with people from diverse backgrounds and with diverse perspectives
  • Strong organizational, self-management, and problem-solving skills with the ability to handle many responsibilities simultaneously
  • Alignment with the educational philosophy and core beliefs of Ascend Learning

Compensation

Initial salary offers for this position range from $85,000 – $115,000. Salaries are determined using an equitable compensation scale that accounts for years of experience and levels of attained education.

Diversity at Ascend

Ascend is committed to building a diverse and inclusive community, both through our hiring practices and our focus on creating a culture and environment where diverse perspectives, ideas, and identities are valued and integrated into our way of working and educating students. Ascend staff represent a wide diversity of racial, socio-economic, gender, religious, and national identities—opening a window to the entire Ascend community on the richness of humanity. We welcome all applicants who share our mission and vision to join us in our deeply consequential work.

Comments Off on Social Worker

Social Worker

Posted by | March 22, 2023 |

The Academy for Careers in Television and Film (TvF) is a Career & Technical Education high school that opened in 2008 in Long Island City, Queens. While TvF is non­selective in its admissions, the school has a deeply rooted commitment to providing all its students with an engaging and high quality educational experience comparable to the most selective programs throughout New York City. Since graduating its first cohort in June 2012, TvF has maintained a graduation rate of 96% or higher every year. TvF greatly values its faculty and staff, who are always supported in strengthening their practice and skills and to grow into leadership roles within the school. Read more about the school and the school’s team here!

 

TvF is seeking a Social Worker to join our team for the 2021-2022 school year.

Interested candidates should send a resume and cover letter to employment@actvf.org 

Qualifications:

  • Licensed Master’s level degree in Social Work
  • NYS certification (or in process of reciprocity)
  • Experience meeting the social, emotional, and behavioral needs of adolescents in a diverse community 
  • Knowledge of evidence-based practices, different counseling modalities, and crisis management
  • Effective interpersonal communication skills when working with colleagues, parents, students, and community stakeholders
  • Familiarity with the IEP process and relevant documentation
Comments Off on Social Worker (Temporary Assignment)

Social Worker (Temporary Assignment)

Posted by | March 21, 2023 |

This position is a temporary, full-time position for the 22-23 and 23-24 academic years.

Click here to view our salary schedule for Teachers, SLPs, Social Workers and Counselors.

 

Qualifications:

  • Spanish proficiency, required
  • LMSW Certification, required
  • Master’s degree in social work or similar program, including school or guidance counseling experience
  • At least three years experience working as a social worker
  • Receptiveness to ongoing coaching and evaluation
  • Energetic, motivated, innovative, prepared
  • Evidence of excellence when working with middle and high school students
  • Wide-ranging intellectual and educational interests
  • Superior communication skills
  • An ability to work collaboratively
Duties & Responsibilities:
  • Meet regularly with students who have mandated counseling on their IEPs
  • Develop and maintain partnerships with external agencies
  • Refer individuals and families to external resources and services and when necessary
  • Refer cases of suspected child abuse to the State Central Registry
  • Monitor and facilitate the delivery of external resources and services until the student or family is stable
  • Administer records, documentation, and other compliance activities
  • Provide regular one-on-one counseling or group counseling to students and families
  • Ensure a safe, positive environment in group and one-on-one counseling sessions.
  • Provide crisis intervention as needed
  • Manage, track, and document student interactions and counseling schedule
  • Set goals with students and track progress towards those goals
  • Collaborate and communicate daily with supervisors, colleagues, and teachers to meet students’ needs
  • Implement and enhance the school’s systems and culture by discussing character education with students
  • Support principal, deans, and teachers when discipline issues arise
  • Member of IAL’s SST (Student Support Team) which assists in the development of comprehensive supports and interventions to students who are presenting challenging behaviors
  • Communicate effectively and promptly with students, families, and colleagues
  • Meet with parents regularly regarding student issues.
  • Participate actively in department meetings, faculty meetings, and other meetings
  • Share responsibility for grade-level and school-wide activities, including chaperoning events and being the staff Advisor to an after-school club
  • Provide recommendations to the staff and leadership team around approaches to working with struggling students
  • Display the highest ethical and professional behavior and confidentiality when working with students, parents, and staff
  • Other duties as assigned
Comments Off on Portfolio Manager, Inspired Minds

Portfolio Manager, Inspired Minds

Posted by | March 21, 2023 |

About Overdeck Family Foundation

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

The Portfolio Manager, Inspired Minds Position

The Foundation is seeking a full-time Portfolio Manager to lead the Foundation’s Inspired Minds portfolio, which seeks to build the next generation of creative problem-solvers by expanding access to engaging and challenging STEM learning experiences that deepen family engagement, build STEM mindsets, and inspire students with joyful and rigorous learning. The ideal candidate is passionate about the power of STEM as a vehicle to unlock the potential for children in this country and is energized to source, secure, and support grantees to drive this work.

Reporting to the Associate Program Director, and managing an Associate, the Portfolio Manager will work collaboratively to refine investment strategy, build and nurture relationships across the out-of-school STEM ecosystem, and support early stage and growth stage ventures, aiming to cost effectively and sustainably scale programs that improve academic and socioemotional outcomes for kids  Given the nature of this work, the Portfolio Manager should expect 10-20 percent of this role to include travel for grantee site visits, conferences, and funder meetings. 

Visit www.overdeck.org for more information. To learn more about our Inspired Minds portfolio, visit the websites of some of our partner organizations: EiE, Learn Fresh, Camp/Club Invention, FIRST, Almost Fun, and Afterschool Alliance

What You’ll Help Us Do: 

  • Design, monitor, and evolve a portfolio strategy: 
    • Lead the development of a coherent portfolio strategy, which evolves from setting ambitious portfolio goals that are grounded in the analysis of evolving market opportunities, trends, and gaps in the education and philanthropic landscapes
    • Define a clear and differentiated position for Overdeck Family Foundation within the portfolio strategy issue area that is grounded in evidence, research, and efficiency of investment
    • Measure, evaluate, and capture lessons from investments to inform strategy iteration and to build strong pattern recognition for how to best provide strategic support to portfolio investments to achieve stated goals
  • Propose investments in early and growth stage nonprofit organizations: 
    • Identify organizations aligned to the portfolio strategy and conduct rigorous diligence on prospective investments that are grounded in the foundation’s investment criteria
    • Form a hypothesis and narrative for each investment to create actionable, written grant recommendations and present these to the Board of Trustees
    • Build a balanced portfolio of investments grounded in the potential of each organization to spur innovation, build evidence, and grow to deliver impact while also ensuring that the overall portfolio realizes ecosystem-level impact with minimized risk
  • Provide strategic support to grantees: 
    • Serve as a strategic advisor to grantees by developing a strong and trusting partnership—inclusive of providing support, coaching and/or taking on board roles when appropriate—to help grantees understand their organizational needs and achieve their vision for impact
    • As a credible and valuable partner to grantee organizations, manage and prioritize allocation of strategic supports in service of grantee and portfolio goals, grounded in an understanding of the holistic needs of individual grantees and the portfolio, including direct supports, third-party supports, and portfolio-wide learning experiences 
    • Knowledgable in program or product evaluation and can both understand and advise on an organization’s ability to be cost-effective, scalable, impactful, and sustainable
  • Influence the field: 
    • Build momentum for positive change related to the portfolio strategy by proactively developing relationships with influential stakeholders
    • Develop and maintain an extensive and diverse network of partnerships across nonprofit, philanthropic, public, and private sectors to advance the mission and goals of the portfolio grantees
    • Partner effectively with peer funders to build awareness of the Foundation’s strategy, identify ways to support each other, and elevate promising grantees to attract additional funding
    • Build awareness of the portfolio strategy and learnings while elevating and amplifying high-performing grantees through strategic public engagement and thought leadership, including speaking at conferences, hosting and participating in key meetings, and engaging in thought leadership writing 
  • Manage and coach Associate: 
    • Support Associate to identify a pipeline of prospective investment opportunities and conduct due diligence of those opportunities against Foundation investment criteria
    • Collaborate with Associate to create their professional development plan; regularly revisit progress on growth by taking an active and supportive coaching role to ensure Associate has a clear path to recognize and expand their strengths, while also addressing opportunities to improve
    • Support Associate to navigate obstacles using effective problem solving, as well as discussing and identifying connections, networks and/or opportunities to advance portfolio or grantee goals
    • Engage in joint decision making around grantmaking, including measurement, reporting, and monitoring targets

Who You Are:

An outcomes-oriented strategist who is able to synthesize information to arrive at an evidence-based approach to making investments and supporting grantees. You have experience with early stage and growth stage organizations and understand the challenges they face as they clarify and scale their models. You can build deep relationships across grantees, understand their challenges, observe patterns of need, and build and nurture meaningful and efficient supports to help them succeed. You are analytically natured, curious, and learning oriented. You leverage data and evidence to drive strategic decisions around investments and portfolio support in service of goals. You are comfortable with ambiguity—confidently exploring your hypotheses while remaining flexible and viewing learning from failure as a path to success. 

An authentic and empathetic leader who builds deep and candid relationships with ease. You possess a strong presence and gravitas and can clearly communicate a message tailored to your audience. You build trusting relationships internally and externally because you are authentically you and you value candor and kindness in your interactions. You operate with a high level of self-awareness, humility, and emotional intelligence and you value the same in your colleagues. You engage in conflict confidently and with kindness and navigate tensions by seeking understanding and valuing multiple perspectives. You are able to hold and honor values and perspectives that are different from your own.

Someone who understands STEM education sector. You understand and have developed relationships within the relevant ecosystems and can serve as a credible advisor to organizations. You are familiar with current trends, emerging issues, policy interventions, and innovations focused on joyful and rigorous learning opportunities beyond school hours. You understand product market fit, business/revenue models, and scale and distribution channels specific to work outside and adjacent to the K-12 school system. You are able to evaluate an education intervention to understand if it is cost-effective, scalable, impactful, sustainable, and grounded in educator and student needs.

A team leader who enjoys managing, coaching, and developing direct reports. A colleague who seeks reciprocal learning and growth from colleagues at every level. You deeply believe in the potential of all professionals to learn and grow. You look forward to building and sustaining an effective, growth-oriented, and inclusive team. You are able to collaboratively set a clear vision for the Inspired Minds investment portfolio and you can map individual roles and responsibilities in service of this vision across your team.

Someone who is comfortable in a fast-paced, entrepreneurial environment. You can successfully manage numerous priorities and projects. You are excited about working in an environment where complex problems are being considered and can proactively develop creative solutions. You value innovation and can see potential in new ideas and bring them to life. 

What You’ve Done:

Required experience:

  • Bachelor’s degree
  • Minimum of 10 years of work experience, including time spent leading teams to deliver results in or adjacent to early and/or growth stage organizations
  • Direct experience and content expertise in STEM education or STEM related focus within a youth development, nonprofit management, philanthropy, or research or policy role or organization
  • Demonstrated experience growing an organization, including formulating and executing strategy, identifying challenges, and implementing solutions
  • Demonstrated strength in quantitative analysis and data-driven decision making
  • Demonstrated management experience, focused on staff development and growth

Preferred experience:

  • Master’s degree in relevant field of education, policy, business, law, statistics, math, science, nonprofit management, or engineering
  • Venture philanthropy experience supporting organizational growth and development through informal and formal support (i.e. grants, board experience, consulting, providing capacity-building support)
  • Experience conducting cost benefit analysis and/or cost effectiveness analysis

How to Apply:

Overdeck Family Foundation is partnering with RCG Talent Solutions to find our next Portfolio Manager, Inspired Minds. Please follow this link to submit your application and direct all questions to openroles@rcgtalent.com.

Working at Overdeck Family Foundation:
Overdeck Family Foundation is committed to providing a total rewards package (both base salary and benefits) that is competitive within the philanthropic sector. The base pay for this role is anticipated to be between $112,500 and $165,000. The anticipated base pay range is based on information as of the time this post was generated. Actual compensation for successful candidates will be carefully determined based on a number of factors, including their skills, qualifications, and relevant work experience. Additionally, employees are eligible for a discretionary annual performance bonus.

We offer competitive core benefits, including fully paid medical and dental insurance premiums for employees and dependents, competitive 401(k) match, $3,000 annual professional development funds, tuition reimbursement, generous vacation time, unlimited sick days, and employer-paid life and disability insurance. Overdeck Family Foundation requires all employees to live within a commutable distance from the office in the SoHo neighborhood of New York City. Each week, employees must work in the office on Tuesdays and additional “team days” for collaboration, with the option to work remotely on all other days. Perks of being in the office include on-site gyms with laundry service, wellness classes, snacks, and a casual dress code in our beautiful office in SoHo.

Equal Opportunity Employer:
Overdeck Family Foundation is dedicated to the work of unlocking every child’s potential. We are committed to creating a workplace where employees thrive both personally and professionally. We also believe our employees should reflect the rich diversity of the children in the education system we aim to support—in race, gender, age, culture, and beliefs—and we support this diversity through all of our employment practices.

All applicants and employees who are drawn to serve our mission will enjoy equality of opportunity and fair treatment without regard to race, color, age, religion, pregnancy, sex, sexual orientation, disability, gender identity, gender expression, national origin, genetic information, veteran status, marital status, and prior protected activity.

Comments Off on Teaching Jobs (Various)

Teaching Jobs (Various)

Posted by | March 20, 2023 |

The Academy for Careers in Television and Film (TvF) is a Career & Technical Education high school that opened in 2008 in Long Island City, Queens. While TvF is non­selective in its admissions, the school has a deeply rooted commitment to providing all its students with an engaging and high quality educational experience comparable to the most selective programs throughout New York City. Since graduating its first cohort in June 2012, TvF has maintained a graduation rate of 95% or higher every year. TvF greatly values its faculty and staff, who are always supported in strengthening their practice and skills and to grow into leadership roles within the school. Read more about the school and the school’s team at www.actvf.org

 

TvF is seeking the following to join our team for the 2023-2024 school year:

  • English Language Arts
  • Foreign Language- French
  • Mathematics
  • Production/CTE Teacher
  • Science – Physics
  • Social Studies
  • Special Needs Teacher

 

Qualifications:

  • NYS certification (or in process of reciprocity)
  • Background in relevant content area 
  • Develop differentiated lesson plans that ensure the mastery of state learning standards
  • Continuously refine teaching methodologies to meet the needs of all students
  • Effective interpersonal communication skills when working with colleagues, parents, and students
  • Ability to incorporate hands-on and cooperative learning activities.

Interested candidates should send a resume and cover letter to employment@actvf.org.

HOW TO APPLY

Email employment@actvf.org or visit http://actvf.org/Contact.html

Comments Off on Faculty, BEAM Discovery

Faculty, BEAM Discovery

Posted by | March 17, 2023 |

This summer, be part of a transformative experience for students from low-income and historically marginalized communities with exceptional potential in math.

Bridge to Enter Advanced Mathematics (BEAM), a project of the Art of Problem Solving Initiative, Inc., is seeking enthusiastic mathematics instructors for a 5 week long summer day camp. Faculty teach at least one course of their own design (pre-packaged courses designed by BEAM are available to teach as a second course if desired) to curious middle school students from low-income and historically marginalized communities and help us to build a community of math-lovers. Ideal Faculty candidates are middle school and high school teachers interested in enrichment math. We also welcome applications from college or university professors with strong teaching backgrounds. Junior faculty positions are also available for graduate students and early career teachers.

 

Covid-19 Note:  While our intention is to hold our programs in person, we reserve the right to hold our programs virtually for the Summer of 2023 depending on community spread of COVID-19. We will continue to monitor the situation and give updates as needed. All employees that work in-person at Summer Away sites must be fully vaccinated against COVID-19 prior to their first day of work  as a term and condition of employment at BEAM.  In addition to being fully vaccinated, BEAM requires all eligible employees to receive a booster. Proof of vaccination will be required.

For more information, please review our Safety Policies.

 

What You’ll Do:

As a Faculty member, you are a key component of the structure of our program. It is important to us that students are presented with challenging mathematical topics and that they are at the center of the math that happens in the classroom.  Our students are inquisitive and enjoy working hands-on, discovering deep mathematics to grow as mathematicians. In a BEAM classroom, students work to discover patterns, connect with each other over their discoveries, make conjectures, and share arguments in favor of or against those conjectures with classmates and their instructor. You’ll support that by:

  • Teaching interesting mathematics courses to engaged middle school students. Full-time faculty members teach two 5-week courses that run concurrently (one in the morning, one in the afternoon) and have two sections each. Part-time faculty members teach just one 5-week course with two sections (both in either the morning or the afternoon). Courses at BEAM Discovery can be:
    • Logical Reasoning introduces logical reasoning including deductive logic, case analysis, working methodically, and proof by contradiction
    • Math Fundamentals leads students to understand mathematics from school (especially foundation, elementary topics) on a deeper, more conceptual level
    • Creative Problem Solving exposes students to problems that require creativity, often through math contest problems (or topics that appear often in middle school math contests)
    • Applied Math introduces students to applications of math, such as programming, astronomy, mathematical biology (such as predator and prey models, or genetics), or estimation and Fermi problems
  • Preparing class materials that allow students to do mathematics (rather than hear about mathematics)
  • Leading classes designed to provoke student curiosity and inquiry; ideally, this would be done via activities built to allow students to explore/develop the math directly through their work (as opposed to copying examples and applying them) and where students are given time and space to  productively struggle and to get through that struggle
  • Supporting student learning, growth, and love of mathematics by fostering positive relationships and being an engaged member of the community during camp activities, such as working with students during Open Math Time, judging Relays,  and/or (optionally) eating lunch with students
  • Attending staff meetings (typically 1-2 times a week) that include time for building community amongst summer staff, engaging in professional development, and aligning on upcoming priorities

BEAM Discovery is a day camp, so it isn’t necessarily a typical teaching job, but we think that’s one of the great things about working with us! Our faculty teach courses they are passionate about and our students have the ability to choose which classes they take: this fosters a strong, positive relationship between enthusiastic learners and faculty who get to share their love of mathematics with them each day.

Who You Are:

Strong candidates will work well on a close-knit team and will be able to bring unique curriculum perspectives to the program. Experience with mathematics curriculum design for middle school audiences, with students from low-income or historically marginalized backgrounds or at Title 1 schools, and with other extracurricular outreach programs (such as math summer programs or math circles, MATHCOUNTS, programming workshops, or similar) are all beneficial. We will provide mentorship, textbooks, and other resources as needed. Beyond the classroom, we expect that faculty will create a fun and inclusive community with the students.

We’re interested in hiring people who are committed to growth. Faculty often return to work with us for multiple summers, and the feedback we get is that working for us allows them to identify and tackle growth opportunities that translate to their year-round jobs. We believe that we have as much to learn from our students as they do from us!

 

Details:

Location: BEAM Discovery’s Los Angeles campus is in the Pico-Union/Koreatown area. The exact names of the campus location will be provided later.

Program dates:

  • The LA dates will be June 20 – August 1, 2023*
  • The NYC dates will be June 30 – August 15, 2023 (with July 3-4 off)*

* These dates are inclusive of the 5-week camp as well as pre-camp training and set-up and post-camp wrap-up. During this period, you would work Mondays – Fridays.

Compensation: $5,670 for Faculty for the time that the program runs. Part time positions are available and paid hourly with an expected compensation rate of around $3360. We do have a Senior Faculty position with $7,350 compensation for candidates who have grown with us over multiple summers or are exceptionally strong fits for the role. Eligibility for the Senior Faculty position will be assessed during the Faculty hiring process.

Applicants must be authorized to work for any employer in the US. We are unable to sponsor or take over sponsorship of employment Visa at this time. International graduate students able to obtain CPT or OPT are welcome to apply.

 

Application Process and Deadline:

The initial step is to submit your application, including resumé and responses to a few short application questions, via our online portal. When your application is complete, we will follow up with next steps.

Next steps in our process will include submitting a course proposal that outlines the objectives and a sample lesson from a course you would like to teach at BEAM this summer.  We believe in the importance of demonstrated ability and providing opportunities that allow candidates to demonstrate relevant skills for the role throughout our process. For more specifics on what we’re looking for in this next stage, you can refer to this document. The final step of our process is a final interview with the hiring lead for Faculty positions.

We are still accepting applications for BEAM Discovery positions! We will review applications on a rolling basis until all positions are full.

 

For more information and the application, contact us at emily@beammath.org or visit our website at www.beammath.org/beam-discovery-faculty-info. For information on working at our residential summer camps, check out our BEAM Summer Away postings!

Comments Off on Director of Academics

Director of Academics

Posted by | March 16, 2023 |

Bronx Lacrosse is a year-round sports-based youth development program. Our mission is to improve educational opportunities and life outcomes for underserved middle and high school students in the Bronx. We use lacrosse to build community and invest students in school. Our winning mix of academic, athletic, and social-emotional services set students on the path toward college admission and post-secondary success.

The Director of Academics will oversee all of Bronx Lacrosse’s academic programming, including algebra-readiness tutoring, literacy tutoring, and high school and college application support. The ideal candidate is a passionate educator with a commitment to equity, experiencing leading adults, and appreciation for the value of high-level athletics and after-school programming.

 

Responsibilities

  • Oversee Bronx Lacrosse’s academic programming to ensure our student-athletes thrive
  • Recruit, onboard, train, and supervise a robust corps of part-time tutors
  • Create and maintain daily schedule of tutors across several programming sites
  • Maintain an academic data dashboard and use it to drive programmatic improvements
  • Facilitate regular staff-wide data meetings
  • Plan and execute relevant professional development for both full-time program directors and part-time tutors
  • Revise Algebra-Readiness curriculum to keep content current and compelling
  • Oversee Amplify Literacy Tutoring program
  • Oversee high school application and academic support
  • Collect quarterly report cards from partner schools and action plan with staff based on this data
  • Collaborate with staff at partner schools to support the academic needs of participants
  • Observe academic programming at all sites to provide real-time support to program directors and coaching to tutors
  • Support other Bronx Lacrosse programming as needed, some weekends included

Qualifications

  • 3+ years teaching experience (middle school math preferred)
  • Bachelor’s Degree (in education or related field preferred)
  • Facility with data and a results orientation
  • Belief in the power of organized sports for youth development (lacrosse experience preferred)
  • Spanish language proficiency preferred
  • Excellent organizational skills and attention to detail
  • Strong verbal and written communication skills

Salary and Benefits: $75,000-$80,000 salary range, full benefits package including health and dental insurance and 401k match

 

Comments Off on Education Budget and Policy Analyst

Education Budget and Policy Analyst

Posted by | March 14, 2023 |

The New York City Independent Budget Office (IBO), a nonpartisan city agency, is seeking an experienced and self-motivated budget and policy analyst to join our public education team. The City Charter and State Education Law directs the IBO to provide analyses and issue public reports on the city’s public education budget, policy, and outcomes and to enhance official and public understanding of such matters.

A successful candidate for this position will evidence a deep understanding of public budgeting and finance as well as awareness of the range of issues related to public education in an urban setting. Experience with analysis of the New York City budget and federal or New York State funding streams for education, and knowledge of the New York City Department of Education budget or budgeting processes, or the city’s Financial Management System, are definite pluses. The successful candidate will also demonstrate strong awareness of the relationship between budgeting and policy.

Qualifications:

Candidates should be detail-oriented, analytic, demonstrate skills necessary to work with large data bases of individual and school level data, and have experience with public budgeting systems. Candidates should have experience in quantitative research and rigorous policy analysis, demonstrate strong writing skills to convey complex content clearly and simply for a wide range of audiences, and be able to manage multiple projects simultaneously. Commitment to impartial and independent research is essential. Ability to take initiative and meet deadlines is critical, as is the ability to work as part of a multi-disciplinary team. Experience with SAS, R, or similar statistical package is a plus.

A graduate degree in public policy, administration, economics, or a related area of social science research, along with two to five years of experience, is preferred; equivalent work experience may substitute.

Salary range: $70,000-$85,000, depending upon experience.

Other Information:

New York City residency must be established within 90 days of appointment and is required for the first two years of city service, after which employees may reside in Nassau, Orange, Putnam, Rockland, Suffolk, or Westchester Counties. You must be legally eligible to work in the United States.

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

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

IBO allows for hybrid work schedules.

Comments Off on Job Fair- Wednesday March 22nd- Same Day Hiring Decisions

Job Fair- Wednesday March 22nd- Same Day Hiring Decisions

Posted by | March 13, 2023 |

VOICE CHARTER SCHOOL IS HOSTING A JOB FAIR
WE ARE HIRING!
WEDNESDAY, MARCH 22, 2023
 
ARRIVAL AT 7:30AM
LUNCH WILL BE SERVED 
Calling all past, present and future educators- are you looking for your next teaching opportunity?
VOICE is inviting you to our Speed Hiring Day! Come to the school and…
  • Perform a demo
  • Interview with our hiring committee
  • Receive a decision on your candidacy
  • All on the same day!
Guaranteed same-day decision
RSVP by emailing your resume to our Selection Committee at Opportunities@voicecharterschool.org
36-24 12th street
Long Island City, NY 11106
Comments Off on Senior Recruitment and Selection Manager

Senior Recruitment and Selection Manager

Posted by | March 9, 2023 |

Originally founded in 1991 as Harlem RBI, DREAM has grown to annually serve more than 2,500 youth across East Harlem and the South Bronx through a network of six PreK-12, extended-day, extended-year DREAM Charter Schools and community sports-based youth development programs. Through our commitment to rigorous academics, social-emotional learning, deep family and community engagement, and health and wellness, we create lifelong learners who are equipped to fulfill their vision of success in and out of the classroom. We dream big, as well, with an aggressive five-year plan to expand to serve 3,500 students across seven schools—growing our organization’s impact and leveling the playing field for all children. To learn more, visit wearedream.org.
Reporting to the Director of Recruitment and Selection, the Senior Recruitment and Selection Manager manages the selection process and life cycle of a portfolio of candidates for network, school-based leader, and teacher roles, ensuring that candidates receive an exceptional experience from application through onboarding, and DREAM hires top talent with a diversity and equity lens. This is an exciting opportunity for someone who is passionate about ensuring that we fulfill our mission for students and families by working strategically and tirelessly to hire the right people as quickly as possible across our schools and network.

Responsibilities:

    • Develop and execute on the outreach strategy for a portfolio of teacher, school leader, and network roles;
    • Manage the selection of exceptional candidates through all stages of DREAM’s interview process for roles in portfolio;
    • Develop and execute on recruitment and selection strategies;
    • Recommend, create, and consistently utilize systems to guide and track the effectiveness and efficiency of recruitment and selection strategies, in partnership with the talent operations team;
    • Assist in the refinement of selection guidelines, tools, and processes to ensure that all teams are equipped with the necessary resources to hire top candidates (including drafting selection processes as needed), with a diversity and equity lens;
    • Build and maintain relationships with candidates throughout the full hiring cycle, and strategically manage candidate relationships to ensure high offer acceptance rates;
    • Create and manage strong partnerships with hiring managers and serve as a strategic partner in selecting the best possible talent for their teams, including advising on job descriptions, candidate profile, and selection processes;
    • Create deep alignment with hiring managers to plan and lead recruiting efforts to ensure high offer rates, and collaborate to ensure high offer acceptance rates;
    • Analyze recruitment metrics and feedback from hiring managers to advise on improvements to recruitment and selection processes;
    • Develop and execute on talent outreach strategies to develop high-quality and diverse candidate pools for current and anticipated openings;
    • May provide functional guidance, advice and/or training to new team members;
    • Represent DREAM at public engagements, networking events, conferences, job fairs, and meetings, communicating compellingly about DREAM’s mission and model, and serve as a model ambassador for DREAM as a great place to work.

Qualifications:

    • Bachelor’s degree required;
    • Teaching and leadership experience, particularly at high-performing charter schools, strongly preferred;
    • A minimum of 2 years of experience recruiting for a nonprofit or charter school network organization, preferred;
    • Excellent critical thinking skills, including the ability to connect the dots to anticipate and solve for challenges
    • Superior organizational skills and attention to detail;
    • Ability to work in a fast-paced environment and effectively manage multiple projects and priorities simultaneously;
    • High standards for quality of work and a desire to improve continuously;
    • Ability to develop strong relationships and authentically connect with candidates, prospects, and colleagues;
    • Superior written and verbal communication skills;
    • Eagerness to work collaboratively to solve problems;
    • A deep commitment to DREAM, including the ability and desire to serve as the organization’s ambassador, including a commitment to talent practices that ensure diversity, equity, and inclusion.

Compensation

    • DREAM offers a competitive salary commensurate with relevant experience with the potential for an annual performance-based increase. The incoming salary range for this position is $80,000 to $90,000. New hires are typically brought into the organization at a salary closer to the start of the range depending on qualifications and internal equity. All staff are eligible for annual performance-based increases. Because we value staff tenure in each role, we do not currently cap salary ranges.
    • We offer a comprehensive benefits plan, covering the majority of the employee premium for medical plans and subsidizing the majority of costs for a spouse/domestic partner and children. Other benefits include dental and vision plans, disability, life insurance, parenting benefits, flexible spending account options, generous vacation time and paid holidays, referral bonuses, professional development, an employee assistance program (EAP) and a 403(b) plan with employer matching up to 4%.
DREAM’s VACCINATION POLICY
DREAM requires vaccination against COVID-19 for all employees.  Reasonable Accommodations based on a qualifying disability or sincerely held religious belief are being considered in accordance with applicable law.
OUR COMMITMENT TO DIVERSITY, EQUITY, AND INCLUSION 
At DREAM, diversity, equity, and inclusion are a matter of mission.
From our schools to our playing fields, DREAM is committed to building a team where each individual can bring their full identity and experience to work because representation matters—it enriches our team culture, enhances our ability to innovate, and strengthens our impact in and out of the classroom. DREAM engages staff that represent and appreciate the diversity of our majority Black and Hispanic student body, while working to ensure that our practices are equitable, welcoming, and productive. We are dedicated to creating a world where youth, especially youth of color, have permission to dream—along with the tools and opportunities to make their dreams reality.
Come dream with us.
DREAM MAXIMS
All Kids Can. This Kid Can.
DREAM is Family.
Fun is a Serious Value.
Teamwork Makes the DREAM Work.
Fail. Persist. Exceed.
DREAM Big.
Comments Off on Community Roots Charter School, K-8 Teaching Position 2023-2024

Community Roots Charter School, K-8 Teaching Position 2023-2024

Posted by | March 8, 2023 |

About the Position:

We are looking for K-8 classroom teachers with certification in elementary school, secondary school content area certification (Art, Humanities, Math, Science, Performing Arts, Physical Education, and Spanish) and special education for the upcoming 2023-2024 school year. Community Roots offers Integrated Co-Taught (ICT) classes for all K-5 classrooms and all 6-8 grade core content areas.

 

About Us:

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

 

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

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

 

Benefits and Compensation:

  • CRCS’ salary scale for 2022-23 ranges from $63,648.00 to $118,681.80.  
  • 403b employer match of retirement contributions 
  • Single and family dental, vision, and health care
  • Pre-tax commuter benefits
  • Available funding for professional development opportunities
  • Community of teachers and staff who are driven, compassionate and supportive

 

Qualifications:

  • Preference for New York State Teacher Certification
  • Prior teaching experience with demonstrated success
  • Preference for dual certification in Teaching Students with Disabilities (Special Education) and a content area

 

Community Roots seeks individuals who:

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

 

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TEACHER CAREER FAIR

Posted by | March 8, 2023 |

Join our Career Fair – Saturday, March 25, 2023

10:00am to 3:00pm
199 Water Street, New York NY 10035

REGISTER HERE –> by March 20th! https://tinyurl.com/blaccfair

Black Latinx Asian Charter Collaborative will launch its first Career
Fair on Saturday, March 25, 2023 from 10am to 3pm. The first 100 registrants will have the opportunity to participate in the free professional development workshop “Finding Your Why” led by Andrea
Ellis.

About BLACC
Black Latinx Asian Charter Collaborative (BLACC) is a nonprofit organization dedicated to elevating charter schools founded and led by people of color in New York. We represent educators and stakeholders who believe that community-based schools founded by leaders of color are powerful vehicles for change and progress. We currently have schools in the Bronx, Brooklyn, Queens, Manhattan, Westchester and
Buffalo.

What positions are available?

Teachers – All subjects K-12, Special Education, English Language Learners, Interventionist

Student Support – Guidance Counselor, Social Workers, Deans

Leadership – Principal, Assistant Principal, Instructional Director

Non-Instructional – School Operations, Finance, Development, Communications

How do I attend?

The Career Fair will be held at 199 Water Street, New York NY 10035.
You must register by March 15th to attend. Please visit https://tinyurl.com/blaccfair to reserve your space today.

What Schools Are Participating?

American Dream Charter School – Bronx

Capital Prep – Bronx, Manhattan

Charter School of Educational Excellence – Yonkers

Coney Island Prep – Brooklyn

Ember Charter School – Brooklyn

Forte Prep – Queens

International Leadership Charter High School – Bronx

Lamad Academy Charter School – Brooklyn

Merrick Academy – Queens Public Charter School – Queens

Public Preparatory Network – Bronx

Rochdale Early Advantage Charter School – Queens

Sisulu-Walker Charter School of Harlem – Manhattan

Summit Academy Charter School – Brooklyn

WHIN Music Community Charter School – Manhattan

Job Type: Full-time

Salary: $60,000.00 – $150,000.00 per year

 

Comments Off on Executive Director

Executive Director

Posted by | March 6, 2023 |

Background:
The Salvadori Center is a leading educational nonprofit with a mission to teach STEAM – science, technology, engineering, arts/architecture, and math to – K-12 students primarily in under-resourced communities. Since 1987, the Salvadori Center has provided students opportunities to see and understand how science, technology, engineering, arts/architecture, and math are all around them and relevant to their lives.  Salvadori’s numerous in-school and after-school programs engage students through collaborative learning using a project-based, hands-on approach that is tied to the built environment – buildings, bridges, parks, communities – that students see every day. In addition to providing direct services to students, Salvadori has a diverse earned income stream that includes teacher professional development, community programs, publications, independent learning kits, and corporate engagement programs that build community relationships through educational programs.

The Salvadori Center has expanded its reach from the five boroughs of New York City to include eastern New Jersey and northeastern Pennsylvania. Last year, Salvadori provided programs to 10,586 students in 370 classrooms through 4,340 sessions, in 117 sites, for 112,598 student impact hours across. The variety of multi-day in-school, after-school, and summer programs provides students with the essential skills they need to succeed in school, college and in their careers: collaboration, critical thinking, creativity, and communication. Salvadori Center engages students’ imagination, expands self-esteem, improves academic performance, and broadens their vision of the world and their future in it.

The Position:
After a highly successful tenure, the current Executive Director is stepping down. The Salvadori Center is seeking an experienced and accomplished Executive Director to lead the organization in its next phase of growth and development. Reporting to the Board of Directors, and with the support of the senior management team, the Executive Director will work to set organizational priorities, fundraising targets, and develop and articulate Salvadori’s vision going forward, translating its mission into programs and outcomes that positively impact the students it serves. The Executive Director will be savvy about all aspects of managing a nonprofit, including operations, program design and implementation, staff development, fundraising, and fiscal management ensuring that resources are used cost-effectively while remaining agile to evolving business needs.

The ideal candidate will have the ability to cultivate relationships with a wide variety of internal and external stakeholders including corporate, community and government leaders. This individual will have strong interpersonal skills, excellent written and oral communication skills, a hands-on management style, be approachable and open to new ideas, and an active and engaged problem-solver. The successful candidate must be able to work independently as well as collaboratively in a supportive and direct manner with a minimum of ego.

Responsibilities: 

  • Leadership: Serve as the face and voice of the organization; set the mission, vision and direction of Salvadori making sure it is in-line with educational needs; direct the operations of the organization, including the management and efficiency of its day-to-day workings, as well as administrative policies and procedures.
  • Management: Oversee all staffing-related matters including recruitment, hiring, and development; support staff morale; ensure clear communication; designate responsibilities as necessary; provide leadership for staff promoting a culture of collaboration, openness and inclusiveness that reflects the values and importance of DEI, and a management structure that is flexible and responsive to changing conditions.
  • Board Relations: Cultivate relationships with the active and engaged Board; provide timely and regular communications; meet with individual Board Members targeting their interests and involvement; manage Board expectations; work towards diversification of the Board.
  • Financial Management: Maintain strong financial oversight; in conjunction with Board help prepare and monitor the annual budget; review and oversee all budgets and financial decisions; review monthly and quarterly reports and make adjustments as needed; meet with Finance Committee; work closely with the Board of Directors to ensure compliance and sound fiscal practice.
  • Programs and Pedagogical Practice: Oversee pedagogical practice; conduct site visits to schools; meet with principals and other school personnel; evaluate and initiate program design; oversee implementation; review reports from the Education Director and teaching staff; redesign as necessary with feedback from staff and clients; liaise with outside evaluator; follow relevant program and legislative development at all levels.
  • Fundraising: Maintain existing and establish new public and private fundraising sources; build and maintain relationships with key funders including face-to-face meetings; help coordinate the annual benefit.
  • Communications: Outreach to increase public awareness of and promote the Salvadori’s mission and programs; represent Salvadori on various bodies, committees and councils;  disseminate Salvadori’s work via speaking engagements, conference attendance and presentations, in publications with articles and Letters to the Editor, and in other media-related items that promote the work of Salvadori.

Qualifications:

  • Master’s degree from an accredited college or university in a related field, preferred
  • Senior management experience in a not-for-profit organization; experience in STEAM, teaching, school administration, developing and managing school-based, after-school or professional development programs, a plus
  • Ability to provide visionary and credible leadership and advocacy for the Salvadori Center to ensure its continued excellence and the provision of quality programs
  • Solid experience working with and supporting a Board of Directors, including board development
  • Strong organizational skills and poise under pressure; flexible, able to focus, prioritize and implement, as well as address and solve problems/issues as they arise
  • Ability to work collaboratively with staff, fostering collegiality and a positive work culture that is respectful of different backgrounds, professional skills, and perspectives
  • Proven track record in fundraising, comfortable in seeking and asking for individual and major gifts, able to identify new sources of funding
  • Strong financial and operational acumen to grow and maintain a financially stable and sustainable organization including budget preparation, analysis, decision-making and reporting
  • Exceptional oral and written communications abilities, including persuasive presentation skills for diverse audiences

For more information about the Salvadori Center, please visit their website at www.salvadori.org

All positions at the Salvadori Center are filled without regard to race, color, religion, sex, national origin, age, sexual orientation, gender identity or expression, disability, HIV/AIDS status, veteran status or any other characteristic protected by law. All are encouraged to apply.

The annual salary for this position is $175,000+ depending on experience.
Salvadori Center offers an excellent benefits package including no-cost health insurance, 5% no-match required contribution to a 403b plan, as well as generous holiday and vacation pay.

Comments Off on Director of Partnership Development

Director of Partnership Development

Posted by | February 28, 2023 |

Overview

Youth Communication (YC) is growing and seeking a dynamic and experienced Director of Partnership Development to deepen YC’s impact and develop partnerships with schools, districts, government agencies, and community-based youth programs. YC provides curricula and professional development based on true stories written by teens. Our programs enable schools and other youth-serving organizations to create supportive, culturally responsive learning communities. We are committed to teens of color and other young adults whose voices need to be heard.

The Director of Partnership Development will be responsible for building deep and broad relationships with school leaders and other decision-makers. The position requires knowledge of (and the ability to discover) school and agency funding streams and curriculum adoption timelines. It also requires the ability to build relationships with decision-makers at the school, agency, and district levels.

As an ideal candidate for this position, you are energetic, entrepreneurial, highly self-directed, and hands-on, with a proven track record of securing customers and closing sales. You possess strong relationship building skills, the capacity to establish a strong rapport with YC’s existing partners, and a deep passion for YC’s mission to amplify youth voice.

Given the complex nature of the curriculum adoption and professional development purchasing process, this job will require frequent virtual and in person meetings with principals and district staff both in NYC and nationwide. Occasional regional and national travel may also be required. They will also work closely with our Executive Director, Managing Director of External Relations, Marketing Director, and the YC education team to identify potential school partners and funding sources, determine their needs and how YC’s programs and services can meet them, and enlist them in supporting or purchasing YC programs.

Youth Communication is pursuing ambitious growth goals for our culturally responsive, social and emotional learning programs. Over the next three years, we aim to scale our programs across New York City public schools and build roads to expansion across the country. This role is a crucial element of that plan. The Director of Partnership Development must be agile and ready to adapt to these new opportunities for growth.

YC is operating with a hybrid model, with an expectation of at least two days of in-person work a week.

About Youth Communication

YC elevates the power of youth voices to improve the lives of young people who are the furthest from opportunity, including youth of color, youth living in poverty, experiencing housing instability, and in foster care. We provide powerful, teen-written stories and professional development that help educators and youth workers connect with teens and build their social and emotional skills.

Our professional development and curricula are based on true stories written by teens in YC’s intensive writing program. These stories make YC’s professional development programs and services unique in the field and exceptionally engaging for teens.

Youth Communication currently has a $1.9M+ operating budget, with 90% funded through philanthropic support and 10% through earned income from our PD services. This year, our goal is to secure $400K in earned income.

The ideal candidate will be both highly collaborative and self-directed. We are looking for a teammate who brings an outcomes-oriented approach to providing solutions that authentically center youth voice and lead to the creation of safer, more supportive, and inclusive schools and communities.

The Director of Partnership Development will be expected to fully engage in Youth Communication’s diversity, equity, and inclusion work. This will include regularly reflecting on their own intersectional identities, infusing their own work with an equity mindset, and holding themselves and their colleagues accountable.

 

Responsibilities

Sales (65%)

  • Identify and cultivate new potential partners among schools, school districts, community-based organizations (CBOs), and government agencies for YC’s professional development services and curricula.
  • Research relevant sources of public funding and identify potential customers for cultivation.
  • Cultivate relationships with existing partners and maintain those relationships through a high level of service and professional empathy.
  • Research and identify third-party payers (e.g foundations or intermediary organizations), that recognize the value in YC’s programs and services.
  • Meet or exceed annual revenue goals. This year, that goal is $400,000.
  • Secure payment commitments, manage invoicing, and draft contracts.
  • Ensure maintenance of accurate records of sales and prospecting activities in Salesforce (CRM), tracking sales goals on a monthly, quarterly, and annual basis.

Marketing Collaboration (20%)

  • Represent YC to the public in meetings and speaking engagements, marketing our revenue-generating services.
  • Collaborate with both Marketing and Education on sales-specific external communications opportunities as well as YC’s convention strategy–seeking to attend at least three conferences each year with the purpose of generating leads.
  • Work collaboratively and creatively with YC’s marketing and communication staff to create and disseminate messages that convey the value of our programs and services— via YC’s websites, social media, brochures, and other collateral.

Program Collaboration (15%)

  • Collaborate with YC program directors to:
    • ensure that program services are aligned with sales and organizational goals;
    • identify new customer needs to inform curriculum development and training services that are aligned with our strategic direction.
  • Assess reports from program evaluations and customer testimonials and integrate them into sales efforts.

 

Qualifications

  • Passionate about YC’s mission to elevate the power of youth voice to improve the lives of youth in New York City and beyond, particularly teens of color and other young adults whose voices need to be heard. Able to communicate that passion to school-based staff, district leaders, community-based organization decision-makers, city agency leaders, etc.
  • Sales and marketing experience and track record of closing sales and/or securing revenue and the ability to represent the organization to a wide range of stakeholders and constituencies.
  • Knowledge of the NYC educational and youth development landscape.
  • Knowledge of broad educational trends and the national market for social and emotional programs and services.
  • Familiarity with the complex challenges that educators face in their work to support youth who are the furthest from economic and educational opportunity. Service-minded, supportive, and demonstrates care and empathy for students and teachers.
  • Adaptive, flexible, and highly focused, demonstrating a readiness to support organizational growth.
  • Strong public speaking and presentation skills.
  • Comfortable tracking revenue and managing a pipeline in Salesforce (or comparable CRM).
  • Familiarity with software systems for managing contacts, projects, and revenue-generation activities (e.g. Google Suite, Salesforce, Microsoft Teams, and Zoom).
  • Bachelor’s degree or the equivalent in education and experience.
  • 3-5 years of educational sales or similar experience leading communities of educators and/or equivalent experience working in public education and/or youth development in NYC.

Salary

  • $75,000-$85,000, based on experience.

 

Benefits

  • Youth Communication offers a generous health care plan (paid 85% by the organization); three weeks of paid vacation in the first year, 11 paid holidays, and other benefits. The office operates on a hybrid model with a mix of work-from-home/in-person.
Comments Off on Social Media Specialist

Social Media Specialist

Posted by | February 28, 2023 |

The United Federation of Teachers, the 195,000-member union of New York City public school educators and other professionals, seeks a social media specialist who is committed to public education and the labor movement to join our digital communications team.

You know how to:

  • Create engaging content for major social platforms (Instagram, Twitter, Facebook, LinkedIn)
  • Establish an organization’s message, position and identity in a social media post
  • Edit photos, videos and captions on the go using mobile tools
  • Write compelling and concise captions, tweets and other social media posts using excellent spelling and grammar
  • Use analytics to make recommendations about social media content
  • Communicate clearly and effectively with colleagues who administer social accounts in the organization’s orbit to ensure the organization’s message is consistent across all social accounts and platforms
  • Engage thoughtfully and respectfully on social media while conveying the organization’s message
  • Manage engagement with social posts so questions and misinformation do not go

You’re interested in using social media to:

  • Inform, engage and build community and social action
  • Advocate for workers’ rights, public education and causes that are important to union members
  • Build campaigns for real-world action
  • Convey important and sometimes complex information

Responsibilities

  • Use digital tools to produce, edit, schedule and collaborate on content on Twitter, Instagram, Facebook and LinkedIn as directed by the social media manager. Use approved language and messaging to build this content when the situation calls for it.
  • Help guide and support other UFT staff with union-branded social accounts to ensure that their accounts are posting engaging, accurate and relevant content and that posts on union-wide topics are consistent across channels.
  • Work with the union’s graphic designers to translate ideas into social media
  • Report and create Instagram stories and reels as directed by the social media
  • Respond rapidly but thoughtfully to breaking news and urgent
  • Help manage engagement with post comments when the union posts on sensitive or complex topics by identifying and supporting subject matter experts in the union.
  • Work collaboratively in person and remotely with the broader team that designs and executes social media strategy.
  • Work outside regular work hours as assignments

You have:

  • A Bachelor’s degree
  • 1-3 years of relevant work experience
  • A COVID-19 vaccination
  • An interest in public education, politics and the labor movement
  • A sense of humor

Salary $55,000-$65,000 depending on experience. A defined-benefit pension and other excellent benefits. Equal opportunity employer. In-person work at least three days a week at the union’s lower Manhattan headquarters is required.

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Communications Associate-QSNY

Posted by | February 27, 2023 |

General Description

MISSION

Children need to spend their most critical years with dedicated, educated, trained, and well-compensated individuals in order to thrive. The New York Early Childhood Professional Development Institute (PDI) leads the work to establish and implement an early childhood workforce system to ensure funding, standards and competencies, career development resources, qualifications and credentials, professional development (training and strengths-based coaching), and program quality assurance and improvement for individuals who work with young children throughout New York. Housed at the City University of New York, the Institute is a fast-paced, dynamic public/private partnership that is committed to the early childhood workforce across New York State.

QUALITYstarsNY is New York State’s Quality Rating and Improvement System for early childhood education programs in all regulated settings. QUALITYstarsNY exists because early childhood educators across the state deserve support to engage in continuous quality improvement. QUALITYstarsNY provides individualized, comprehensive support to hundreds of early childhood programs across New York State and continues to expand participation. Programs participating in QUALITYstarsNY are rated on a 5-Star scale every three years and are supported with a full complement of resources to improve and sustain their quality – all at no cost to their program.

GENERAL DESCRIPTION

The Communications Associate will support the development and implementation of communications and marketing strategies for QUALITYstarsNY. The Communications Associate will contribute to the creation and distribution of compelling and visually engaging print and digital materials for a range of stakeholders and audiences. The Communications Associate will report directly to the QUALITYstarsNY Communications & Outreach Manager.

Salary range: $50,000 -55,000

DUTIES AND RESPONSIBILITIES

Communications

  • Support the creation and dissemination of digital and print communications and education materials for a wide range of internal and external audiences
  • Ensure consistency of messaging and brand identity for QUALITYstarsNY in materials development and across various platforms
  • Design visually compelling content for a variety of print and digital platforms
  • Create content for QUALITYstarsNY social media channels, manage engagement, and monitor social media metrics to measure success
  • Develop web content, including creating and maintaining webpages and blog posts for the QUALITYstarsNY website
  • Utilize participant and staff testimonials to develop content for the blog and social media that spotlight diverse experiences within the QUALITYstarsNY community
  • Manage email lists and pull data reports for targeted print and email communications campaigns
  • Support strategic planning for communications campaigns and to achieve short- and long-term goals for the QUALITYstarsNY project
  • Support the development of resources and templates to help internal staff communicate effectively on behalf of QUALITYstarsNY
  • Assist with reviewing and editing public-facing content created by internal team members to ensure consistency with current messaging and brand guidelines
  • Assist with onboarding new staff members so they can effectively communicate about QUALITYstarsNY and reinforce the QUALITYstarsNY brand identity in their written and verbal communications
  • Support the development of presentations and reports for internal and external audiences
  • Periodically represent QUALITYstarsNY at conferences and events and deliver presentations about QUALITYstarsNY impact and processes for internal and external audiences

Other Duties

  • Participate in team meetings and strategic planning discussions
  • Assist with editing and creating Help Center articles and current policy and procedure manuals for staff and participants
  • Build and maintain relationships with external vendors and support communications projects with external partners
  • Correspond regularly with staff about important operational matters and updates
  • Provide Institute Leadership with updates about accomplishments and key data as needed
  • Respond to external requests for information about QUALITYstarsNY
  • Perform special projects and other duties as assigned

Qualifications

Minimum Qualifications

  • Bachelor’s degree in Communications

OR

  • Bachelor’s degree in related field with three years relevant experience
  • Excellent oral and written communication skills
  • Excellent organizational skills and attention to detail
  • Experience writing for a variety of audiences from the general public to more specific stakeholders
  • Experience designing visually compelling communications and marketing content
  • Interest in learning new technologies and software for creation and dissemination of digital and print content
  • Ability to distill complex ideas into accessible language and content for various audiences
  • Proficiency in Microsoft Office (Excel, Word, and PowerPoint) design
  • Familiarity with Adobe Creative Suite (InDesign, Adobe Illustrator or Photoshop)
  • Active listener, flexible thinker, team player
  • Flexibility and enthusiasm for multi-tasking and creative problem-solving

Preferred Qualifications

  • Spanish bilingual preferred; at a minimum, the ability to understand and to make one’s self understood to all Spanish speaking individuals
  • Graphic design skills/experience
  • Experience creating and managing website content through a Content Management System (CMS), preferably WordPress
  • Knowledge of basic HTML
  • Experience with development/management of email distribution lists and use of email distribution systems, such as Mailchimp
  • Familiarity or background in the field of early childhood education or a related field

Physical Requirements

  • This position operates in a professional office environment located in Brooklyn, NY, and is currently hybrid, working 70% in the office. This role routinely uses standard office equipment such as personal computers, laptops, tablets, smart phones, photocopiers, filing cabinets and presentation equipment.
  • While performing these duties, the employee is required to perform physical activities such as, but not limited to, lifting items (up to 20 pounds), bending, reaching, and sitting for prolonged periods of time. Reasonable accommodations will be made for employees with disabilities or other needs per RFCUNY policies.
  • Ability to travel to other sites as needed.
  • As of May 27, 2022, all candidates will be required to provide proof of being fully vaccinated against COVID-19 upon commencing employment. Exemption (medical or religious) requests to this requirement will be considered in accordance with applicable law and criteria. Being fully vaccinated is defined for this purpose as two weeks after a final dose in primary series of an authorized COVID-19 vaccine (example: two weeks after the second dose of a two-dose vaccine such as Moderna or Pfizer, or two weeks after a single dose vaccine such as Johnson and Johnson). Final candidates must be fully vaccinated as of their first day of employment. Newly hired employees will be sent an email with instructions on how to upload their vaccine information on the Research Foundation portal. 

 

EEO Info (standard language to be included on all job postings)

We are committed to enhancing our diverse academic community by actively encouraging people of all race, color, religion, gender, gender identities or expressions, sexual orientation, national origin, genetics, disabilities, age, or protected veteran status to apply. We take pride in our pluralistic community and continue to seek excellence through diversity and inclusion. The Research Foundation of the City University of New York is an Equal Opportunity/Affirmative Action/Americans with disabilities act/E-Verify employer.

Comments Off on Bard High School Early College Bronx Acting Principal Assigned / Project Director (Bronx, NY)

Bard High School Early College Bronx Acting Principal Assigned / Project Director (Bronx, NY)

Posted by | February 24, 2023 |

Bard High School Early College Bronx Acting Principal Assigned / Project Director

The New York City Department of Education (DOE) seeks experienced DOE educators who can demonstrate sustained success in driving student achievement growth, for a High School principal position.

Led by Chancellor David Banks, the New York City Department of Education (DOE) is committed to creating a system of 1,700 + high-performing schools.

Overview

The Office of School Design aims to create an equitable and effective range of school and program options for students and families in New York City. The office works to identify and develop high quality district schools, dual and bilingual language programs, career and technical education programs, and other specialized programs to meet community need. The core of the work is to create many paths to the same outcome for students: a good education, preparation for college and productive citizenship, and a path to economic security. CSA School Supervisors may apply to serve as Acting Principal Assigned – Project Director.

Acting Principal Assigned / Project Director will lead Bard High School Early College Bronx. The Acting Principal Assigned/Project Director will implement the Bard model, including in the following targeted areas: mission and vision, student and staff recruitment, curriculum development and data-driven instruction, school culture, serving special populations, budget, and finance.

Aligned to the goal of scaling, sustaining and restoring what works, Bard High School Early College Bronx will offer students a high school experience and early college opportunities, leveraging the success of the Bard Network in New York City and beyond.

About the Bard Early Colleges

The Bard Early Colleges (BEC) are founded on the belief that, for many young people, college can and should start at an earlier age. Acting on this belief, Bard Early College enables students to begin serious college study in place of the traditional 11th and 12th grades, at no cost to students or families.

The Bard Early Colleges offer a unique home for young people’s intellectual ambition: as both tuition-free, branch campuses of Bard College and public high schools, they award a high school diploma and a Bard College Associate in Arts degree (and 60 transferable credits) by the end of the 12th grade. Students are taught by Bard College faculty in undergraduate, seminar classes, all deeply rooted in the liberal arts and sciences, in Bard College’s commitment to excellence in teaching, and in Bard’s mission as a private college in the public interest.

Now entering its third decade, the Bard Early College network enrolls over 3,000 young people in campuses in Queens, Manhattan, and Hudson, New York; Newark, New Jersey; New Orleans, Louisiana; Cleveland, Ohio; Baltimore, Maryland; and Washington, D.C.

The Acting Principal Assigned/Project Director is the early college’s academic and administrative leader. The Principal is responsible for: 1) ensuring that the school meets Bard’s high standards of undergraduate academic rigor and student achievement; 2) facilitating smooth and effective collaboration with NYCDOE and Bard regarding all aspects of school management; 3) alongside the school’s Dean of Studies, leading the faculty in designing and delivering an academic program of genuine collegiate quality and ensuring the implementation of Bard’s Early College pedagogy across the curriculum, including Bard’s Writing and Thinking Practices; 4) upholding and enriching the tenets of diversity, equity, and inclusion of BHSEC’s school culture and community, and fostering a campus culture of intellectual engagement, individual responsibility, and creativity; and 5) leading the school staff. The Principal reports to the school system partner and to Bard College, specifically through the Dean of the Early Colleges. The Principal collaborates regularly with other BHSEC leadership teams. Specifically, The Principal will be responsible for the following:

School Support – Implementation

  • Collaborate with Bard stakeholders to create the mission, vision and design for the Bard High School and Early College including:
    • Design scope and sequence, units of study and build a team from the ground up.
    • Create an innovative school model.
    • Model strong organizational skills and distributed leadership to promote team empowerment through collaboration with school stakeholders.
    • Harness the power of student voice, and family and community involvement to ensure that all voices are heard and considered in the day to day life of the school.
    • Provide ongoing support, guidance, feedback, and support to collaborators to ensure high-quality contributions and full engagement. Support leaders’ work in planning deliverables.

Qualification Requirements

Preferred

  • Familiarity with the academic tradition and curricular tenets of the liberal arts and sciences
  • Track record of success at increasing student achievement outcomes in a school
  • Relevant teaching experience, preferably with both college and high school-aged students
  • Relevant leadership experience
  • Experience in and commitment to working with adolescents
  • Experience in data-based decision making and strategic planning around instructional implementation to increase student achievement
  • Engagement in the candidate’s field of study since attainment of doctoral degree
  • Attention to detail, well organized, able to work under pressure, and meet frequent and changing deadlines
  • Sound judgment; skilled with group problem-solving and working with complex concepts in a dynamic setting.
  • Ability to organize facts and present information and figures in a clear, concise, and logical manner, both orally and in writing
  • Very strong organizational and management skills
  • Very strong interpersonal and communication skills
  • Ability to synthesize information from multiple sources and reconcile incongruent data
  • In-depth knowledge of the NYC public school system and the NYC Department of Education
  • Ability to receive constructive feedback and engage in a collaborative and rigorous development of school design
  • Prior success in planning and leading a school
  • Prior success in leading adult team building—being a team leader and teaching others how to lead teams

Anticipated start date: March 1, 2023

Acting Principal Assigned / Project Director will likely become the Interim Acting Principal of the school on July 1, 2023. Appointment to the principal position is subsequently subject to selection through the Chancellor’s C30 Process

To Apply

Submit a resume to newschoolsjobs@schools.nyc.gov by February 28, 2023

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Staff Attorney – Immigrant Students’ Rights

Posted by | February 23, 2023 |

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

AFC seeks a Staff Attorney for its Immigrant Students’ Rights Project (ISRP). ISRP works to protect the education-related rights of underserved immigrant families. Immigrant families face unique obstacles in NYC public schools related to their linguistic and cultural backgrounds.

The Staff Attorney will report directly to ISRP’s Project Director.

RESPONSIBILITIES
The attorney will primarily serve immigrant families of children with special needs and English Language Learners (ELLs).

Responsibilities include:

• Representing parents at special education administrative hearings;

• Participating in school meetings and school visits;

• Assisting families with school related issues such as school enrollment, locating bilingual
programs, and addressing bullying;

 

APPLICATION INSTRUCTIONS
Please e-mail one document that includes a resume and cover letter to ISRPstaffattorney@afcnyc.org with “Staff Attorney – Immigrant Students’ Rights Project” in the subject line. Candidates should highlight why they are interested in this role at AFC and how their experience aligns with the Staff Attorney position, including any personal or professional experience that demonstrates your connection to the populations AFC serves. Due to the high volume of applicants, only complete applications from
qualified candidates will be contacted.

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

COMPENSATION AND BENEFITS
This is a full-time position, with a salary in the $73,000 – $81,000 range, depending on experience, and includes a comprehensive benefits package. AFC’s current compensation package includes medical and dental insurance, with a plan option that covers full payment of medical plan premiums for staff and their qualified dependents. AFC has generous time-off policies that include 10 federal holidays, office closure between Christmas and New Year’s Day, and 15 vacation days and 15 paid time off days in the first year of employment. AFC also offers a 403(b) plan with a fully vested employer match and coverage of the premium cost of life insurance and long- and short-term disability insurance.

OTHER INFORMATION
Currently, all AFC positions are expected to work at least 2 days a week in the office and remotely on the remaining days. COVID vaccination is required prior to the first day of employment.

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

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

• Providing know-your-rights trainings to families, community organizations, and service providers;

• Supporting ongoing policy advocacy efforts focusing on ELLs, immigrant students, and access to translation and interpretation services in schools;

• Researching and conducting outreach to organizations that provide services to immigrant
communities; and

• Drafting and updating informational materials for immigrant parents;

MINIMUM QUALIFICATIONS
• Law degree required and admission to the NYS bar preferred;

• 0-4 years of legal experience required;

• Spanish language fluency required;

• Ability to effectively engage across cultures, identities, and ethnicities, particularly Latinx and immigrant families;

• Strong presentation skills and comfort with public speaking;

• Able to engage with a variety of audiences that include parents, community partners, and NYC DOE staff;

• Organized, detail oriented, and able to work independently on tasks and deliverables;

• Strong writing ability;

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

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

Comments Off on Principal, Coherent Instructional, Assessment and Accountability Systems

Principal, Coherent Instructional, Assessment and Accountability Systems

Posted by | February 23, 2023 |

Overview of the Opportunity

Education First is seeking an experienced leader to join the “Engaged Students” consulting team as Principal. The Principal position is a senior leader with extensive experience in one or more of Education First’s Coherent Instructional, Assessment and Accountability Systems focus areas:

  • College and career-ready standards, high-quality instructional aligned materials and curriculum-connected professional learning;
  • Reimagining intervention at scale for COVID-19 recovery of unfinished learning;
  • Summative, interim, diagnostic and formative assessments and/or accountability system design; 
  • Innovative approaches to assessment, including focus on whole child; and
  • School improvement and intervention. 

The Principal role helps shape and set strategy, cultivates strong partnerships, leads individual client engagements and contributes to the firm’s success and sustainability. They apply their understanding of current and future issues in the field to lead services and projects that produce immediate and long-term results, and contribute thought leadership to extend the firm’s reputation nationally in these areas. Principals should have diverse and outstanding networks with decision makers and influencers in the field, and they are comfortable cultivating relationships and coaching others. Principals also are deeply skilled in understanding and addressing issues of racial equity; overseeing the quality of research, work products and service to clients. 

What You’ll Do

  • Contribute to internal strategy-setting and execute service offerings for foundations, nonprofits, educational institutions and systems (districts, CMOs) and state education agencies 
    • Build long-term relationships with thought leaders, influencers and clients nationwide
    • Identify new clients, especially education institutions, systems and funders, with whom we should partner
  • Serve as accountable project leader on a variety of client engagements
    • Oversee successful projects, including building capacity, advising clients, and ensuring that project deliverables meet our excellence standard
    • Coordinate regularly with the project manager and client to ensure project success, including budgeting, planning and regular reporting against the contract, and providing and seeking feedback from the client and team members 
  • Mentor, guide and manage team members
    • Support project managers to set and monitor project work plans and drive the project to completion at or under budget 
    • Support inclusive project teams that challenge and empower all team members to grow and reach their potential 
  • Contribute and deliver content for the firm’s website, policy papers, newsletters, op-eds, press releases and public speaking engagements

 

Why You’re a Great Candidate 

Must Haves: 

  • You have extensive experience  designing, implementing and/or advocating for successful education policies and practices designed to improve preK-12 education outcomes for young people
  • You are committed to the vision of a more equitable education system in the U.S., including a willingness to examine the role of privilege, structural barriers, and inclusion in changing the trajectories of students furthest from opportunity
  • You possess strong, inclusive project management and system level strategy and planning experience, including juggling several complex projects at once, developing work plans, strategic plans, maintaining project budgets, managing risks and meeting deadlines and targets
  • Strong, inclusive project management experience, including juggling several complex projects at once, developing work plans, maintaining project budgets, managing risks and meeting deadlines and targets
  • At least 5 years of previous management or leadership roles in a school district, charter network, and/or state education agency, or providing technical assistance to these systems leaders 
  • Experience in designing and refining system level strategy and planning, especially developing strategic plans and/or implementing and adjusting strategies based on data
  • You can lead through ambiguity to create clear structures that deliver high-quality results to clients
  • You provide and receive feedback with ease
  • You lead by influence – establishing open lines of communication and understanding and including the perspectives of others

 

Nice to Haves:

  • Experience with consulting, providing technical assistance or leading strategy development
  • Master’s degree or equivalent experience in public policy, public administration, business, education, Juris Doctor or related fields preferred

Compensation

The salary range for this position is $145,000 – $162,500. We typically set initial starting salaries between the market minimum and the 25th percentile of the pay range to ensure there is room for growth over time. There is also an opportunity to earn a sales bonus.  

Benefits 

  • 100% remote, U.S. based team
  • Firmwide in-person engagements a few times a year
  • Telework Subsidy
  • Professional Development Stipend
  • 20 PTO days and 11 holidays
  • Medical, dental, vision and life insurance 
  • 401(k) match

Travel & Covid-19 Vaccine Policy

Education First requires all employees to be fully vaccinated against COVID-19 unless they have an approved medical/religious exemption. Proof of vaccination will be required upon acceptance of any offer of employment. You should be able to travel for in-person client meetings as needed (roughly 10-20% of the time). 

About Education First

Education First is a mission-driven education policy consultancy dedicated to ensuring that all students – and particularly students in poverty and students of color – are prepared for success in college, careers and life. We work with organizations that are shaping the future of P-16 education across the nation, including school networks and districts, state departments of education, policy and advocacy organizations, youth empowerment organizations, talent organizations and foundations. 

 

We help these system leaders catalyze change through our services:

  • Conduct research and analysis on policies and provide contextual recommendations and strategic support to translate findings into concrete, sustainable action
  • Develop and implement visionary, coherent strategies and strategic plans by prioritizing inclusive voices, focusing on the right problems, and providing space to explore
  • Plan and facilitate meaningful convenings for organizations and individuals to learn, problem solve, collaborate, and advance their work
  • Design actionable and equitable solutions that meet client needs, achieve program goals, and implement initiatives with clarity and quality
  • Support grantmakers, funders, and foundations to develop thoughtful, high-impact investment strategies that align with their goals, interests, and resources

 

We are a team of more than 60 former teachers, district and state education leaders, policy advisors, and grant makers who live and work virtually in more than 20 states and DC. Because of our experience, we approach the challenges our clients face with humility, realistic solutions, and a commitment to follow-through. Our culture is built on genuine care for our clients and for each other. We celebrate original thinking, collaboration, entrepreneurialism, authenticity and fun.

Our Equity Commitment

We recognize that in order to pursue our own organizational mission at Education First, we must approach our work by studying gaps and inequities, asking tough questions about structural racism and more deliberately engaging diverse voices in problem-solving. We’ve been building our own skills to deliver solutions that center racial equity, with particular attention to equitable ways of thinking and working, and we are committed to helping our clients do the same in projects that have a goal of increasing equity at their core. Within Education First, we have committed to building a race equity culture – creating the conditions to adopt antiracist mindsets and actions. 

We believe:

  • Black lives matter. We are collectively responsible to amplify and support Black students, families and leaders.
  • People are experts in their own experience. We cannot effectively support our clients to problem solve and innovate without centering the people they aim to serve.
  • Racism and inequity were designed, and can be redesigned. People make up the systems, policies and processes that govern our experience, and we must support our clients to explore their role in reimagining what could be possible.

For greater detail about our Equity Commitment, please visit our website.

Education First actively engages our team with a robust Race, Inclusion, Diversity and Equity (RIDE) strategy to build our staff and organizational capacity to lead on issues of equity and to increase diversity, equity and inclusion at all levels of the firm. As a proud equal opportunity employer, we strongly encourage applications from candidates of all races, national origins, ages, religions, creeds, veteran or disabled statuses, sexual orientations, gender identities or gender expressions. 

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Middle School Director

Posted by | February 17, 2023 |

Pay Rate: $135,000 – $170,000
Department: Middle School Administration
Job Status: Full-Time
Work Shift: 7:30 AM – 4:00 PM

Position Description

The MS Director will join a dedicated leadership team and expert educators to lead one of the school’s three schools starting July 1, 2023.

Reporting to the Chief Schools Officer, the Middle School Director will model and exemplify IAL’s standards for leadership while providing oversight and support for the staff, students and families at Inwood Academy. The MS Director will lead through intentional modeling, coaching and development of students and staff. This role will be the point person for all facets of academics that have a direct impact on student learning and development. This position serves as an instructional and curriculum expert that embodies the educational philosophy and current educational trends and best practices, including educational research, brain research, and successful teaching practices. Examples include the monitoring of classroom instruction and management of all internal and external student assessment data. This role ensures that all students leave the 8th grade ready for high school, academically, socially and emotionally.

The Middle School Director will implement the strategic direction for the middle school and will embody;

  • A deep understanding of and a passion to support Inwood Academy’s mission
  • A readiness to embody Inwood Academy’s core values of belonging, growth, and leadership
  • A proven commitment to DEB (diversity, equity, & belonging) work and fostering an environment where all students and staff belong

Strategic Priorities and Opportunities as a Member of the Leadership Team Include: 

  • Building, maintaining, and partnering with staff, parents, and other administrators
  • Working together with administration and staff to achieve Level 2 Certification in Dr. Robert Marzano’s Highly Reliable Schools Framework
  • Fully implementing an individualized student schedule model that best meets the needs of individual learners
  • Identifying leadership skills in staff and finding opportunities to hone and grow these skills
  • Seeking innovative opportunities to enrich the academic, social, and emotional development of students
  • Exploring ways to continue to build and sustain community K – 12 as the school adds elementary school grades
  • Researching, evaluating, and implementing ways that all students can access, without obstacles, all aspects of the IAL program; this includes thinking about activities, additional testing and tutoring, and extracurriculars

Duties of the MS Director: 

  • Leads all aspects of the Inwood Academy’s Middle School, responsible for its day to day schedule; directs and supports the activities of the school including all events related directly to the Middle School or the entire school (5 – 12)
  • Articulates the programs, philosophy, expectations, behavioral guidelines, and other information necessary to ensure that all constituencies are fully informed consistent with their individual roles
  • Prioritizes their leadership development and those of their colleagues, staff, and students to create a school-wide leadership-development culture
  • Implements, monitors and assesses the key initiatives of the school including the Science of Reading intervention programming, Highly Reliable Schools, The Writing Revolution, and Collaborative Problem Solving
  • Provides an orderly environment in which learning can take place; fosters a school climate that is supportive and generates a positive school culture
  • Works with will all staff to communicate, and uphold the student code of conduct; maintains student discipline consistent with school policies
  • Supports students, staff, and parents in the orientation and connection to our school community
  • Directs and assists in the planning and presentation of school assemblies and programs; assists in maintaining a comprehensive calendar of school events; keeps entire school community informed of various school programs and activities
  • Serves as a coach and evaluator to teachers in matters of classroom management, teaching methods, and general school policies and procedures
  • Provides guidance and oversees the grading and reporting of standards and methods used by teachers in measuring student achievement
  • Maintains timely and relevant communication to parents and facilitates staff communication with parents
  • Coordinates a master class schedule which supports the individual needs of students including the provision of intervention and enrichment supports
  • Works with the operations team to support and retain students and families

Key Competencies:

  • Strong working knowledge of interventions and support for diverse learners and adolescence as a stage of human development
  • Openness to feedback and coaching and sees continuous improvement as the goal
  • Commitment to coaching and growing faculty and staff
  • Ability to sustain an academic program that supports our students and prepares them for their successes in a mainstream environment
  • Demonstrates intellectual curiosity, cultural competency, and growth mindset
  • Experience evaluating faculty and team building
  • Deftness in managing multiple and shifting priorities and ability to solve problems and conflicts effectively, strategically, and tactfully
  • Commitment to fostering an inclusive and diverse learning environment that cultivates an awareness of and sensitivity to all differences
  • Performs other duties as assigned by Chief Schools Officer

Minimum Qualifications:

  • Masters in Education Leadership
  • Five years of teaching experience and at least three years of school leadership demonstrating a commitment to serve students from underserved communities
  • Experience and empathy to be a mentor to faculty and staff and a key resource to parents
  • Strong interpersonal skills and collaborative working style
  • Ability to manage difficult conversations
  • Energy, optimism and a sense of humor necessary to take joy in the leadership of a school and its community
  • Fluency in Spanish Preferred

About Inwood Academy for Leadership

Inwood Academy for Leadership Charter School is a tuition-free public charter school that began as an idea among community members who longed to see more educational choices offered to the children of Washington Heights and Inwood.

Comments Off on Elementary School Director

Elementary School Director

Posted by | February 17, 2023 |

Pay Rate: $135,000 – $170,000
Job Status: Full-Time
Work Shift: 7:30 AM – 4:00 PM

Position Description

The Elementary School Director will join a dedicated leadership team and expert educators to lead one of the school’s three schools starting July 1, 2023. The 2023 – 2024 school year will be a planning year for the ES Director and will then assume all responsibilities of the elementary school division on July 1st, 2024.

Reporting to the Chief Schools Officer, the Elementary School Director will model and exemplify IAL’s standards for leadership while providing oversight and support for the staff, students and families at Inwood Academy. The ES Director will lead through intentional modeling, coaching and development of students and staff. This role will be the point person for all facets of academics that have a direct impact on student learning and development. This position serves as an instructional and curriculum expert that embodies the educational philosophy and current educational trends and best practices, including educational research, brain research, and successful teaching practices. Examples include the monitoring of classroom instruction and management of all internal and external student assessment data. This role ensures that all students leave the 5th grade ready for middle school, academically, socially and emotionally.
The Elementary School Director will implement the strategic direction for the middle school and will embody;
  • A deep understanding of and a passion to support Inwood Academy’s mission
  • A readiness to embody Inwood Academy’s core values of belonging, growth, and leadership
  • A proven commitment to DEB (diversity, equity, & belonging) work and fostering an environment where all students and staff belong
Strategic Priorities and Opportunities as a Member of the Leadership Team Include: 
  • Building, maintaining, and partnering with staff, parents, and other administrators
  • Working together with administration and staff to achieve Level 2 Certification while also maintaining Level 1 in Dr. Robert Marzano’s Highly Reliable Schools Framework
  • Fully planning for and implementing a K – 5 literacy program based on the Orton-Gillingham approach to learning to read
  • Fully planning for and implementing a K – 5 numeracy program based on leading research in mathematical understanding
  • Identifying leadership skills in staff and finding opportunities to hone and grow these skills
  • Hiring key staff members to fill leadership roles within the elementary school
  • Exploring ways to continue to build and sustain community K – 12 in collaboration with the MS and HS Directors
  • Researching, evaluating, and implementing ways that all students can access, without obstacles, all aspects of the IAL program; this includes thinking about activities, additional testing and tutoring, and extracurriculars
Duties of the ES Director: 
  • Leads all aspects of the Inwood Academy’s Elementary School, responsible for its day to day schedule; directs and supports the activities of the school including all events related directly to the Elementary School or the entire school (K – 12)
  • Articulates the programs, philosophy, expectations, behavioral guidelines, and other information necessary to ensure that all constituencies are fully informed consistent with their individual roles
  • Prioritizes their leadership development and those of their colleagues, staff, and students to create a school-wide leadership-development culture
  • Provides an orderly environment in which learning can take place; fosters a school climate that is supportive and generates a positive school culture
  • Works with the deans and Director of School Culture to determine, communicate, and uphold the student code of conduct; maintains student discipline consistent with school policies
  • Supports students, staff, and parents in the orientation and connection to our community and program
  • Directs and assists in the planning and presentation of school assemblies and programs; assists in maintaining a comprehensive calendar of school events; keeps entire school community informed of various school programs and activities
  • Works with the operations team to support and retain students and families
  • Implements, monitors and assesses the key initiatives of the school including the Science of Reading literacy programming (Structured Literacy), Highly Reliable Schools, The Writing Revolution, and Collaborative Problem Solving
  • Coordinates a master class schedule which supports the individual needs of students which incorporates a deep understanding of student intervention and enrichment
  • Serves as a coach to teachers in matters of classroom management, teaching methods, and general school policies and procedures
  • Provides guidance and oversees the grading and reporting of standards and methods used by teachers in measuring student achievement
  • Maintains timely and relevant communication to parents and facilitates staff communication with parents
Key Competencies:
  • Strong working knowledge of interventions and support for diverse learners and adolescence as a stage of human development
  • Openness to feedback and coaching and sees continuous improvement as the goal
  • Commitment to coaching and growing faculty and staff
  • Ability to sustain an academic program that supports our students and prepares them for their successes in a mainstream environment
  • Demonstrates intellectual curiosity, cultural competency, and growth mindset
  • Experience evaluating faculty and team building
  • Deftness in managing multiple and shifting priorities and ability to solve problems and conflicts effectively, strategically, and tactfully
  • Commitment to fostering an inclusive and diverse learning environment that cultivates an awareness of and sensitivity to all differences
  • Performs other duties as assigned by Chief Schools Officer
Minimum Qualifications:
  • Masters in Education Leadership
  • Five years of teaching experience and at least three years of school leadership demonstrating a commitment to serve students from underserved communities
  • Experience and empathy to be a mentor to faculty and staff and a key resource to parents
  • Strong interpersonal skills and collaborative working style
  • Ability to manage difficult conversations
  • Energy, optimism and a sense of humor necessary to take joy in the leadership of a school and its community
  • Fluency in Spanish Preferred

About Inwood Academy for Leadership

Inwood Academy for Leadership Charter School is a tuition-free public charter school that began as an idea among community members who longed to see more educational choices offered to the children of Washington Heights and Inwood. The school has been granted the ability to expand its current grade levels from 5 – 12 to include elementary school grades K – 4. The Elementary School Director will be tasked with being an integral part of the elementary school planning team and launching the elementary school in the fall of 2024.

Comments Off on Strategy Lead, Bridging (Program Officer)

Strategy Lead, Bridging (Program Officer)

Posted by | February 16, 2023 |

Strategy Lead, Bridging (Program Officer)

Einhorn Collaborative is seeking a Strategy Lead (similar to the “Program Officer” role at peer foundations) to drive our Bridging strategy and portfolio. The Strategy Lead will be responsible for advancing a long-term strategy to identify, fund, and support organizations that are helping members of Gen Z become more civic-minded and gain skills to build strong collaborative relationships across lines of difference.

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

 

About Einhorn Collaborative:

Einhorn Collaborative is a nonprofit foundation dedicated to addressing America’s growing crisis of connection. We work with a wide range of researchers, community leaders, cultural influencers, and funders to help Americans build stronger relationships, embrace our differences, and rediscover our shared humanity — so we can solve our most urgent challenges together.

To advance this mission, Einhorn Collaborative’s strategy focuses on four interconnected, mutually reinforcing areas of human connection:

  • Bonding: Developing our capacity to nurture healthy relationships by fostering emotional connection between babies and their parents/caregivers.
  • Bridging: Equipping young people with the skills and experiences to build relationships across lines of differences.
  • Building: Building systems and institutions that strengthen social connection and cohesion.
  • Belonging: Amplifying narratives that foster a culture of empathy, trust, collaboration, and belonging.

As a foundation, our approach is grounded in collaboration and collective impact. We believe in making impactful investments by bringing together field leaders and peer funders across varying ideological, racial, religious, socioeconomic, and geographic differences to listen, learn, and take on shared challenges and opportunities. We fuel the conditions for collaboration among these actors to harness collective wisdom and develop joint efforts to achieve more lasting outcomes.

More information about the foundation can be found here: www.einhorncollaborative.org.

 

About Einhorn Collaborative’s Bridging Strategy:

To help cultivate a more socially cohesive society, we need many more bridge-builders – people who have the motivation, skills, values, and behaviors to help others navigate divides and work together to address civic problems. Adolescence (12-25 years of age) is the ripest developmental stage where identity and values are formed. Young people have an openness to new people and ideas. By participating in high-quality bridging experiences, young people have the opportunity to become bridge-builders and gain the skill sets and lifelong habits needed to address community needs and repair our social fabric now and in the future.

Our current Bridging strategy seeks to increase the quality and quantity of bridging experiences in three key settings that reach young people:

  • Civic learning as the universal preparation across middle and high schools, with an emphasis on New York State.
  • Community-engaged learning (CEL) as an effective pedagogical approach in higher-education, with an emphasis on Einhorn Collaborative’s partnership with Cornell University as an exemplar institution committed to providing all students with high-quality CEL opportunities.
  • National service as a high-dosage model to develop future leaders committed to bridge-building.

We also seek to shift American culture to incentivize, resource, and celebrate bridging as a critical component of positive youth development and recognize the need and opportunity to effectively elevate youth voice.

In the spirit of the collaboration we wish to see in the world, our staff seeks to engage a wide range of stakeholders including grantee partners, industry leaders, peer funders, community members, young people, and many others to shape and influence the approach we take with our work. We seek to build deep, supportive relationships with our grantee partners –offering resources, time, and networking opportunities to them in support of our shared work.

Candidates who advance to the semi-finalist and finalist rounds will receive more detailed information about the Bridging strategy.

 

About the Role:

Reporting to the Executive Director, the Strategy Lead will implement and refine our Bridging strategy and serve as an active participant in several collaborative efforts to provide more young people with high-quality bridging experiences. In future years, the Strategy Lead will have the opportunity to develop the next iteration of the Bridging strategy, informed by insights from Einhorn Collaborative’s current work.

In their first year, the Strategy Lead will assume leadership of our existing strategy as outlined above, build strong relationships across relevant ecosystems, and connect with our existing team and culture. In 2024, the Strategy Lead will take learnings from their first year in the role to set the long-term strategy for our Bridging work in partnership with our Executive Director and other staff members.

Given that Einhorn Collaborative is a very small and talented team of seven committed to effecting positive social change, we have established a culture and routine centered on advising and supporting each other. In addition to energy spent leading the Bridging work, the Strategy Lead will also spend substantial time collaborating across our team and will assume leadership and support roles in internal, cross-portfolio initiatives, and organization-wide priorities in a fully emergent way.

The ideal Strategy Lead is an experienced strategist driven by impact and relationships. The Strategy Lead will need to successfully communicate with and inspire partners at every level – from middle schoolers to University Presidents. Most importantly, the Strategy Lead will need a deep understanding of and passion for Gen Z and will bring a deep belief in their potential to be a bridge-building generation.

 

Role Responsibilities:

Manage and Evolve Bridging Strategy:

  • Assume leadership of the Bridging strategy theory of action.
  • Leverage an emergent strategic approach and an expansive learning orientation to support active investments and efforts in the Bridging strategy.
  • After the first year or so in the role, develop recommendations for continuation and/or new partnerships that will most effectively advance the Bridging Strategy.
  • Develop deep, collaborative, and reciprocal relationships with a wide range of peers, partners, researchers, and prospects to better inform the Bridging Strategy.

Identify, Manage, and Support Grantee Partnerships:

  • Source, evaluate, recommend, and manage multi-year philanthropic partnerships to advance concrete projects that complement collaborative efforts.
  • Establish and nurture co-funding partnerships with peer philanthropic organizations to aggregate capital toward collaborative projects.
  • Create and execute impact measurement strategies to track progress at the project and strategy level while minimizing unnecessary reporting burden on grantee partners.
  • Support grantee partners in meaningful ways that help them realize their impact goals including offering coaching, connecting them to resources, connecting them to people, and otherwise rooting for their success.
  • Build connections across grantee partners, when mutually advantageous, in meaningful and efficient ways.

Thought Leadership:

In partnership with Einhorn Collaborative’s Belonging Lead,

  • Raise the profile of Einhorn Collaborative, the Bridging strategy, and the work of grantee partners through traditional media, social media, and speaking engagements.
  • Represent Einhorn Collaborative and effectively communicate Einhorn Collaborative’s core mission and vision and the Bridging strategy specifically to a wide range of stakeholders.
  • Identify and participate in opportunities to connect with others in philanthropy to advance the Bridging strategy’s efforts and goals.

Cross-Portfolio Support:

  • Design and lead organization-wide internal projects to advance Einhorn Collaborative’s commitment to connection, progress, and learning.
  • Review peer funding recommendations from other strategies to support cross-portfolio emergent learning, due diligence, etc.

 

Who You Are:

You’re passionate about reweaving our social fabric: You are excited about being part of a small team that works with incredible nonprofits and stakeholders that are advancing the power and possibility of human connection to bridge our divides. This mission reflects your values and your own personal approach to working with others.

You’re an exceptional communicator, relationship-builder, and project manager: You are people-driven, ensuring internal and external stakeholders are engaged and informed at key moments across the arc of an initiative–knowing what is needed of them and when–to ensure high-quality, seamless execution and impact.

You believe in the power of young people: You are committed to helping young people thrive as critical assets in addressing society’s greatest challenges and opportunities.

You love big ideas and bringing people together to make them happen: You are exceptional at building vision, recruiting others to join, co-developing strategy, connecting the dots, and rolling out on-time execution.

You have excellent analytical skills and remarkable attention to detail: You enjoy setting goals and developing the analytics and metrics to assess effectiveness and performance in order to improve; you routinely identify gaps and opportunities for new projects and programs to ensure we achieve maximum impact.

You are always learning: You actively seek feedback, are intellectually curious and motivated to tackle new challenges, and contribute to the team’s continuous learning and improvement by modeling it in your own approach to professional growth and problem-solving.

You thrive being part of a small, tight-knit team: You work both collaboratively and independently and effectively create structures to manage ambiguity and deliver clarity and focus for our team and external partners.

You do what it takes to get the job done: No project or task is too big or too small; you are clever and nimble, helping find solutions, willing to roll up your sleeves and jump in when and where needed. You are a self-starter and have strong time management skills with the ability to prioritize tasks and coordinate multiple projects simultaneously in a fast-paced environment.

 

What You’ve Done:

Required experience:

  • Bachelor’s degree
  • Work experience that includes organizational leadership or cross-organizational leadership
  • Time spent working in one or more of these social impact contexts:
    • Youth development with a focus on socioemotional development
    • National service
    • Civic education
    • Secondary education
    • Student life in higher education
    • Workforce development that is focused on character development
  • Experience interfacing with donors, ideally in a fundraising context
  • Demonstrated experience in a role that required sophisticated strategic and tactical planning and execution at the organizational level or across an organization
  • Demonstrated experience developing and stewarding external relationships and leveraging those relationships to work in concert towards shared goals
  • Demonstrated experience gathering, analyzing, synthesizing, and effectively communicating key insights (in writing and presenting) from multiple sources to inform short- and long-term strategy evolutions
  • Demonstrated ability to build meaningful and authentic relationships through interpersonal skills such as listening, engaging, seeking to learn from others with an assets-based approach, seeking to understand multiple and divergent perspective, and presenting ideas in ways that draw others into your thinking while also holding an openness and willingness to change your mind

Preferred Qualifications:

  • Demonstrated experience facilitating and/or participating in collaborative or collective impact efforts
  • Either:
    • Grantmaking experience including evaluating, recommending, and stewarding partnerships
    • Fundraising experience including work identifying, qualifying, pursuing, cultivating, securing, and stewarding funding opportunities
  • Familiarity with advocacy, policy, and systems change best practices
  • Demonstrated ability to work well with young people and effectively lift up and represent youth voice

 

Einhorn Collaborative Values:

  • We’re driven by our mission: We’re a small and dedicated team who believe that addressing America’s crisis of connection is not only critically urgent, but possible. We believe the prevailing narratives of distrust and division are not only flawed, but reversible if we are willing to sit down, listen, learn, and share different perspectives.
  • We put relationships first: We put human connection at the center of everything we do. We treat others with open-hearted curiosity, compassion, and dignity. We are relational, not transactional, because trust is at the heart of true partnership and collaboration.
  • We believe we are better together: We actively seek opportunities to work among diverse groups of people to complement individual skillsets, knowledge, and expertise—both lived and academic. Working together, we find common ground and generate better ideas that can achieve more lasting outcomes.
  • We practice what we preach: We bring a spirit of mutuality to our relationships with funding peers and nonprofit partners. We provide perspective, a vast network, and resources, while our grantee partners determine key actions, metrics, and the support they need to achieve outcomes we both care deeply about.
  • We focus on a few key levers: We prioritize a few key levers that address critical aspects of today’s crisis of connection within a large, growing ecosystem. By providing targeted support, we believe we will make concerted advances toward our long-term vision.
  • We seek transformational impact: We seek out opportunities with the potential for outsized impact. Our collaborators learn, adapt, and spread core insights about human connection and belonging across settings and institutions that together transform systems and communities.
  • We’re always learning and improving: We define success for ourselves and our partners by what we learn together. We revisit assumptions, examine what’s working for whom and why, and pivot as necessary. We know even the best laid plans will change due to lessons learned on the ground.
  • We’re committed to each other, the work, and the journey: In order to help build a culture of connection and belonging in America, we recognize the work we must do as individuals to be students of our nation’s history, reflect on our hidden biases, and routinely engage with perspectives different from our own, to help inform, shape, and guide our work and our worldview. Read more about our commitment here.

Working at Einhorn Collaborative:

Einhorn Collaborative is committed to providing a total rewards package (both base salary and benefits) that is competitive within the philanthropic sector. The base pay for this role is anticipated to be between $175,000 and $200,000. Actual compensation for successful candidates will be carefully determined based on a number of factors, including their skills, qualifications, and relevant work experience. Additionally, employees are eligible for a discretionary annual performance bonus.

We offer competitive core benefits, including fully paid medical and dental insurance premiums for employees and dependents, generous employer-paid retirement contribution after the first full calendar year of employment, $5,000 annual professional development funds, and three weeks’ vacation time plus the last week of the year off. Einhorn Collaborative requires all employees to live within a commutable distance from the office near Grand Central in New York City. Employees must work in the office at least three days a week (per current policy, subject to change). Perks of being in the office include an on-site gym, lunch, snacks, and a business casual dress code.

Equal Opportunity Employer:

Einhorn Collaborative is committed to equal employment opportunity and providing reasonable accommodations to qualified candidates and employees pursuant to applicable law. We value and encourage diversity and solicit applications from all qualified applicants without regard to race, color, gender, sex, age, religion, creed, national origin, ancestry, citizenship, marital status, sexual orientation, physical or mental disability, medical condition, military and veteran status, gender identity or expression, genetic information, or any other characteristic protected by applicable federal, state, or local law. If you require reasonable accommodation as part of the application process, please contact openroles@rcgtalent.com.

 

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Education Strategist

Posted by | February 13, 2023 |

At MissionWired, we help clients create revolutionary digital strategies that advance their mission, change our country, and have a positive impact on the world.

We’re digital-obsessed, tech-savvy do-gooders who care deeply about social change. We’ve brought digital strategies to life for nonprofit organizations working around the world, including Save the Children, Sandy Hook Promise, and Friends of the Earth, as well as progressive political organizations, campaigns and candidates. Each cycle is an opportunity for us to support organizations across the country while expanding the Democratic majority in the Senate.

We’re an equal-opportunity employer and take seriously our commitment to equality and equity. Our efforts to be inclusive and create opportunity don’t end when someone joins us – they begin.

We’ve set our sights on changing the world through our work and with our clients, and representation is at the foundation of what we do. We know that diversity of thought and background makes us stronger. That’s why we’re committed to building and maintaining a diverse community.

Every new team member broadens our perspective and allows us to think bigger. We’ll be at our best when people from underrepresented communities and people with a range of perspectives and lived experiences want to come, stay, and push the boundaries of what’s possible.

Overview: We are seeking a full-time Education Strategist to develop and manage integrated marketing, fundraising and communications strategies for our growing client base. If you have strong writing and analytical skills, are an expert multitasker, have experience as a teacher or in education, can lead teams effectively and want to put your stamp on creative campaigns that mobilize resources for social good, this job is for you!

Successful candidates will be responsible for:

  • Day-to-day management of client relationships and satisfaction;
  • Working with our team to carry out multiple tasks and support multiple projects in a deadline-driven environment;
  • Generating insights using results and social analytics tools to optimize content and strategy;
  • Contributing to collaborative brainstorms and planning sessions; and
  • Analyzing performance to determine future messaging.
  • Developing and implementing online education content and communications strategies, including the design and management of communications calendars;
  • Working with writers, designers and technical experts to generate top-notch, engaging content;
  • Advising education clients, particularly non-profits focused on math curricula and equity in student success, on industry best practices and emerging strategies;
  • Providing education clients with strategic testing opportunities and designing next steps from data analysis;
  • Working with client teams, including technology and creative, to assist in managing resources and project timelines;
  • Supporting business development efforts and participating in new business pitches; and
  • Providing top-quality customer service to clients, including regular reporting and invoicing.

Must-have qualifications:

  • Strong writing and analytical skills;
  • At least 2-5 years experience with educational organizations, nonprofits or interactive marketing companies;
  • Experience building and executing project plans to achieve fundraising and communications goals;
  • Ability to juggle multiple projects in a deadline-driven environment;
  • Background in digital communications, fundraising and/or marketing.

Nice-to-have qualifications:

  • Background as a classroom teacher
  • At least 2-5 years experience with educational organizations including schools or districts, with experience in the math classroom a particular plus
  • Client management experience is a plus.

Salary range for this role is $60,000 to $70,000 per year, depending on experience.

*Supporting your team on some nights and weekends as we approach high-volume times may be required.

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Special Education High School Teacher

Posted by | February 8, 2023 |

Who We Are
New Visions for Public Schools is the leading non-profit organization dedicated to the improvement of public education in New York City. Today, we support almost 2,000 public schools and thousands of teachers, serving over a million students, in their most critical work: deciding what and how to teach, helping keep students on track to graduation, and preparing students for success beyond high school. New Visions directly manages a network of 10 charter high schools across the Bronx, Brooklyn, and Queens.

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

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

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

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

Salary
$72,702 minimum to $132,715 maximum

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

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

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Network Director of SEL & Mental Health

Posted by | February 7, 2023 |

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

Responsibilities

Management & Leadership:

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

SEL Curriculum Development:

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

Mental Health Program:

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

Qualifications

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

Compensation

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

Head of School

Posted by | February 3, 2023 |

YOUR OPPORTUNITY FOR IMPACT

Broome Street Academy Charter High School (BSA) is seeking to hire a Head of School beginning in July/September 2023. BSA serves NYC students who are the most at risk and face significant barriers to graduation. By design, 50% of the seats for incoming 9th graders are set aside for students who are homeless, in foster care, or have otherwise had experience with the child welfare system.

 

Given the extensive needs of BSA’s students, the model — which is unique among New York City charter schools — goes above and beyond the classroom through a formalized partnership with The Door, one of the country’s premier youth development organizations. BSA is housed within The Door so that students have facilitated and consistent access to The Door’s complete range of programming on site including:  reproductive and primary healthcare and education, mental health counselling and crisis assistance, legal advice and representation, tutoring and homework help, college preparation services, job training and placement, supportive housing, sports and recreational activities, arts, and nutritious meals – all for free, completely confidential, and under one roof.

 

Broome Street Academy was born out of The Door’s 2009 strategic plan as a response to the growing needs of New York City’s at-risk youth. In 2021, BSA’s charter was renewed and extended through July 31, 2026. The renewal was the result of the school’s demonstrated success in improving attendance, credit accumulation, Regents scores, and retention rates. As BSA’s authorizer, the Charter Schools Institute of the State University of New York, stated in its March 9, 2021 report recommending renewal:

 

“Broome Street is an academic success… The school prepares its unique student population for post-secondary success by providing access to high quality instruction and robust non-academic supports through its partnership with The Door.”

 

Broome Street Academy now seeks a next generational leader, to formally solidify our current model and to explore opportunities for the replication and permanency of the school’s model and place in the educational landscape of New York City. The successful candidate will provide strong, decisive, energetic leadership to the school, be skilled at fostering a climate of excellence, innovation, cooperation, and growth, and be enthusiastically aligned with BSA’s mission.

 

This is an extraordinary opportunity for a dynamic and accomplished leader with a background in education and youth development.

 

 

ACADEMICS AND LEARNING

BSA’s model merges a rigorous academic curriculum with comprehensive social and learning support to prepare students for a successful future beyond high school. BSA’s academic model was designed in recognition that some of our students require extra support to reach the same academic milestones as their peers. We intentionally maintain small class sizes and offer integrated co-teaching in most classes to provide additional academic support for students. The student-centered approach includes a continuum of academic support as well as opportunities for more rigorous learning to ensure that each student is being challenged to their full potential.

 

By offering targeted academic intervention for students who need additional support, along with advanced coursework such as College Now, and Advanced Placement classes, students at all skill levels are being continuously challenged and thoroughly supported. Social-emotional support and learning opportunities are also incorporated into the school day and available after school. In addition to the distributive academic counseling and social-emotional lessons offered through Advisory sessions, BSA has four social workers on-staff, and strategically works to take advantage of the relationships students can establish with staff in a relatively small school that emphasizes community and academics together.

 

GOVERNANCE

The Head of School will report to BSA’s CEO and Board of Trustees. The Board and CEO establish policy for BSA in accordance with its by-laws and consistent with the terms of its charter. The Board meets twelve times per year, once each month. The Head of School will be expected to attend Board meetings and most Board committee meetings as well. The Charter Schools Institute of the State University of New York serves as BSA’s authorizer.

 

THE POSITION

The Head of School will administer the 9th-12th grade curriculum and will be responsible for promoting the mission of the school as well as overseeing the daily operations in partnership with staff.  The HOS will be responsible for oversight and development of all academic programs and curricula; faculty and staff hiring; professional development, compensation, and all other personnel matters; and student recruitment, enrollment, attendance, and discipline. The HOS will also oversee budgeting, financial management, compliance, development, and management of school facilities. Key responsibilities include:

 

Academics and Instructional Rigor

  • Provide instructional leadership by maintaining and improving high academic achievement standards including the implementation of a rigorous student assessment program aligned to state standards.
  • Analyze key sources of data to identify instructional priority areas, develop strategies to tackle pedagogical and programmatic challenges, set academic goals, monitor progress, and adjust strategies to ensure continued growth.
  • Continue to improve promotion rates for students who are, on average, entering BSA’s ninth grade with math and reading scores at the 5th and 6th grade levels.
  • Expand and develop post-secondary support for BSA students, ensuring success in college and/or as students transition to career and independent living.

 

Student Enrollment and Retention

  • Lead admissions staff to plan and execute a strategy to achieve annual school enrollment of approximately 320 students
  • Ensure effective student recruitment strategies. Secure and strengthen “feeder” relationships with foster care agencies, NYC not for profits, and key middle schools.
  • Develop and implement strategies for attendance improvement and drop-out prevention.
  • Promote BSA as an innovative charter high school.

 

Inclusive People Leadership

  • Build a strong, cohesive staff and leadership team and hold primary responsibility for professional development, staff observations, staff communication, and program decisions.
  • Build a staff and student culture focused on accountability, integrity, and excellence.
  • Work with the CEO and BSA’s Board to recruit and develop new Board members.
  • Develop and sustain relationships with BSA’s Board and The Door’s leadership team.

 

Administration and Operations

  • Fully advance and integrate the BSA/Door partnership and capitalize on The Door’s resources. This includes programming, data sharing and analysis, and cultural alignment.
  • Skillfully build and manage the budget, which is approximately $8 million, and oversee daily operations of the school, including safety, student support, behavior management, and finances.
  • Ensure BSA ‘s most vulnerable students are getting connected to the supportive services they need. Continue to develop strong linkages with foster care agencies and caregivers.
  • Meet the outcomes that comprise BSA ‘s Accountability Plan with its authorizer,

and in all other ways work toward charter renewal.

 

External and Community Relations

  • In collaboration with the CEO and the development department, create and cultivate a deeper pipeline of potential funders, and steward relationships with current funders.
  • Work with the CEO to externally message BSA via social media and traditional media platforms.
  • Externally represent BSA with key education, public policy, and local government stakeholders invested in the outcomes of BSA students.

 

PROFESSIONAL QUALIFICATIONS

The ideal candidate will have prior experience in school leadership – as a head of school, principal, or division head at a charter, traditional public, or independent school – and teaching experience. Candidates with comparable experience in nonprofit leadership, especially with educational and other youth development services, are also encouraged to apply. The HOS should possess a strong understanding of the use of academic data to inform and improve student outcomes and an awareness of developments in the broad worlds of education and pedagogy.

 

A Bachelor’s degree is required. The successful candidate may hold a Master’s degree or higher in Education, Education/Business Administration, Public Administration, Social Work, or a related field or have commensurate youth development leadership experience.

 

REQUIRED ABILITIES AND PERSONAL CHARACTERISTICS

The Head of School will believe, and act upon the belief, that all young people can reach high levels of academic achievement regardless of background, experience or need. The HOS must:

 

  • Be passionately committed to students and to 9th-12th grade education. The Head of School’s belief in all young people’s ability to learn will be apparent in every aspect of their leadership style.
  • Be an inspiring leader and communicator. The HOS must possess the confidence and ability to continuously articulate the school’s high expectations for academic achievement by every student and will build constructive relationships of trust with the staff, teachers, parents and other caregivers.
  • Genuinely value, and have affirmatively demonstrated, a strong commitment to cultural, racial and economic diversity. The HOS will have knowledge of, commitment to, and the ability to reach traditionally underserved populations.
  • Be a strong, organized, and independent manager. The HOS will be a critical thinker, relentless achiever, and an independent-minded self-starter who thrives in a setting that rewards autonomy and accountability. The HOS will establish high performance standards; be accountable and hold others accountable to clear goals and priorities; show a willingness to take tough, principled stands even when unpopular; ensure that adequate resources are available to achieve objectives; and make decisions that benefit BSA’s mission and continuing financial viability. The HOS will involve faculty and staff in decisions that affect them and address performance issues promptly – with fairness, firmness and consistency.
  • Be prepared to connect both people and strategies. The HOS must understand the connections between enrollment and budget and meaningfully increase recruitment and retention. The HOS must leverage resources of The Door and work in close partnership with The Door to connect students to those services. The HOS will develop these strategies in conjunction with students, staff, and Board members and lead with vision and execution.
  • Be a proven team builder with strong people leadership skills. The HOS will assist in the retention and recruitment of a superior and diverse faculty and staff and manage their performance and growth through coaching and developing their potential. The HOS will work collaboratively with all staff and resolve issues that affect them while maintaining clear focus on meeting the needs of students.
  • Be persevering and personally effective. The HOS will be capable of thinking clearly and staying focused under pressure and will demonstrate a willingness to take responsibility for mistakes and work to avoid repeating them. The HOS will possess and project unwavering confidence in his or her personal capacity, be a constant learner, take personal initiative to achieve the school’s goals, and set a high standard for personal effectiveness that goes beyond the traditional school day.
  • Be open to new ideas, be entrepreneurial, and actively seek out innovative strategies to improve student achievement.
  • Possess the highest standards of integrity and a strong ethical character.
  • Be approachable, accessible, and highly visible.

 

COMPENSATION: $180,000 – $200,000

 

Comments Off on Middle School Operations Coordinator

Middle School Operations Coordinator

Posted by | January 26, 2023 |

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

 

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

 

What makes VOICE different?

 

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

 

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

 

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

 

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

 

All Staff at VOICE:

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

________________________________________________________________________

 

Position Responsibilities:

The Middle School Coordinator is responsible for supporting instructional needs and planning for the school. The Middle School Coordinator also supports the non-instructional operations and communications at the school, working directly with the school operations team to help maintain a friendly, safe, and professional school environment.

 

Major Responsibilities

 

Middle School Programming

  • Creates and implements the logistical procedures to facilitate school events for internal and external participants, including students, faculty, and parents
  • Plays an integral role in planning, communicating, and executing off-site student trips, in-school assemblies and family academic events in close collaboration with Deans and teachers
  • Works closely with the Middle School (MS) Operations Manager, MS teachers, and colleagues to plan, implement and ensure the logistical success of one-time and recurring internal school events, including but not limited to in-house professional development sessions, student assemblies, and visitors
  • Works with staff to develop and execute programs to serve the needs of VOICE, including after school programs
  • Works with central Operations Manager to recruit new students
  • Initiates and develops relationships with potential external educational community partners and visitors

Parent Communications

  • Creates and distributes high quality, effective parent communications, including weekly newsletters, recorded calls, calendars, and flyers
  • Serves as the staff advisor on the Parent Association executive board
  • Supports the Parent Association in planning and coordinating events, meetings, and communications with families and staff

Team Support and Management

  • Assists with office reception activities such as answering phone calls, faxes, electronic communication, sorting mail, and greeting visitors
  • Supports the drafting and distribution of internal staff-wide communications
  • Maintains positive relationships with vendors and building teams such as Custodians, School Food, and

    School Safety

  • Supports and assists the team with any other administrative activities and projects that may arise

    related to School Operations

  • Performs additional tasks as needed in support of other departments
  • Supports the management of assistants and temporary staff by delegating tasks and providing feedback
  • Works closely with the Elementary School Operations Team and Middle School Operations Team to

    ensure smooth coordination of scheduling functions

  • Serves as back-up scheduler

Position Qualifications:

 

Behavioral Qualifications

  • Unwavering commitment to VOICE mission, vision, and values
  • Models high standards of integrity, trust, openness, and respect for others
  • Demonstrates integrity by honoring commitments and promises
  • Operates and follows through on assigned tasks and projects under specific time constraints and by specified deadlines
  • Is productive and carries fair share of the workload; focuses on quality and expends the necessary time and effort to achieve goals
  • Seeks to understand and meet and/or exceed the needs and expectations of customers and clients; treats customers and clients with respect
  • Builds and maintains excellent positive relationships with and between team members
  • Recognizes the constructive value of and embraces feedback
  • Responds and adapts to developing challenges and obstacles when under pressure calmly and logically to develop working solutions in a timely manner
  • Identifies and seeks to resolve and prevent problems
  • Approaches new challenges as opportunities to improve skills and abilities, seeking advice and feedback to constantly improve
  • Seeks opportunities for personal and professional learning

Skills and Knowledge

  • Exercises discretion regarding sensitive personal and legal information
  • Effectively prioritizes tasks in order to meet deadlines
  • Responds to requests in a professional manner, even in difficult circumstances; provides accurate and timely service
  • Works effectively and cooperatively with others to achieve goals
  • Writes clearly and concisely; listens attentively to others and responds appropriately; takes into account the audience and nature of the information
  • Verbally articulates progress against tasks clearly and concisely; communicates ideas, suggestions and concerns as well as outcomes and progress throughout the course of a task or project
  • Regularly applies feedback and training outcomes to the work to grow continuously in and add value to the role
  • Ensures that all problems encountered are addressed at the appropriate level and communicates all relevant information on a timely basis with accuracy and completeness
  • Manages up and laterally by proactively providing supervisors and clients support and solutions to move work and projects forward
  • Delegates tasks clearly and concisely, holding others accountable to deadlines and outcomes
  • Identifies and seeks to resolve and prevent conflicts with team members
  • Monitors workloads and provides feedback
  • Demonstrates proficiency in Microsoft Office Suite and Google Drive applications
  • Familiarity with office operations and event planning

Educational Background and Work Experience

  • High School Diploma or equivalent required.
  • Bachelor’s degree from an accredited college or university preferred.
  • 1-2 years of experience working in an office environment
  • Clear understanding of office organization
  • 1-2 years of increasing responsibility tied to events and/or operations
  • 1-2 years of experience working in a nonprofit organization or school preferred
  • Experience managing multiple large projects preferred
  • Bilingual in Spanish preferred

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

 

 

VOICE Charter School is an Equal Opportunity Employer. In its employment decisions, VOICE does not discriminate on the basis of an applicant or employee’s race, color, religion, sex, gender, gender identity or expression, sexual orientation, age, national origin, disability, veteran status, unemployment status, or any other status protected by law.

 

Comments Off on Middle School ICT Teacher

Middle School ICT Teacher

Posted by | January 26, 2023 |

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

 

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

 

What makes VOICE different?

 

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

 

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

 

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

 

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

 

All Staff at VOICE:

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

Position Responsibilities: 

The Middle School ICT Teacher provides students (grades 6-8) with a safe and healthy learning environment that will nurture, motivate and challenge all children to achieve the highest level of academic excellence and to develop into mindful, responsible, contributing participants in their education and communities.

 

Curriculum and Planning

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

 

In the Classroom

  • Provide targeted push-in and pull-out academic support
    • Teach five periods of small group instruction per day; ensure that all SETTS and ESL mandates are met; attend regular grade level data reflection and envisioning meetings and offer lesson differentiation suggestions for implementation by classroom teachers; create flexible small groups based on data; write lessons for small groups based on grade-level curriculum and supplemental instructional materials; collaborate with classroom teachers for push-in and pull-out groups
  • Maintain a productive, safe, and disciplined learning environment in which classroom values, teaching points, process charts, and student work are clearly displayed
  • Maximize instruction time by keeping the flow of classroom activities moving smoothly and efficiently throughout the day
  • Uphold all school policies within the classroom
  • Infuse VOICE values, rigor, and joy into lessons
  • Integrate feedback and goal-setting into lesson delivery
  • Provide the differentiation and accommodations needed for the growth and success of all students; go above and beyond to ensure that all students are meeting appropriate standards
  • Model strong written and verbal skills
  • Invest time in knowing students and demonstrate an active interest in their well-being; use kind, firm body language to convey authority and care
  • Review and comply with guidelines of students’ IEPs, follow IDEA reporting requirements, and provide information about student performance and services received

 

Communication and Collaboration

  • Facilitate Academic Intervention Service (IS) Meetings
    • Trigger teachers monthly for academic IS recommendations and provide necessary forms; collect student work and hold teachers accountable for submission of materials and participation during the meeting; convene and facilitate month IS meeting
  • Serve as a helper for student records and standards test administration such as reviewing accuracy of class organization, writing reports and attending special education meetings providing input into groupings of students for testing accommodation.
  • Fully embrace VOICE’s mission and values and promote them to students, parents, and colleagues
  • Collaborate as part of an interdisciplinary team coordinating all instructional activities with teachers, assistants, and instructional leaders
  • Proactively seek assistance or advice when faced with challenging teaching situations
  • Maintain positive relationships with and support the learning of all staff members
  • Appropriately give and receive feedback to/from students, parents, faculty, staff, and administration
  • Keep families well-informed of student performance and progress
  • Provide feedback and guidance to classroom assistants

 

Professionalism and Work Day Expectations

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

 

Position Qualifications:

 

Attitude and Focus

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

 

Skills and Knowledge

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

 

Educational Background and Work Experience

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

 

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

 

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

 

 

Comments Off on Classroom Assistant

Classroom Assistant

Posted by | January 26, 2023 |

VOICE Charter School (www.voicecharterschool.org) is an elementary and middle school located in Long Island City, Queens that serves students in grades K-8. We are located just minutes from Manhattan (two stops from the last subway stop in Manhattan on the F train) and Long Island City’s growing waterfront district, thriving arts community, and rapid residential growth. We combine rigorous academics with daily instruction in choral singing, thereby encouraging creative and critical thinking while improving academic performance. We are looking to identify extraordinary educators and administrators committed to urban education and high academic achievement who wish to join a dynamic learning community.

 

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

 

What makes VOICE different?

 

At VOICE, it’s not just about the music. It’s about the people. It’s about what you can be. It’s about using your passion. It’s about relationships. It’s about having the opportunity to choose. It’s about caring for each individual child. Our teachers, administrators, students and parents come together to support our children’s education. We operate as part of a professional learning community that promotes collegiality, shared work, and unending reflection and growth. At VOICE, you will be pushed to become more.

 

We believe in efficacy. At the core of our academic culture is the idea that all students are capable of doing well in any discipline. At VOICE, all students will learn.

 

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

 

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

 

All Faculty and Staff at VOICE:

  • Love and nurture all of our students as they become deeply caring and responsible individuals
  • Take personal responsibility for the performance and growth of each individual student as we understand that the progress of all students is directly under our control
  • Work collaboratively
  • Hold themselves to the highest standards
  • Push and support themselves, their students, and their colleagues
  • Proactively seek and incorporate feedback
  • Help each individual child gain the opportunity to choose what his or her future will be

________________________________________________________________________

 

Position Responsibilities:

The Middle School Classroom Assistant supports teachers in providing students in grades 6-8 with a safe and healthy learning environment that will nurture, motivate and challenge all children to achieve the highest level of academic excellence and to develop into mindful, responsible, contributing participants in their education and communities.

 

Educational Activities

  • Provide behavior management support
  • Work with students one-on-one or in small groups to reinforce instruction
  • Proactively identify student growth areas and implement collaborative problem-solving plans to address student lagging skills
  • Serve as a substitute for teachers as necessary

School Culture Activities

  • Support dean team by investigating incident reports, guiding students to solve their own problems, and holding students accountable for consequences and restorative work
  • Supervise out of classroom settings such as arrival, transitions, lunch, and dismissal
  • Lead activities during daily recess periods in all weather conditions
  • Ensure playgrounds are safe and free of ice and snow by supporting snow removal and shoveling snow
  • Support select after school opportunities such as concerts, ceremonies, dances, athletics, and detention
  • Fully participate in opportunities for individual and school-wide professional development

Administrative Activities

  • Correspond with families via telephone, written notes, and in-person communications
  • Distribute classroom materials and complete other clerical tasks as needed by teachers and support staff

Position Qualifications:

 

Behavioral Qualifications

  • Unwavering commitment to VOICE mission, vision, and values
  • Models high standards of integrity, trust, openness, and respect for others
  • Demonstrates integrity by honoring commitments and promises
  • Operates and follows through on assigned tasks and projects under specific time constraints and by specified deadlines
  • Is productive and carries fair share of the workload; focuses on quality and expends the necessary time and effort to achieve goals
  • Seeks to understand and meet and/or exceed the needs and expectations of customers and clients; treats customers and clients with respect
  • Builds and maintains positive relationships with team members
  • Recognizes the constructive value of and embraces feedback
  • Responds and adapts to developing challenges and obstacles when under pressure calmly and logically to develop working solutions in a timely manner
  • Identifies and seeks to resolve and prevent problems
  • Approaches new challenges as opportunities to improve skills and abilities, seeking advice and feedback to constantly improve
  • Seeks opportunities for personal and professional learning

Skills and Knowledge

  • Exercises discretion regarding sensitive personal and legal information
  • Effectively prioritizes tasks in order to meet deadlines
  • Responds to requests in a professional manner, even in difficult circumstances; provides accurate and timely service
  • Works effectively and cooperatively with others to achieve goals
  • Writes clearly and concisely; listens attentively to others and responds appropriately; takes into account the audience and nature of the information
  • Verbally articulates progress against tasks clearly and concisely; communicates ideas, suggestions and concerns as well as outcomes and progress throughout the course of a task or project
  • Regularly applies feedback and training outcomes to the work to grow continuously in and add value to the role
  • Exhibits ability to identify and address issues
  • Manages up and laterally by proactively providing supervisors and clients support and solutions to move work and projects forward
  • Identifies and seeks to resolve and prevent conflicts with team members

Educational Background and Work Experience

  • Associates or Bachelor’s degree from an accredited college or university preferred. Highschool Diploma required.
  • Willingness to pursue NYS assistant certification
  • Ability to lift at least 40 pounds

Applications are enhanced if candidates:

  • Have one year of experience working in an office environment preferred
  • Speak Spanish
  • Have previous experience working with students
  • Have previous experience working in contexts involving high-needs communities

 

Compensation and Benefits: 

Salary is $22 per hour.  Compensation is competitive and based on experience and education.

 We offer a comprehensive benefits package, including participation in the TransitChek program and partial reimbursement for monthly commuting expenses, gym reimbursement, participation in the 403B retirement program, cultural enrichment reimbursements and many opportunities to get to know your VOICE colleagues!

 

 

How to Apply: Please submit an electronic application (including a VOICE-specific cover letter and resume) here.

 

 

VOICE Charter School is an Equal Opportunity Employer. In its employment decisions, VOICE does not discriminate on the basis of an applicant or employee’s race, color, religion, sex, gender, gender identity or expression, sexual orientation, age, national origin, disability, veteran status, unemployment status, or any other status protected by law.

Comments Off on Diversity, Equity and Inclusion Training Coordinator, Consultant

Diversity, Equity and Inclusion Training Coordinator, Consultant

Posted by | January 25, 2023 |

ERASE Racism, Inc., a regional civil rights non-profit with an office on Long Island, NY, is seeking the services of a Diversity Equity, and Inclusion (DEI) Training Coordinator Consultant to design, deliver, and drive impact through learning programs that will support organizations and school districts’ abilities to develop and embed Diversity, Equity, Inclusion and Cultural competencies intended to cultivate an equitable, anti-racist culture of anti-bias, inclusiveness and belonging.

The successful candidate will thoroughly understand and embrace ERASE Racism’s mission to transform our community by eradicating structural and institutional racism and engage the public in fostering anti-racism, equity, and inclusion.

Responsibilities include:

  • Developing and delivering innovative, interactive, and high-quality (DEI) learning experiences for various populations, organizations, corporations, and school districts, including senior leadership, administrators, and C-Suite Executives.
  • Creating and designing DEI training curriculum, participant guides, handouts, job aids, and evaluation and measurement tools, and ensuring that all materials are consistent with learning principles.
  • Constructing professional development and training for leaders to ensure they are creating an environment conducive to maximum DEI outcomes and can deeply embed DEI principles throughout their organizations.
  • Producing and executing scalable trainings and programs, including virtual offerings
  • Conducting follow up assessment of DEI learning experiences to evaluate and measure results, and modify content based on findings, as needed.
  • Monitoring changes and governmental laws and regulations to ensure that training remains current.
  • Improve the design and/or content of our offerings as necessary.
  • Evaluate individual and organizational development needs to design appropriate materials.

The successful candidate will have: 

  • Bachelor’s degree in related field required; master’s degree preferred.
  • Minimum of five (5) years of related work experience
  • Experience developing and leading DEI/Cultural Competency/Organizational Change trainings and programming.
  • Demonstrated expertise in content development, large and small group facilitation, and designing and delivering content via in-person and virtual settings.
  • Outstanding interpersonal skills
  • Exceptional written and oral communication skills
  • Strong project-management skills with the ability to prioritize a multitude of tasks.
  • Contemporary knowledge of current events, political contexts, and national issues
  • Familiarity with inter/intra-group dialogue.
  • Excellent computer skills using Microsoft Office Suite and experience utilizing social media technologies.
  • Ability to act as a collaborative, strategic thinker, and expert in the DEI training space.
  • Demonstrated emotional and social intelligence capabilities.
  • Demonstrated cultural competence and communication skills to nurture cooperative relationships and foster courageous conversations to unify the community around an enduring strategic vision for the dignity of all.
  • Demonstrated ability to build credibility and relationships with individuals across all levels, departments, and geographies.
  • Demonstrated ability to influence change and drive measurable impact from training.
  • Ability to regularly travel to different offices to facilitate in-person workshops, largely on Long Island but may include New York City.
  • Additionally, they will learn and confidently facilitate existing workshop content.

About ERASE Racism: ERASE Racism is a regional, civil rights nonprofit organization based on Long Island. It works to eliminate barriers to racial equity by primarily addressing the interrelated issues of fair housing enforcement, access to affordable housing in high opportunity areas, and quality public school education for Black and Latino families and children. Related issues include fostering equitable community engagement and empowerment and Diversity, Equity, and Inclusion training.

Compensation: ERASE Racism offers a competitive consultant rate

Location: We operate as a hybrid workplace to ensure consultants can create a work-life harmony that best fits them. Consultant must have availability to facilitate periodic sessions outside of regular business hours (e.g., Saturday workshops).

How to Apply: ERASE Racism is an equal opportunity employer and encourages applications from people of color, women, persons with disabilities, and lesbian, gay, bisexual, and transgender individuals. Incomplete applications will not be considered.

Comments Off on Elementary School Dean K-2

Elementary School Dean K-2

Posted by | January 25, 2023 |

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

 

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

 

What makes VOICE different?

 

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

 

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

 

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

 

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

 

All Staff at VOICE:

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

 

Function:  The Dean provides coaching and supervision to faculty to provide students with a safe and healthy learning environment that nurtures, motivates and challenges them to achieve the highest level of academic excellence and to develop into mindful, responsible, contributing participants in their education and communities

 

 

Major Responsibilities:

 

  1. Instructional Support, Coaching, and Supervision
    1. Observe and provide feedback to teachers
    2. Develop and implement coaching plans that are measurable and goal-driven
    3. Model instructional strategies as needed
    4. Coordinate internal and external professional development activities for teachers
    5. Design and implement teacher professional development based on identified needs

 

  1. Curriculum Implementation
  2. Provide feedback and support for the development of curriculum maps and lesson plans
  3. Analyze data to plan reteaches with teachers and help improve curriculum
  4. Facilitate selected team meetings to model and strengthen intellectual preparation
  5. Lead specific curriculum initiatives to improve lesson delivery school-wide
  6. Coordinate vertical alignment across grade levels in content areas
  7. Conduct instructional walk-throughs and follow-up support for particular initiatives

 

  • Team Management
    1. Employ strategies in developing supervisees and cultivating team culture, which may include but is not limited to leading team check-ins and participating in 1:1 meetings
    2. Supervise and support individual supervisees’ professional development and job responsibilities, which may include but is not limited to providing coaching, feedback, training and helping to manage conflicts as appropriate
    3. Provide supervisees with regular performance evaluations through VOICE’s formal mid-year and end-of-year performance evaluation processes
    4. Ensure general coverage as appropriate

 

  1. School Leadership
    1. Inspire and rally behind a shared vision and high standards of excellence, including but not limited to fostering staff culture and relationships across teams and divisions
    2. As member of school leadership team, contribute to the development and implementation of school-wide policies and procedures, which may involve but is not limited to engaging in other teams’ and divisions’ priorities, goals, and activities
    3. Exercise external awareness; serve as liaison for other teams, departments, partners.

 

  1. Staff-Wide Professional Expectations
    1. Embrace and be an ambassador of VOICE’s mission, vision and values
    2. Collaborate communicate and maintain effective and professional relationships as member of an interdisciplinary team of educators, support staff, and administrators
    3. Participate in required meetings and events, which may include student events, school concerts, parent-teacher conferences, on- and off-site conferences and trainings, others.
    4. Meet expectations related to punctuality and professionalism including but not limited to reporting to work on time, following the appropriate call-out and lateness procedures, timely responding to emails, consistently meeting deadlines and communicating appropriately on progress on projects and goals.
    5. Proactively and appropriately seek assistance and/or guidance when faced with challenges appropriately provide and receive feedback to/from students, parents, faculty, classroom assistants, support staff, and administration
    6. Reflect on professional practice through self-reflection and engagement in informal and formal feedback processes

 

 

Position Qualifications:

 

Educational Background and Work Experience

  • Bachelors and Master degrees from accredited college or university
  • Valid NY State Teacher Certification
  • 3+ years of classroom teaching experience with improvements in student achievement
  • – Strong knowledge of best practices in early childhood literacy development
    – Experience training teachers in multi-sensory phonics instruction, guided reading, close reading and writing
    – Demonstrated ability to raise reading achievement data
  • Preferred: 2+ years of leadership experience (e.g. instructional coach, team leader)
  • Preferred: Experience working in an urban school setting

 

Knowledge, Skills and Abilities

  • VOICE’s mission, vision, values and culture
  • Effective skills in self-management including but not limited to meeting deadlines, effective prioritization of tasks, self-organization, managing up, and efficient time and task management
  • Ability to gather and analyze data using defined and differentiated processes
  • Tact and sensitivity, including but not limited to adhering to confidentiality obligations such as mandated reporting as part of child protection
  • Ability to build strong and effective collegial relationships as part of an interdisciplinary team of educators and administrators
  • Ability to build warm individual relationships with students
  • Ability to communicate and build relationships effectively and appropriately with diverse range of individuals, including but not limited to current and prospective children and families, colleagues, and external partners
  • Teaching and classroom
    • VOICE Teaching Framework
    • Common Core and other content area standards
    • Curriculum design principles
    • Child learning theory and behavioral approaches, teacher techniques
    • Differentiation strategies (conferencing; small group work); basic understanding of English as a Second Language and SpEd approaches and procedures
    • Elements of effective classroom environment and management
  • Building effective sequential long-term plans and mastery-oriented short term plans
  • Maintaining high academic expectations through purposeful building of thinking skills, standards-aligned independent practice, questioning and discussion techniques, high standards for language and evidence, and structured support for students
  • Staff-Wide Competencies for Supervisors:
    • Effective Self-Management, including but not limited to: Prioritizes time and tasks effectively; Builds relationships with others; Practices continual self- development; Demonstrates effective problem solving; Exercises complete ownership over tasks; Takes initiative; Navigates ambiguity with ease
    • Effective Project Management, including but not limited to: Manages up; Proactively engages clients and consultants; Reflects on and incorporates feedback; Engages in thoughtful, strategic, and creative envisioning; Exercises complete ownership over projects; Delegates and holds project helpers accountable for results; Focuses on product and process
    • Effective People and Team Development, including but not limited to: Sets clear and stretch outcomes for team; Assesses team progress and holds team accountable for results; Manages conflict within and across teams; Provides continuous support and coaching to team; Motivates and inspires others; Builds relationships across team; Maximizes team resources effectively
  • Content-Specific:
    • Proficiency in MS Office, Google calendar, Salesforce and other software and apps
    • Deep understanding of and ability to write and deliver curriculum in classroom
    • Deep understanding of classroom management strategies, including but not limited to Love & Logic language, proactive procedures, transitions, recovery, restorative justice
    • Adult learning theory/best practices for Professional Development

 

Behavioral Characteristics

  • Wonder, care, and efficacy
  • Commitment, authenticity, and passion
  • Critical thinking, including communication, analytical and strategic strengths
  • Grit and constant learning, including resilience and perseverance
  • Strong sense of personal responsibility, including discipline, self-accountability, self-initiative
  • Sensitivity to environment, including humility, empathy and kindness

 

 

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

 

Compensation and Benefits:  

Salary range is $87,000 to $105,000. Compensation is competitive and based on experience and education.

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

 

 

VOICE Charter School is an Equal Opportunity Employer. In its employment decisions, VOICE does not discriminate on the basis of an applicant or employee’s race, color, religion, sex, gender, gender identity or expression, sexual orientation, age, national origin, disability, veteran status, unemployment status, or any other status protected by law.

Comments Off on Director of The Koopersmith Family Literacy + Math Program

Director of The Koopersmith Family Literacy + Math Program

Posted by | January 25, 2023 |

THE MARLENE MEYERSON JCC MANHATTAN

POSITION DESCRIPTION

Job Title: Director of The Koopersmith Family Literacy + Math Program

Department: Joseph Stern Center for Social Responsibility

Reports To: Director, Joseph Stern Center for Social Responsibility

Job Type: Full Time

Classification: Exempt

Date: November 29, 2022

 

Background:

At the Marlene Meyerson JCC Manhattan, mutual responsibility is one of our core values. Through our Joseph Stern Center for Social Responsibility, we work in partnership with local nonprofits, synagogues, schools, and government officials to build a more equitable and inclusive city – and to connect community members with high impact ways to make a difference. A significant portion of our work is focused on educational equity, specifically, ensuring that every New York City public school student has access to a high quality education.

 

Job Overview: The goal of the position is to create and oversee programming which leverages the JCC’s resources to address inequities in public education in New York City. The Director’s primary responsibility is directing the JCC’s long-standing Koopersmith Family Literacy + Math Program, which recruits and places highly trained volunteer tutors to provide free, one-on-one, academic support to students in public schools, public housing facilities, and transitional residences for families experiencing homelessness. In addition, the Director is responsible for building new partnerships and programs that engage and activate the JCC community to work toward educational equity for all.

 

Responsibilities and Duties:

 

Oversee The Koopersmith Family Literacy + Math Program:

  • Develop long and short term program strategy.
  • Oversee and manage day-to-day program operations.
    • Identify and manage relationships with schools and other community partners.
    • Hire and supervise staff.
    • Hire and supervise the academic team responsible for planning and delivering lessons, providing initial and ongoing academic assessments to determine specific weaknesses of participating students, and creating individualized instruction plans for each student.
    • Recruit, train and place more than 300 volunteer tutors each year at partnering public schools, shelters and community-based sites. Respond to tutor inquiries and concerns.
    • Engage in problem solving with tutors and families if/when behavioral and learning issues emerge.
  • Partner with the JCC development department to ensure sustainable funding for the program.
  • Oversee program finances.

Develop New Educational Equity Partnerships and Programs:

  • Identify, develop and manage relationships with local public schools, community organizations, and shelters.
  • In partnership with local public schools, community organizations and shelters, develop and implement strategies to increase educational equity locally through volunteering, advocacy, education, and/or other activities.

Qualifications:

  • Strong organizational skills.
  • Ability to think in a big picture way while also delivering on details.
  • Excellent written and verbal communication skills.
  • Excellent computer skills.
  • Willingness to work flexible hours including occasional evenings and weekends.

Education and Experience Required:

  • College degree required.
  • Minimum of 3-5 years program design and management experience within a school, nonprofit or corporate volunteer program.
  • Track record of managing successful volunteer programming.
  • Experience hiring and supervising staff.

 

Salary Range: $70,000 – $80,000

 

Benefits include medical, generous paid time off, paid parental leave, discounts on JCC programs and free membership to state of the art fitness and aquatics center.

 

To apply, please send a cover letter including salary requirements and resume to sparker@mmjccm.org.

Diversity is a core value of The Marlene Meyerson JCC Manhattan. Building an inclusive, high-performing team that is diverse across lines of personal identity is integral to our success and we are proud to be an equal opportunity employer. We actively strive and evolve to develop and maintain workspaces that are fully inclusive.

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Lower Elementary Creative Arts Teacher

Posted by | January 25, 2023 |

Elementary Creative Arts Teacher

 

Who we are:

VOICE Charter School (www.voicecharterschool.org/) is an elementary and middle school located in Long Island City, Queens that serves students across grades K-8.

 

Our mission is to create a safe and healthy learning environment that nurtures, motivates and challenges all of our children to achieve the highest level of academic excellence and to develop into mindful, responsible, contributing participants in their education, and communities. Through rigorous academics and daily instruction in music, we cultivate students’ creative and critical thinking abilities.

 

What you’ll be doing:

    1. Teach interdisciplinary artistic skills in the areas of performance arts, visual arts, and creative writing
    2. Coordinate with faculty to integrate content areas such as reading and writing into creative arts education topics that may include but are not limited to expressive speaking, performance skills, and creative writing
    3. Work with students to develop effective means of creative expressive and performance skills that integrate ELA skills and standards
    4. Develop and coordinate learning opportunities outside of the classroom, including but not limited to student performances and field trips to art museums/institutions
    5. Build a culture of creative self-expression, and utilize discourse and critique to develop students’ critical thinking about visual, and performance art
    6. Anticipate and identify equipment or other material needs, work with support staff to procure items, and may transport materials/supplies to/from classrooms

 

About you:

  • Deep belief in VOICE’s mission, vision, and values
  • Open to collaborating with and learning from colleagues who have a variety of backgrounds, experiences, strengths, and talents
  • successfully able to handle multiple projects concurrently in a fast-paced environment, and ability to be self-directed and take initiative
  • Attentive to detail
  • Have a knowledge and understanding of basic principles of curriculum design, child learning theory and behavioral approaches
  • Value and are committed to diversity in the workplace and classroom
  • Effective skills in self-management including but not limited to meeting deadlines, effective prioritization of tasks, self-organization, managing up, and efficient time and task management
  • Ability to establish communication and build warm individual relationships with students and families, colleagues, and external partners

 

Qualifications:

  • Bachelor’s degree from an accredited college or university required
  • New York State teaching certification required. VOICE will also consider (a) strong candidates who are completing or have recently completed a NY State teacher training program and who can show that they will be fully certified by the first day of employment, and (b) strong candidates with teacher training or credentials/licenses from another state who can demonstrably commit to working toward and achieving NY State teaching certification by a reasonable deadline.
  • Teaching or student teaching experience in a school required
  • Training and/or academic coursework in art history, art technique, and/or art education, and familiarity with state and national standards for arts education required
  • Experience with and interest in working with high needs students preferred
  • Experience in teaching rigorous arts units to young children; experience engaging students in the creative process, cultivating their artistic talents, and deepening their knowledge and understanding of art, design, and art history preferred
  • Experience with and/or interest in designing and coordinating student art installations preferred
  • Familiarity with and/or interest in utilizing or collaborating with museums and cultural institutions to engage student learning, including but not limited to the Metropolitan Museum of Art and others preferred
  • Familiarity with and/or interest in using a variety of instructional techniques, media and materials, including but not limited to technology preferred
  • NY State teaching certification in Visual Arts or exceptional experience in fine arts preferred

 

What you’ll enjoy:

  • A competitive total rewards package that values your experience and credentials, your work-life balance and sustainability to serve VOICE students and families to your best abilities, as well as your learning and development as a person and professional, including:

Participation in the New York City Teachers Retirement System pension program

3 or more prep periods per day to ensure you have time to collaborate with your colleagues, develop/adjust your lessons for your students, and other miscellaneous tasks

Comprehensive benefits package, including participation in a pre-tax commuter benefits program and partial reimbursement for monthly commuting expenses

Gym reimbursement

Cultural enrichment reimbursement

Access to tickets at a free or reduced cost to numerous events throughout New York

Generous leave policies

Benefits options include: Choice of four (4) Medical plans, FSA/HSA and Dependent Care FSA accounts, vision insurance as well as fully paid dental, life and disability insurance

Many opportunities to get to know your VOICE colleagues!

 

How to Apply: Please submit an electronic application (including a VOICE-specific cover letter and resume) at https://voicecharterschool.tedk12.com/hire/index.aspx

VOICE Charter School values diversity and inclusion in our community of adults and children.

Essential to the actualization of VOICE’s mission, vision and values is a commitment to fostering a culture of diversity and inclusion. The collective sum of the individual differences, life experiences, creativity, innovation, unique capabilities and talents represents a significant part of VOICE’s successes as a school and organization.

We are an Equal Opportunity Employer. In its employment decisions, VOICE does not discriminate on the basis of an applicant or employee’s race, color, religion, sex, gender, gender identity or expression, sexual orientation, age, national origin, disability, veteran status, unemployment status, or any other status protected by law.

 

 

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Assistant Director for Grades 6-8

Posted by | January 22, 2023 |

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

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

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

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

Highlights of BxC’s middle school include

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

JOB RESPONSIBILITIES

Leadership:

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

Supervision:

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

Collaboration:

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

Academic Achievement:

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

Supporting Students

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

QUALIFICATIONS

Requirements:

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

Preferred:

  • Special education certification
  • Proficiency in Spanish

COMPENSATION

  • Salary to be determined based on experience
  • Medical and dental benefits
  • 401K plan with a match of up to 6% of salary after a year of service
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Special Education High School Teacher

Posted by | January 20, 2023 |

Why Teach With Us?
New Visions seeks the most talented and dedicated educators to bring their skills, experience, and energy to a collaborative and innovative learning environment where teachers are empowered to meet each student’s unique learning needs and open the doors to new and rich opportunities. Our teachers are dynamic and innovative pedagogues who are committed to urban students and the issues they face every day.
Every New Visions teacher can expect to receive enhanced instructional support, a range of professional development opportunities, the data tools they need to succeed and the opportunity to be part of a passionate team of colleagues.
Advantages of teaching at a New Visions school include:

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

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

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

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

Pay Range
$65,291 minimum to $128,549 maximum
The New Visions faculty career ladder is highly competitive and designed to be a leader in the education space. Our innovative approach rewards high performance and supports fair and equitable pay practices across the New Visions Charter High Schools. Placement on our faculty ladder accounts for a combination of experience, credentials, and the faculty member’s expertise and impact on students (including review of lesson and unit plans, live demo lessons, and examples of student achievement data). Once employed at New Visions, faculty that exemplify high performance are able to advance through our career ladder quickly, and there are additional opportunities for teachers to increase their pay through the acquisition of additional certifications and through various leadership opportunities (such as Lead/Master Teacher and SPED Coordinator roles).

New Visions for Public Schools is an equal opportunity employer. 

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Executive Director

Posted by | January 5, 2023 |

Background:  In December, 2022, the Bronx Children’s Museum (BxCM) opened its first permanent home to complement over a decade of in-demand outreach programs. The Museum celebrates the natural curiosity, creativity, and compassion inherent in all children. By blending the hands-on play and exploration of a children’s museum, with the arts and culture focus of a fine arts museum, BxCM’s programming allows children the freedom to express themselves, become better communicators, learn to problem solve, build confidence and think creatively.

Officially incorporated in 2007 and beginning its programming in 2009, BxCM has been reinventing what a 21st century children’s museum should be by reframing the traditional destination-only institution with outreach programming that radiates to the entire community. The Bronx and its diverse people, neighborhoods and natural resources are the Museum’s palette. BxCM is committed to shining a spotlight on Bronx artists (including Charles Esperanza, Bobby Sanabria and Dr. Valerie Capers) and cultural icons (such as Supreme Court Justice Sonia Sotomayor, actor/activist Kerry Washington and Sonia Manzano, best known as “Maria” from Sesame Street), as well as connecting Bronx children to local artists, culture, and history. BxCM engages children from infancy to age nine, and their caregivers and teachers, offering a wide range of programs.Until COVID hit, BxCM was engaging 16,000 Bronx children and caregivers annually in hands-on arts and science (STEAM) experiences and programs throughout the borough at community-based organizations, schools, shelters, libraries, parks, fairs and festivals. There were 11 programs and the iconic “Museum On the Go!” purple bus, a roving learning environment with complementary suitcase exhibits and curriculum. During COVID, BxCM successfully pivoted to digital programming and developed daily remote activities, educational content and curricula to provide virtual Museum-educator-led lessons. They were also able to create arts programming for those without devices or internet access. In-person programming has now resumed. As a museum “with and without walls,” BxCM will continue to be a robust community anchor as well as an ambassador for all the Bronx has to offer.

Position:  Bronx Children’s Museum is looking for a visionary and entrepreneurial leader to be its new Executive Director (ED). The Executive Director will be a compelling and charismatic individual whose love of the arts, culture and the Bronx community energizes the Museum’s stakeholders around its institutional values and mission. The successful ED will have the ability to communicate a genuine passion and joy for children and their process to think, play and create both inside and outside the walls of the Museum space.

Reporting to the Board of Directors, the ED will oversee Museum staff, including five direct reports, and manage an annual operating budget of $2.5 million. The ideal candidate will be front-facing and dynamic, able to build, cultivate and maintain partnerships and relationships. The ED will possess outstanding communication and negotiation skills and be a persuasive advocate and spokesperson for BxCM, engaging diverse audiences that include corporate and non-profit leaders, elected officials and the general public. The ED will become an integral part of the Bronx community by understanding the issues facing the Bronx, participating in community board meetings and community events and forging new partnerships. The ED will have exceptional organizational, administrative, management, fundraising and financial skills. The ideal candidate will be thoughtfully adventurous, democratic but decisive, and pragmatic when it comes to institution building and enhancing organizational capacity.

Specific Responsibilities:

  • Manage overall operations; responsible for the day-to-day functioning of the Museum.
  • Work in partnership with the Board and core staff to define the strategic direction of BxCM consistent with its vision, mission and culture.
  • Cultivate a strong working relationship with staff based on trust, confidence and transparency, encouraging collaboration in pursuit of organizational effectiveness and growth, as well as manage recruitment and hiring of new staff.
  • Support developing the Board’s diversity, expertise and philanthropic capacity.
  • Strengthen and support the Museum’s programmatic and operational goals; maintain strong financial oversight including setting long- and short-term financial objectives to facilitate sustainable growth.
  • Together with the Development Director, create and pursue a strong fundraising plan that ensures the growth of a diversified funding stream, including individual gifts, corporate, foundation and government grants.
  • Act as the primary liaison with city, state and federal agencies regarding expense and capital funding, policy, advocacy, and efforts toward attaining CIG status.
  • Together with key stakeholders, develop and execute developmentally appropriate and relevant programs, dynamic exhibits and new multicultural initiatives/partnerships that advance the mission, vision and goals of the Museum.
  • Stay current on trends that affect museums and cultural institutions that blend community outreach with traditional museum-based activities focusing on an exceptional multicultural lens that treats all visitors inclusively and equitably.
  • With the Communications and Marketing Director, oversee all marketing and public relations activities effectively communicating the work and mission of BxCM while increasing the Museum’s visibility.
  • Encourage an entrepreneurial culture that identifies, assesses and pursues opportunities to generate new earned income revenue sources while improving existing revenue categories.
  • Foster staff development in a supportive and inclusive manner, providing leadership and setting quality standards while promoting a culture that reflects the organization’s Diversity, Equity, Accessibility and Inclusion values and rewards productivity.

Qualifications:

  • Baccalaureate degree from an accredited college or university, or equivalent work experience
  • Minimum of eight to ten years of relevant senior level leadership experience; experience at arts/culture organizations and/or STEAM programming and early childhood education a plus
  • Strong financial and operational acumen to grow and maintain a financially stable and sustainable organization including budget preparation, analysis, decision-making and reporting
  • Accomplished fundraiser at ease with all aspects of fundraising and proven success in the role of seeking and procuring individual and major gifts
  • Experience with museum programs, including membership, preferred
  • Relationship builder with the know-how to build, cultivate and maintain partnerships with diverse stakeholders in the community, including Board members and high-end donors, as well as appointed and elected officials
  • Strong leadership skills, including the capacity to inspire teamwork, build consensus and motivate a wide variety of stakeholders
  • Solid experience working with and supporting a Board of Directors, including board development
  • Inclusive, hands-on, collaborative manager who inspires and guides staff to maximize performance
  • Superior writing and verbal communication skills with the ability to serve as a persuasive advocate and spokesperson for BxCM
  • Entrepreneurial and creative self-starter who is also a strategic and credible colleague and thought leader
  • Strong organizational skills and poise under pressure; flexible, able to focus, prioritize and implement, as well as address and solve problems/issues as they arise
  • Familiarity with the cultural, business and political landscape of the Bronx preferred
  • Strong commitment to a culture of diversity, equity, access and inclusion

 All positions at Bronx Children’s Museum are filled without regard to race, color, religion, sex, national origin, age, sexual orientation, gender identity or expression, disability, HIV/AIDS status, veteran status or any other characteristic protected by law.  All are encouraged to apply. 

For more information about Bronx Children’s Museum, please visit their website at www.bronxchildrensmuseum.org

Annual salary is $150,000 to $175,000 based on experience.
Relocation assistance, if needed, is negotiable. A comprehensive benefits package will be provided.

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Spanish Teacher

Posted by | January 5, 2023 |

The Academy for Software Engineering (DOE) is seeking a qualified Language other than English (LOTE) instructor specializing in Spanish who holds a New York State Teacher License in foreign language instruction (Spanish).  Please review our website (afseny.org) for information about our school and offerings.  Qualified candidates should email a current resume and letter of interest to sraeke@afsenyc.org.

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Computer Science Instructor

Posted by | January 5, 2023 |

The Academy for Software Engineering (DOE) is seeking a qualified Computer Science instructor who holds a New York State Teacher License or is enrolled in an alternate teaching pathway program.  Please review our website (afseny.org) for information about our school and offerings.  Qualified candidates should email a current resume and letter of interest to sraeke@afsenyc.org.

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Advocate – Early Childhood Education

Posted by | January 4, 2023 |

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

The Early Childhood Education Project provides direct representation, community education, and policy advocacy to improve access to early childhood education for young children from low-income backgrounds so they can enter kindergarten prepared to succeed. We are looking for an advocate to join our team to help families navigate the early childhood education systems and admissions processes, secure developmental and special education services for young children, and empower families to advocate on behalf of young children by leading community workshops and trainings. This position will report to the Director of the Early Childhood Education Project.

 

DUTIES AND RESPONSIBILITIES

• Providing case assistance to help parents secure appropriate early intervention, preschool special education, and kindergarten services and placements for their young children. This includes responding to parent inquiries and providing families with relevant educational resources; participating in Individualized Education Program (IEP) meetings for students with disabilities; advocating with the Department of Health and Mental Hygiene (DOHMH) and Department of Education (DOE) to resolve problems; and advocating for families in school meetings and mediation.

• Providing technical assistance to professionals who are working to help connect young children with the early childhood education services they need.

• Presenting know-your-rights workshops to parents and professionals to provide them with information about early childhood education programs and services.

• Developing and updating guides and other informational materials.

• Contributing to the Project’s policy work to help strengthen and expand high-quality early childhood programs and services that prepare young children for kindergarten, with a particular focus on children with developmental delays or disabilities, students from immigrant families, and children who are homeless by, for example, tracking cases in order to help identify systemic barriers and identifying families interested in speaking out about the roadblocks they faced.

MINIMUM QUALIFICATIONS

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

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

• Bachelor’s degree is required. Experience in education, advocacy, or social services is preferred.

• Strong oral and written communication skills.

• Strong presentation skills and comfort with public speaking.

• Fluency in Spanish, Mandarin or Cantonese with ability to converse with families who speak these languages is strongly preferred.

• Ability to work both independently and as a member of a multidisciplinary team.

• Organized, detail oriented, able to maintain accurate and timely records and meet deadlines.

APPLICATION INSTRUCTIONS

Please e-mail one document that includes a resume and cover letter to eceadvocate@advocatesforchildren.org   with “ECE Advocate” in the subject line. Candidates should highlight why they are interested in this role at AFC and how their experience aligns with the advocate position, including any personal or professional experience that demonstrates your connection to the populations that AFC serves. This position is available immediately, and resumes will be considered on a rolling basis. Due to high volume of applicants, only complete applications from qualified candidates will be contacted. No phone calls please.

This is a full-time position, with a salary in the $54,000 – $58,000 range, depending on experience, and includes a comprehensive benefits package. AFC’s current compensation package includes medical and dental insurance, with a plan option that covers full payment of medical plan premiums for staff and their qualified dependents. AFC has generous time-off policies that include 10 federal holidays, office closure between Christmas and New Year’s Day, and 15 vacation days and 15 paid time off days in the first year of employment. AFC also offers a 403(b) plan with a fully vested employer match, coverage of the premium cost of life insurance and long- and short-term disability insurance.

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

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

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Director

Posted by | December 27, 2022 |

Job Title:  Senior Director, Early Childhood
Division – Department:  Early Childhood at Manny Cantor Center  
Date: May, 2023 

Salary: $140,000

Supervisor: Executive Director, MCC 

Early Childhood at Manny Cantor Center is an inspired, responsive, diverse, progressive preschool serving children 6 months – UPK. Our school was built on the principles that all children are competent, capable, and curious; all families have something to contribute; and we are stronger together. Our pioneering blended-funding model incorporates Head Start, Early Head Start, Universal Pre-K, and tuition funding to serve all families on the Lower East Side and beyond. Believing that our diversity is our greatest strength, we are one of the only programs of its kind in the country.   

Inspired by the schools of Reggio Emilia, our classrooms are joyful and nurturing learning environments that foster inquiry, exploration, and reflection. With the support and supervision of our Associate Directors of Education, our teachers work collaboratively with children to co-construct a curriculum that draws inspiration from children’s interests and the world around us.   

 

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Project Director

Posted by | December 26, 2022 |

About Catalyze

Catalyze is a grant fund created to ensure that all learners, from middle school to early adulthood, have access to transformative career-connected learning experiences that integrate education and career. The fund’s core focus is to benefit historically underserved learners, support solutions led by individuals with proximity to the communities they serve, and work with employers to build and grow talent development practices that expand access to economic opportunity while addressing key business challenges.

With more than $15M raised since its launch in March 2021, Catalyze has granted $10M to 40 groundbreaking solutions through its flagship program, the Catalyze Challenge. Catalyze is poised to grow its fund over the next two years by raising $25M from current and new funders. In addition to grantmaking, Catalyze also invests in continuous learning for grantees and the field, as well as communications and storytelling to support narrative change around the pathways to economic opportunity in the U.S.

 

Position Overview

Catalyze is hiring a full-time Project Director (PD) to lead critical aspects of the Catalyze fund. The Project Director will promote the strategic vision of Catalyze by managing funder relations and fundraising and overseeing a team of consultants and vendors to deliver on the daily operations, which are reflected across grantmaking, communications, and learning.

The PD will lead Catalyze as its first full-time employee, building on a foundation built over the past two years by a network of operational partners and the founding philanthropic entities who support it. The PD will report to the Catalyze Advisory Board and work closely with the funders of that board and Common Group, the lead operational partner.

The PD is an adept leader who has a track record of building systems and processes; managing multiple work streams, initiatives and stakeholders; and creating culture among a coalition of partners.  As a proven problem-solver and passionate external voice of Catalyze, the PD is motivated to grow Catalyze as a key funding vehicle, innovation engine, and movement for preparing young people across the country for long-term career success. This role is fully remote, with the potential need to travel up to 20% of the time.

 

Core Responsibilities

As our founding Project Director, you will:

  • Drive Catalyze’s long-term growth, impact and sustainability via reflection and promotion of Catalyze’s mission and strategic vision
    • Translate funders’ vision and priorities into actionable strategies and work plans that meet/exceed goals through 2024 and lay the groundwork to building a sustainable organization
    • Provide inspiration and leadership to funders, partners, grantees and the entirety of the Catalyze network
    • Lead monthly Advisory Board meetings and strategic decision-making
    • Source new opportunities for programmatic investment, research and implementation that align with Catalyze’s mission
    • Establish, adopt and ensure adherence to values and ethical standards in all organization functions, with an emphasis on justice, equity, diversity, inclusion and belonging for all
  • Lead fundraising efforts to expand the number of institutions and dollars needed to fuel the Catalyze mission and movement
    • Manage relationships with existing funders to gain renewals and multi-year commitments
    • Engage and cultivate relationships with new funders to join the coalition of Catalyze funders
    • Raise additional funds for new and adjacent initiatives as opportunities surface
    • Match-make among funders and Catalyze grantees for follow-on funding opportunities
  • Manage operational budget and activity
    • Oversee a $1.5-2M operational budget and network of learning, communication, strategic planning and challenge execution partners
    • Supervise the grantmaking process and building of learning communities
    • Identify and contract new operational partners as needs are surfaced
    • Manage partners, including contractors and vendors, to meet stated deadlines and challenge timelines
  • Represent Catalyze with grantees, the field, and media
    • Host events with grantees, funders, and others
    • Author communications that unite the Catalyze network
    • Act as spokesperson in media, on industry panels, at conferences and other other speaking engagements

 

Qualifications 

Success in this position will require the following skills and experience:

  • Excellent project management skills and operational experience in
    • Overseeing multiple vendors and contractors simultaneously
    • Managing governance structures across multiple funders
    • Building, motivating and leading high performing teams and coalitions
    • Uniting and mobilizing stakeholders of diverse backgrounds and viewpoints to a unified set of goals and path forward
    • Creating processes and systems in a fast-paced, growing environment
  • Experience leading grantmaking programs
    • Demonstrable expertise in setting grantmaking strategy
    • Firsthand experience with grantmaking in one or more of the following: K-12 education, career and technical education, post-secondary education and/or workforce development, with priority given to candidates who have grantmaking experience with programs that connect these domains
  • Fundraising experience in raising $10M+ annually from foundations and other funding sources
  • Experience in managing and influencing other that do not report to you
  • Demonstrated excellence in
    • Architecting, articulating and generating support for and implementing on long-term, impactful social change strategies
    • Establishing and deepening strong relationships and partnerships with leaders within the funding community, field experts, critics and allies, including unlikely ones
    • Representing an organization publicly
    • Communicating orally and in various written formats, with the ability to express complex ideas clearly and fluently to funders, partners and others
  • Experience in one or more of the following environments
    • Education advocacy or other relevant grassroots organizing
    • Launching a new organization
    • Member of leadership role in an entrepreneurial environment

 

Core Competencies

  • Belief in and experience with influencing change to benefit historically underserved learners and communities
  • Ability to interface and develop authentic relationships with donors, schools and community leaders, and elected officials of diverse background and viewpoints
  • Skilled storyteller and communicator (both verbal and written)
  • Skilled facilitator including group decision-making
  • Entrepreneurial spirit and ability to thrive in a fast-paced and achievement-oriented environment
  • Willingness to go above and beyond to contribute to the success of a dynamic fund committed to a new future for education

 

Compensation and Benefits

Annual salary for this position is $140,000-$180,000, commensurate with experience. Comprehensive benefits package includes 100% employer-paid health, dental, and vision insurance; 3% automatic contribution and a 3% employer match on 401(k) contributions; pre-tax transportation benefits; and paid holiday, vacation, sick, and volunteer time off.

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Director of Compliance- Early Childhood and Youth Division

Posted by | December 13, 2022 |

Overview: The Director of Compliance will ensure that the early childhood center-based programs, home-based programs, and center-based youth programs maintain the highest quality of health and safety standards for children and staff. The Director of Compliance will also ensure that all programs operate in compliance with NYC Department of Health and Mental Hygiene (DOHMH), NYS Social Service Regulations, New York City Department of Education (DOE), Head Start Performance Standards, NYC Department of Youth and Community Development (DYCD), Head Start Performance Standards, Office and Children and Families (OCFS), and Child and Adult Care Food Program (CACFP). Reporting to the Chief Program and Equity Officer (CPEO). This position will work to develop and implement operational health and safety monitoring systems that can be fully utilized to meet specifications established by regulatory guidelines. 

Responsibilities

  • Work collaboratively with early childhood and youth leadership to monitor, support and maintain health and safety compliance and quality assurance with DOHMH, OCFS, DYCD, Head Start Performance Standards, DOE, and CACFP. 

  • Ensure regulations outlined in DOHMH Article 47, DYCD, School Age Child Care (SACC) regulations, CACFP, and additional governing bodies are implemented. 

  • Develop and maintain procedures to ensure compliance and mitigate potential compliance gaps. 

  • Partner with IT and Data Management team to develop and maintain compliance data information. 

  • Partner with the People Department to ensure staffing qualifications compliance (fingerprinting, background clearances, etc). 

  • Collaborate with program leadership to complete licensing applications. 

  • Administrative liaison between CACFP and programs to manage correspondence, submission of data to finance team for claims, and ensure full compliance. 

  • Review, track, document, and coordinate timely responses and corrective actions for violations cited and confirm appropriate responses are filed with citing agencies  

  • Establish compliance by conducting program visits and walkthroughs of centers to prepare for site pre-inspections, scheduled monitoring visits,  

  • Provide quality control assessments and report information to CPEO 

  • Communicate with and support workplace safety; assist with identifying and acquiring necessary tools and equipment for employees based on project needs and safety issues  

  • Provide training and coaching to create and maintain health and safety compliance 

  • Dedication to professional development in order to stay abreast of changes in compliance codes and regulations 

  • Other appropriate duties as assigned by supervisor 

Qualifications 

  • Masters’ Degree preferred in, early childhood or childhood education, business management or related field preferred 

  • 2-5 years’ experience working in the non-profit, early childhood and school age environments  

  • Knowledge of early childhood education (including DOE, DOHMH, and Head Start), school age programming (including DYCD), 

  • Strong analytic and problem-solving skills, to perform data analysis and development of statistical reports, assess risk, and reduce risk. 

  • Strong analytic, problem-solving, and critical thinking skills 

  • Articulate and effectively communicate both written (including the ability to adequately describe observations in detail) and verbally  

  • Excellent time management and multi-tasking abilities 

  • Computer Skills in Microsoft Word, Excel and other IT software and mobile computing devices  

  • Position requires travel throughout Brooklyn and Manhattan, using mass transit and/or personal vehicle 

Hours: 35 hours per week

Salary: Commensurate with Experience, plus generous benefits  

We are committed to building a diverse and inclusive community. We support a broadly diverse team who will contribute to our organization. We are an equal employment opportunity for all regardless of race, color, citizenship, religion, national origin, sex, sexual orientation, gender identity or expression, age, disability, veteran or reservist status, or any other category protected by federal, state, or local law. All University Settlement employees are COVID-19 vaccinated in accordance with the laws set for by the City and State of New York.

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Chief Operating Officer

Posted by | December 12, 2022 |

About Watershed Advisors

Building on the deep public sector leadership experience of its team, Watershed Advisors (Watershed) bridges aspiration, implementation, and scale in America’s education and workforce systems. We work with bold governmental leaders at the state and local levels to design solutions that match the size and scale of the problems in American education. We then embed teams of experts within government agencies to implement, communicate, finance, and evaluate those ideas, impacting generations of American learners and job seekers in need of access and opportunity.

Since we launched two years ago, Watershed has experienced tremendous success. We closely partner with governor’s offices, state education agencies, non-profits, and philanthropies on issues ranging from birth to workforce. The organization now generates $5 million annually and is in an exciting period of organizational growth and positive change.

The Opportunity

Watershed is currently searching for an outcomes-oriented leader, passionate about ensuring equal educational and economic opportunities for historically marginalized communities, to serve as the organization’s first-ever Chief Operating Officer. The COO, as a member of the leadership team, will report directly to Watershed’s CEO and work closely with the organization’s President to sharpen Watershed’s strategy and systematize its operations. Specifically, the COO will directly manage Watershed’s Operations Team and lead inter-organizational efforts to build and align core operational functions–finance, human capital and culture, strategic planning, and knowledge management–with Watershed’s strategic vision for organizational impact, growth, and client and employee engagement.

The COO position is both strategic and facilitative and requires a willingness to play an active, hands-on operational and communicative role in day-to-day activities. The role requires a highly resourceful individual with strong emotional intelligence, communication, self-motivation, and analytical and interpersonal skills.

Responsibilities 

The core of the COO’s role will be to strategically drive the following functional areas in alignment with Watershed’s goals in pursuit of a better future for young people.

  • Facilitate organizational strategy development: Collaborate with Watershed’s CEO, President, and Managing Directors to lead and develop strategic efforts that may include: conducting market analysis to identify business development opportunities, managing the organization’s regular strategic planning process and performance management system, and building and improving internal systems.
  • Lead business operations: Directly manage Watershed’s operations team (two) and a team of vendors/consultants and ensure central operational functions (e.g. finance, human capital, communications, strategic planning, etc.) support the organization’s medium-to-long-term vision for impact.
  • Develop and lead financial operations: Conceptualize, structure, and deliver sound financial practices to accurately capture, inform, and report incoming and projected revenue. Identify key business opportunities and build the systems that enhance Watershed’s market position and impact. Manage and support vendors and contractors servicing financial systems.
  • Talent management: Support, develop and coach the Operations Team to implement the organization’s vision. Build internal systems to ensure Watershed’s team can focus on client-facing work to achieve ambitious results. Attract and select the best talent to meet current and future business needs.
  • Strategic knowledge management: Establish and manage a system to capture and share valuable knowledge and insights gained through project work. This may include: developing processes to generate, organize, and document insights from project work; facilitating cross-project and cross-jurisdiction learning.
  • Facilitate team culture: Foster an inclusive and supportive team culture where team members feel supported, included, and valued. Operationalize team core values as part of our daily practices.

Experience & Qualifications 

Applicants will have 8+ years of demonstrated experience in project management and organizational leadership with a deep understanding of and successful experience with small business operations and scaling growth. Professional experience in a for-profit or consulting setting or in an executive leadership position in a non-profit setting that serves early childhood, K-12 education, higher education, or workforce development is valued but not required:

  • Demonstrated business acumen via experience leading the business operations of a team, including building processes, goal setting, budgeting, progress monitoring, and staff evaluation.
  • Success in previous management and development of direct reports and teams.
  • Excellent communication skills, including experience developing memos, slide decks, and in public speaking.
  • Proven capacity to solve problems and identify key strategic insights that advance the goals of the organization.
  • MBA or equivalent experience preferred.

Competencies:

Throughout the interview process, successful candidates will be able to demonstrate mastery of the following competencies:

An expert in finance and operations: able to use their business acumen to build and maintain financial systems, routines, and procedures that accurately and effectively capitalize on opportunities and allow the business to excel in the short and long term. Deep experience leading operations and development strategy supported by data and metrics.

An adept operator: able to set clear, big-picture vision and broad operational aspirations into actionable goals, milestones, and deliverables with clear owners and timelines. Communicates and partners effectively at all levels with an exceptional eye for detail. Approaches work with an entrepreneurial mindset and a growth orientation with a relentless focus on outcomes.

A people-first manager: demonstrated experience managing, developing, and retaining a diverse team through inclusive and equitable management practices, building a strong team culture that values each individual, and successfully managing to achieve measurable team and organizational results against goals.

Personally committed to expanding opportunity for young people: aims to serve young people–regardless of race, income, disability, immigration status, etc.–and to bolster the prosperity and rights of those who have been excluded from educational and economic opportunities.

Compensation

The salary range for this position starts at $150,000 and includes a comprehensive benefits package (annual work-from-home and professional development stipends, generous PTO, parental leave) as well as the potential for a significant annual performance bonus. Final salary will be determined based on experience and qualifications.

Location

The team is fully distributed with no central office. The COO can be located anywhere in the continental United States, with a preference for Central or Eastern Time Zones. Required travel is limited.

To Apply

Watershed Advisors is partnering with RCG Talent Solutions to find our next Chief of Operations. Please submit your application here and direct all questions to Brent Locke, brent@rcgtalent.com.

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Curriculum Development Specialist Cross Content

Posted by | December 8, 2022 |

Who We Are

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

 

Who You Are

You are a seasoned educator looking to transfer your skills to a mission-driven organization. You have a strong service and support orientation towards schools and school communities. You have demonstrated success with design, implementation, and assessment of effective secondary curricula and experience collaborating with teams, and using data to drive organizational change

 

What You’ll Do

You will collaborate with New Visions staff and teacher leaders to define and elevate shared, cross-content approaches and instructional routines and strategies. You will work with existing OER curriculum and instructional resources that 

  • support student mastery through the incorporation of 21st century skills
  • embed scaffolds and differentiations to support all learners
  • promote student success on the Regents exam (when applicable) and in future classes
  • foster the development of multiple literacies and cognitive skills for application to college and career

 

Why New Visions?

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

 

Apply Now!

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

https://grnh.se/2a6324a41us

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

 

Pay Range

$73,697 minimum to $121,601 maximum

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

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Elementary Classroom Assistant

Posted by | December 8, 2022 |

Who we are:

VOICE Charter School (www.voicecharterschool.org/) is an elementary and middle school located in Long Island City, Queens that serves students across grades K-8.

Our mission is to create a safe and healthy learning environment that nurtures, motivates and challenges all of our children to achieve the highest level of academic excellence and to develop into mindful, responsible, contributing participants in their education, and communities.  Through rigorous academics and daily instruction in music, we cultivate students’ creative and critical thinking abilities.

 

What you’ll be doing:

The Classroom Assistant supports student’s academic and socio-emotional growth through one on one, small group, and behavior management support. The Classroom Assistant also supervises students during essential non-academic times (arrival, lunch, recess, and dismissal) to ensure student safety. Classroom Assistants substitute for teachers cover classes for planned and last minute absences.

Socio-Emotional Support Activities

•      Provide behavior management support for students

•      Work with students one-on-one or in small groups

•      Proactively identify student growth areas and implement collaborative problem-solving plans to address student lagging skills

•      Serve as a substitute for teachers as necessary

•      May teach ongoing courses such our social emotional curriculum (Mind, Body, and Heart) up to 9 periods a week

 

School Culture Support Activities

•      Investigate incidents, guiding students to solve their own problems and holding students accountable for consequences and restorative work

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

•      Lead activities during daily recess periods in all weather conditions

•      Ensure playgrounds are safe and free of ice and snow by supporting snow removal

•      Support select after school opportunities such as concerts, ceremonies, dances, athletics, and detention

•      Fully participate in opportunities for individual and school-wide professional development

Administrative Activities

•      Correspond with families via telephone, written notes, and in-person communications

•      Distribute classroom materials and complete other clerical tasks as needed by teachers and instructional staff

•      Based on needs of school may assist with clerical duties related to operational functions of the school

 

About you:

Attitude and Focus

•      Unwavering humility, patience, and kindness

•      Professional demeanor with the ability to influence and facilitate decision-making among multiple, diverse parties

•      Perseverance to create clarity while allowing for complexity and nuance

•      Openness to work collaboratively to solve problems

•      High sense of urgency, demonstrated ability to successfully handle multiple projects concurrently in a fast-paced environment, and ability to be self-directed and take initiative

•      Organized and systems driven

•      Fastidious and attentive to detail

Skills and Knowledge

•      Deep belief in VOICE’s mission, vision, and values

•      Unwavering commitment to the high academic achievement of all students

•      Flexible and willing to do whatever it takes

•      Strong written and verbal communication, as well as critical thinking skills

•      Willingness to give and receive feedback to facilitate the growth of both students and faculty

•      Flexibility to handle an unpredictable schedule

Qualifications:

•      Bachelor’s degree from an accredited college or university required

•      Willingness to pursue NYS assistant certification required

•      Ability to lift at least 40 pounds required

•      Ability to participate in outdoor activities in all weather conditions (including 20 to 100 degrees) required

•      Verbal fluency in Spanish preferred

•      Previous experience working with children preferred

•      Previous experience working in contexts involving high-needs communities preferred

What you’ll enjoy:

●     The compensation for this position is $22.00 an hour.

●     Benefits package, including participation in a pre-tax commuter benefits program and partial reimbursement for monthly commuting expenses

●     Gym reimbursement

●     Cultural enrichment reimbursement

●     Access to tickets at a free or reduced cost to numerous events throughout New York

●     Benefits options include: Choice of four (4) Medical plans, FSA/HSA and Dependent Care FSA accounts, vision insurance as well as fully paid dental, life and disability insurance

●     Many opportunities to get to know your VOICE colleagues!

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Elementary School Dean K-2

Posted by | December 8, 2022 |

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

 

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

 

What makes VOICE different?

 

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

 

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

 

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

 

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

 

All Staff at VOICE:

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

 

Function:  The Dean provides coaching and supervision to faculty to provide students with a safe and healthy learning environment that nurtures, motivates and challenges them to achieve the highest level of academic excellence and to develop into mindful, responsible, contributing participants in their education and communities

 

 

Major Responsibilities:

 

  1. Instructional Support, Coaching, and Supervision
    1. Observe and provide feedback to teachers
    2. Develop and implement coaching plans that are measurable and goal-driven
    3. Model instructional strategies as needed
    4. Coordinate internal and external professional development activities for teachers
    5. Design and implement teacher professional development based on identified needs

 

  1. Curriculum Implementation
  2. Provide feedback and support for the development of curriculum maps and lesson plans
  3. Analyze data to plan reteaches with teachers and help improve curriculum
  4. Facilitate selected team meetings to model and strengthen intellectual preparation
  5. Lead specific curriculum initiatives to improve lesson delivery school-wide
  6. Coordinate vertical alignment across grade levels in content areas
  7. Conduct instructional walk-throughs and follow-up support for particular initiatives

 

  • Team Management
    1. Employ strategies in developing supervisees and cultivating team culture, which may include but is not limited to leading team check-ins and participating in 1:1 meetings
    2. Supervise and support individual supervisees’ professional development and job responsibilities, which may include but is not limited to providing coaching, feedback, training and helping to manage conflicts as appropriate
    3. Provide supervisees with regular performance evaluations through VOICE’s formal mid-year and end-of-year performance evaluation processes
    4. Ensure general coverage as appropriate

 

  1. School Leadership
    1. Inspire and rally behind a shared vision and high standards of excellence, including but not limited to fostering staff culture and relationships across teams and divisions
    2. As member of school leadership team, contribute to the development and implementation of school-wide policies and procedures, which may involve but is not limited to engaging in other teams’ and divisions’ priorities, goals, and activities
    3. Exercise external awareness; serve as liaison for other teams, departments, partners.

 

  1. Staff-Wide Professional Expectations
    1. Embrace and be an ambassador of VOICE’s mission, vision and values
    2. Collaborate communicate and maintain effective and professional relationships as member of an interdisciplinary team of educators, support staff, and administrators
    3. Participate in required meetings and events, which may include student events, school concerts, parent-teacher conferences, on- and off-site conferences and trainings, others.
    4. Meet expectations related to punctuality and professionalism including but not limited to reporting to work on time, following the appropriate call-out and lateness procedures, timely responding to emails, consistently meeting deadlines and communicating appropriately on progress on projects and goals.
    5. Proactively and appropriately seek assistance and/or guidance when faced with challenges appropriately provide and receive feedback to/from students, parents, faculty, classroom assistants, support staff, and administration
    6. Reflect on professional practice through self-reflection and engagement in informal and formal feedback processes

 

 

Position Qualifications:

 

Educational Background and Work Experience

  • Bachelors and Master degrees from accredited college or university
  • Valid NY State Teacher Certification
  • 3+ years of classroom teaching experience with improvements in student achievement
  • – Strong knowledge of best practices in early childhood literacy development
    – Experience training teachers in multi-sensory phonics instruction, guided reading, close reading and writing
    – Demonstrated ability to raise reading achievement data
  • Preferred: 2+ years of leadership experience (e.g. instructional coach, team leader)
  • Preferred: Experience working in an urban school setting

 

Knowledge, Skills and Abilities

  • VOICE’s mission, vision, values and culture
  • Effective skills in self-management including but not limited to meeting deadlines, effective prioritization of tasks, self-organization, managing up, and efficient time and task management
  • Ability to gather and analyze data using defined and differentiated processes
  • Tact and sensitivity, including but not limited to adhering to confidentiality obligations such as mandated reporting as part of child protection
  • Ability to build strong and effective collegial relationships as part of an interdisciplinary team of educators and administrators
  • Ability to build warm individual relationships with students
  • Ability to communicate and build relationships effectively and appropriately with diverse range of individuals, including but not limited to current and prospective children and families, colleagues, and external partners
  • Teaching and classroom
    • VOICE Teaching Framework
    • Common Core and other content area standards
    • Curriculum design principles
    • Child learning theory and behavioral approaches, teacher techniques
    • Differentiation strategies (conferencing; small group work); basic understanding of English as a Second Language and SpEd approaches and procedures
    • Elements of effective classroom environment and management
  • Building effective sequential long-term plans and mastery-oriented short term plans
  • Maintaining high academic expectations through purposeful building of thinking skills, standards-aligned independent practice, questioning and discussion techniques, high standards for language and evidence, and structured support for students
  • Staff-Wide Competencies for Supervisors:
    • Effective Self-Management, including but not limited to: Prioritizes time and tasks effectively; Builds relationships with others; Practices continual self- development; Demonstrates effective problem solving; Exercises complete ownership over tasks; Takes initiative; Navigates ambiguity with ease
    • Effective Project Management, including but not limited to: Manages up; Proactively engages clients and consultants; Reflects on and incorporates feedback; Engages in thoughtful, strategic, and creative envisioning; Exercises complete ownership over projects; Delegates and holds project helpers accountable for results; Focuses on product and process
    • Effective People and Team Development, including but not limited to: Sets clear and stretch outcomes for team; Assesses team progress and holds team accountable for results; Manages conflict within and across teams; Provides continuous support and coaching to team; Motivates and inspires others; Builds relationships across team; Maximizes team resources effectively
  • Content-Specific:
    • Proficiency in MS Office, Google calendar, Salesforce and other software and apps
    • Deep understanding of and ability to write and deliver curriculum in classroom
    • Deep understanding of classroom management strategies, including but not limited to Love & Logic language, proactive procedures, transitions, recovery, restorative justice
    • Adult learning theory/best practices for Professional Development

 

Behavioral Characteristics

  • Wonder, care, and efficacy
  • Commitment, authenticity, and passion
  • Critical thinking, including communication, analytical and strategic strengths
  • Grit and constant learning, including resilience and perseverance
  • Strong sense of personal responsibility, including discipline, self-accountability, self-initiative
  • Sensitivity to environment, including humility, empathy and kindness

 

 

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

 

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

 

 

VOICE Charter School is an Equal Opportunity Employer. In its employment decisions, VOICE does not discriminate on the basis of an applicant or employee’s race, color, religion, sex, gender, gender identity or expression, sexual orientation, age, national origin, disability, veteran status, unemployment status, or any other status protected by law.

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Portfolio Manager, Exceptional Educators

Posted by | December 4, 2022 |

About Overdeck Family Foundation

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

 

The Portfolio Manager, Exceptional Educators Position

The Exceptional Educators portfolio within the Foundation focuses on increasing the retention of effective educators in K-9 so that more children have access to teachers who empower them to reach their full potential.

The Foundation is seeking a full-time Portfolio Manager to lead the Exceptional Educators portfolio. Reporting to the Associate Program Director, and managing an Associate Program Officer, the Portfolio Manager will work collaboratively to refine and clarify the investment strategy for the portfolio, build and nurture relationships across the K-9 ecosystem (with a primary focus on empowering educators), and use a scientific method approach to hypothesize and sharpen strategies to support early stage and growth stage ventures to scale, cost effectively and sustainably, to improve academic and socioemotional outcomes for kids. Given the nature of this work, the Portfolio Manager should expect 10-20 percent of this role to include travel for grantee site visits, conferences, and funder meetings.

Visit www.overdeck.org for more information. To learn more about our Exceptional Educators portfolio, visit the websites of some of our partner organizations: Teaching Lab, EdReports.org, Leading Educators, and Public Impact’s Opportunity Culture.

 

What You’ll Help Us Do: 

  • Design, monitor, and evolve a portfolio strategy:
    • Lead the development of a coherent portfolio strategy, which evolves from setting ambitious portfolio goals that are grounded in the analysis of evolving market opportunities, trends, and gaps in the education and philanthropic landscapes
    • Define a clear and differentiated position for Overdeck Family Foundation within the portfolio strategy issue area that is grounded in evidence, research, and efficiency of investment
    • Measure, evaluate, and capture lessons from investments to inform strategy iteration and to build strong pattern recognition for how to best provide strategic support to portfolio investments to achieve stated goals
  • Propose investments in early and growth stage organizations:
    • Identify organizations aligned to the portfolio strategy and conduct rigorous diligence on prospective investments that are grounded in the foundation’s investment criteria
    • Form a hypothesis and narrative for each investment to create actionable, written grant recommendations and present these to the Board of Trustees
    • Build a balanced portfolio of investments grounded in the potential of each organization to spur innovation, build evidence, and grow to deliver impact while also ensuring that the overall portfolio realizes ecosystem-level impact with minimized risk
  • Provide strategic support to grantees:
    • Become a credible and valuable partner for grantee organizations, and strategically connect them with supports in four key focus areas: 1) revenue models, 2) cost analysis, 3) impact evaluation, and 4) growth channels
    • Manage and prioritize allocation of strategic supports to grantees in service of grantee and portfolio goals, grounded in an understanding of the holistic needs of individual grantees and the portfolio, including direct supports, third-party supports, and portfolio-wide learning experiences
    • Serve as a strategic advisor to grantees by developing a strong and trusting partnership—inclusive of providing support, coaching and/or taking on board roles when appropriate—to help grantees understand their organizational needs and achieve their vision for impact
  • Influence the field:
    • Build momentum for positive change related to the portfolio strategy by proactively developing relationships with influential stakeholders
    • Develop and maintain an extensive and diverse network of partnerships across nonprofit, philanthropic, public, and private sectors to advance the mission and goals of the portfolio grantees
    • Partner effectively with peer funders to build awareness of the Foundation’s strategy, identify ways to support each other, and elevate promising grantees to attract additional funding
    • Create and implement a plan for public engagement and thought leadership that builds awareness of the portfolio strategy and learnings while elevating and amplifying high-performing grantees, including speaking at conferences, hosting and participating in key meetings, and engaging in thought leadership writing
  • Manage and Coach Associate Program Officer:
    • Build a relationship with the existing Associate Program Officer to establish yourself as a strong manager and mentor while honoring the tenure, knowledge, and expertise they bring to our work
    • Support Associate Program Officer to identify a pipeline of prospective investment opportunities and conduct due diligence of those opportunities against Foundation investment criteria
    • Collaborate with Associate Program Officer to create their professional development plan; regularly revisit progress on growth by taking an active and supportive coaching role to ensure Associate Program Officer has a clear path to recognize and expand their strengths, while also addressing opportunities to improve
    • Support Associate Program Officer to navigate obstacles using effective problem solving, as well as discussing and identifying connections, networks and/or opportunities to advance portfolio or grantee goals
    • Engage in joint decision-making around grantmaking, including measurement, reporting, and monitoring targets

 

Who You Are:

A strategist who is able to pursue the right research to arrive at an evidence-based approach to making investments and supporting grantees. You are analytically natured, curious, and learning oriented. You leverage the scientific method to produce data and evidence that drive strategic decisions around investments and portfolio support. You are also comfortable with ambiguity—confidently exploring your hypotheses without knowing the answer while seeing failure with learning as a path to success.

A strong leader and operator who is able to efficiently make grants and deliver non-monetary support to ventures. You have experience with early stage and growth stage organizations and understand the challenges they face as they clarify and scale their models. You can build deep relationships across grantees, surface their challenges, observe patterns of need, and build and nurture meaningful and efficient supports to help them succeed.

An authentic professional who builds deep and candid relationships with ease. You possess a strong presence and gravitas, knowing how to build a clear narrative when communicating a concept or approach with the right level of specificity to meet the audience. You build trusting relationships internally and externally because you are authentically you and you value candor and kindness in your interactions.

Someone who understands the K-9 education space and policy trends. You understand the K-9 school ecosystem and have developed relationships within that ecosystem. You are familiar with current trends, emerging issues, policy interventions, and innovations focused on maximizing the potential of educators and leaders, as well as understanding product market fit, business/revenue models, and scale and distribution channels. You are able to evaluate an education intervention to understand if it is cost-effective, scalable, impactful, sustainable, and grounded in teacher and student needs (user-centered).

A team leader who enjoys managing, coaching, and developing direct reports. A colleague who seeks reciprocal learning and growth from colleagues at every level. You deeply believe in the potential of all professionals to learn and grow. You look forward to building and sustaining an effective, growth-oriented, and inclusive team. You are able to collaboratively set a clear vision for the Exceptional Educators investment portfolio and you can map individual roles and responsibilities in service of this vision across your team.

A values-driven and empathetic leader who will find success in our context. You operate with a high level of self-awareness, humility, and emotional intelligence and you value the same in your colleagues. You engage in conflict confidently and with kindness. You are excited about working in an environment where complex problems are being considered. You are able to articulate and navigate tensions with an orientation towards understanding and valuing multiple perspectives. You don’t shy away from holding two opposing ideas at once and you are comfortable with not knowing or not agreeing and committing.

 

What You’ve Done:

Required experience:

  • Bachelor’s degree
  • Minimum of 10 years of work experience including time spent leading teams to deliver results in or adjacent to early and/or growth stage organizations
  • Direct experience and content expertise in innovation, school design, education, nonprofit management, adult teaching & learning, philanthropy, or policy
  • Demonstrated experience formulating and executing strategy, identifying challenges, and implementing solutions
  • Demonstrated management experience, focused on staff development and growth

Preferred experience:

  • Master’s degree in relevant field of education, policy, business, law, statistics, math, science, nonprofit management, or engineering
  • Venture philanthropy experience supporting organizational growth and development through informal and formal support (i.e. grants, board experience, consulting, providing non-monetary support)
  • Experience conducting cost benefit analysis and/or cost effectiveness analysis

 

Working at Overdeck Family Foundation
Overdeck Family Foundation is committed to providing a total rewards package (both base salary and benefits) that is competitive within the philanthropic sector. The base pay for this role is anticipated to be between $112,500 and $165,000. The anticipated base pay range is based on information as of the time this post was generated. Actual compensation for successful candidates will be carefully determined based on a number of factors, including their skills, qualifications, and relevant work experience. Additionally, employees are eligible for a discretionary annual performance bonus.

We offer competitive core benefits, including fully paid medical and dental insurance premiums for employees and dependents, competitive 401(k) match, $3,000 annual professional development funds, tuition reimbursement, generous vacation time, unlimited sick days, and employer-paid life and disability insurance. Overdeck Family Foundation requires all employees to live within a commutable distance from the office in the SoHo neighborhood of New York City. Each week, employees must work in the office on Tuesdays and additional “team days” for collaboration, with the option to work remotely on all other days. Perks of being in the office include on-site gyms with laundry service, wellness classes, snacks, and a casual dress code in our beautiful office in SoHo.

Equal Opportunity Employer
Overdeck Family Foundation is dedicated to the work of unlocking every child’s potential. We are committed to creating a workplace where employees thrive both personally and professionally. We also believe our employees should reflect the rich diversity of the children in the education system we aim to support—in race, gender, age, culture, and beliefs—and we support this diversity through all of our employment practices.

All applicants and employees who are drawn to serve our mission will enjoy equality of opportunity and fair treatment without regard to race, color, age, religion, pregnancy, sex, sexual orientation, disability, gender identity, gender expression, national origin, genertic information, veteran status, marital status, and prior protected activity

 

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Data Analyst Consultant

Posted by | December 1, 2022 |

Internationals Network for Public Schools, a national non-profit based in New York City, works across a network of 30 public middle and high school programs that serve new immigrant and refugee students. We are currently seeking a part-time consultant who is skilled in data analysis and has expertise in creating data visualizations to work with us appropriately 20 hours per week on several discrete projects. Compensation is $30-45/hour.

WHO WE ARE
Internationals Network for Public Schools is the only school development and support
organization that specifically addresses the educational needs of English Language Learners (ELs), who comprise 10% of the U.S. public school population. Our mission is to provide quality education for recently arrived immigrants in middle and high schools by growing and sustaining a strong national network of innovative public secondary schools, while broadening our impact by sharing best practices and influencing policy for ELs nationally.

WHAT YOU’LL DO

The Data Analyst Consultant reports to the Director of Research + Innovation and works with other team members across our network of 30 public schools to contribute to multiple projects that include data collection, data analysis, and internal reporting. You should be a skilled data storyteller, working across teams to ensure we are utilizing our data in the most relevant, accurate and compelling ways to accomplish three primary goals:
1. To highlight the success of the schools in our network (e.g., graduation rates,
attendance, attendance, growth in English proficiency);
2. To identify trends (e.g., attendance, credit accumulation, course-taking, completion, dual enrollment, etc) to help internal staff and school partners improve their work;
3. To document the impact of our services on our school partners and students.
The consultant will gather data from sources including school district student information
systems, enrollment rosters, Google forms, and public data on achievement. A collaborator
across teams, the Data Analyst will work on several interconnected projects on the impact of professional development services, outcomes of student achievement, and postsecondary pathways. Primarily using common tools including Excel, Google sheets, Tableau and Google Data Studio, the Data Analyst will work across multiple departments and programs to: 1. Design and present regular reports to our staff and school partners; 2. Package data appropriately (including dashboards, static and dynamic visualizations) for published reports, presentations, and training; 3. Create comparisons over time of student outcomes; 4. Prepare materials to engage staff in impact data review to inform improvement efforts; 5. Support internal staff to guide schools to understand and use student data to make strategic decisions.
QUALIFICATIONS
We seek individuals inspired by our mission and motivated to improve educational programs and services for immigrant English Language Learners across the US. You’ll be right at home here if you are a skilled data analyst and are passionate about issues related to equity, are creative, collaborative and self-directed.
Required Skills
● Strong data management skills, including ability to combine and clean large datasets;
● Strong Excel skills, including intermediate and advanced excel functions like: vlookup,
counting, power query, index match, pivot tables in both Microsoft Excel and Google Sheets.;
● Technical skills across the Google and Microsoft platforms, including Google docs, forms
and spreadsheets, databases, Powerpoint, Word and Excel;
● Detail-oriented, demonstrates accuracy and thoroughness;
● Excellent project management skills: thinks ahead, estimates time required for tasks,
communicates challenges early and often with supervisor and team, and seeks
solutions;
● Analytical skills with the ability to make data requests, understand and navigate
databases, combine datasets from different sources;
● Data visualization skills – including charts, graphs, dashboards;
● Strong research, communication and analytical skills;
● Demonstrates initiative and ownership of quality work product;
● Critical thinking, using decisive reasoning to determine the best course of action
● Open to input and feedback;
● Proficiency in other Microsoft Office applications (Word, PowerPoint);
● Ability to work as part of a team as well as execute projects independently
● Contributes to an environment that fosters teamwork, cooperation, and diversity;
● Independent and self-monitoring, ability to create timelines & juggle multiple requests.

EDUCATION AND EXPERIENCE
● At least 2 years’ experience in data analysis and reporting in a professional setting;
● Understanding of the U.S. high school and postsecondary system;
● Portfolio of data analysis and visualization work required.

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Project Director: Post-Secondary Readiness Project

Posted by | November 30, 2022 |

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

AFC is expanding the work of its Post-Secondary Readiness Project (PReP) and is looking for an experienced Project Director to build out the project and lead the team going forward. As expanded, PReP will advocate for students in New York City, with an emphasis on students with disabilities, to access the full range of post-secondary opportunities and will develop and coordinate a network of organizations to help students with disabilities succeed. The project has the following goals:

• Advocate for individual students to obtain the support they need to graduate from high
school and transition successfully to college or other post-secondary programs.
• Partner with other organizations to create a collaborative, or network, of support for
students with disabilities and their families bridging the transition from high school to
post-secondary opportunities.
• Build capacity within AFC and our partner organizations to support students and their
families in this transition.
• Use what we learn in working with students on the ground to advocate for changes in
policies, programs, and practices on a systemic level.

The Project Director will spend a substantial amount of time in year 1 creating the collaborative – identifying potential partners and working with them to build an effective structure – and then will coordinate the collaborative’s activities in subsequent years. This position also will supervise PReP staff, which currently consists of a Staff Attorney and the Social Work Manager/Transition Specialist. Due to anticipated funding, AFC expects to add .5 FTE of an Administrative Assistant to the project in year 2 and another Staff Attorney in year 2 or 3. The Project Director will report to AFC’s Supervising Attorney.

Duties and Responsibilities:
• Responsible for supervision and direction of AFC’s Post-Secondary Readiness Project
(PReP).
• Responsible for creating, developing, and managing an NYC-based collaborative of
agencies and organizations supporting students with disabilities and their families in the
transition from high school to post-secondary opportunities.
• With support of Development staff, manages subgrants and relationships with subgrantees pertaining to this project.
• Works with PReP staff to set annual goals, monitor their progress, and provide reports as
needed.
• Provides, and collaborates with others to provide, training and technical assistance to
parents, youth, and professionals inside and outside AFC who serve students and their
families in the transition from high school to post-secondary opportunities.
• In collaboration with AFC’s Policy Director and with support from Policy staff, leads AFC’s
policy reform advocacy to address systemic barriers to successful transition of NYC
students to post-secondary opportunities, and helps inform the advocacy of the statewide
Coalition for Multiple Pathways to a Diploma, which is coordinated by AFC.
• Drafts and updates informational materials for parents, professionals, and youth as
needed.
• Provides one-on-one legal representation and/or non-legal advocacy to a small caseload
of transition-age students and their families who are experiencing school-related
difficulties, such as inappropriate special education placements and services, enrollment
issues, or school discipline.
• Writes grant reports and proposals relating to the project.
• Responds to the media, the local and national education community, and the public
concerning requests for information related to the work and focus of the project.
• Records contemporaneous and accurate entries in Salesforce database and uses Salesforce to manage and report on PReP activities.

Minimum Qualifications:
• Understanding of and alignment with AFC’s mission. Please review AFC’s work at www.advocatesforchildren.org.
• 6+ years of experience as a supervisor/manager that includes supervision of staff and project design and management.
• Experience with advocacy in education or a related field.
• Knowledge (personal and/or professional) of the needs of students with disabilities transitioning to adulthood and familiarity with the governmental and non-governmental agencies and organizations that play a role in supporting these students in New York City.
• Ability to lead the design and management of projects, including tracking, prioritizing, and meeting deadlines
• Experience with leadership in a coalition or collaborative context.
• Ability to supervise the team’s education advocacy case work and training activities
• Capacity to manage difficult conversations and problem solve challenges while sustaining
relationships with key stakeholders and moving AFC’s work forward.
• Ability to effectively engage across cultures, identities, and ethnicities and with both students and families.
• Desire to learn, both as an individual and as part of an organization, and apply diversity, equity, inclusion, and anti-racism principles.
• Strong presentation skills and comfort with presenting or speaking publicly to a variety of audiences, including youth with disabilities, parents, community partners, and public officials.
• Organized, detail oriented, and able to work independently on tasks and deliverables.
• Strong writing ability.
• Strong meeting facilitation skills
• Bachelor’s degree required; JD or Master’s degree in a relevant field a plus.

Fluency in Spanish and ability to converse with students/families whose first language is Spanish
is a plus.

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Director of Education Policy and Editor-in-Chief, Inside Schools

Posted by | November 23, 2022 |

Director of Education Policy and Editor-in-Chief, InsideSchools 

Center for New York City Affairs 

The New School 

The Center for New York City Affairs (CNYCA) is an applied public policy research organization based at The New School’s Milano School for Policy, Management, and Environment. The Center offers analysis and solutions to pressing social and economic challenges. Using rigorous analysis, journalistic research, public convenings, and collaborations with government, nonprofits, and community residents, we seek to strengthen neighborhoods, support families, and improve public services.

CNYCA seeks a Director of Education Policy and Editor-in-Chief, InsideSchools to lead our education portfolio, which includes providing practical information to parents, engaging with families via our online community, and cutting-edge policy research. InsideSchools is the premier source of information on NYC public schools and the website serves more than a million students and parents each year. InsideSchools has been helping families identify the best NYC public schools for their children for nearly twenty years. Though historically our work has focused on helping families select schools or getting families to “Day 1” of school, the pandemic catalyzed the organization to expand into helping families confidently advocate for their children’s “Day 2” needs and beyond. To that end, InsideSchools has reoriented its work to support family engagement, including piloting a new space called InsideSchools+ where families receive direct guidance and support, building partnerships with local and national organizations, and supporting parent leadership.

Recent policy research has focused on equity, digital learning, mayoral reform, and family engagement.

The Director of Education Policy and InsideSchools leads the Center’s education policy agenda, develops and executes research projects, manages the InsideSchools website and parent engagement, supervises staff and students, and fundraises for the education project. This position reports to the Executive Director of the Center for New York City Affairs.

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

Responsibilities:

  • Serve as an expert, both internally and externally, on education issues.
  • Develop education agenda and lead policy research.
  • Provides strategic and programmatic leadership for CNYCA, and actively advances the University’s commitment to Equity, Inclusion, and Social Justice.
  • Engage in local policy discussions and develop actionable policy proposals
  • Prepare reports and policy briefs, contribute regularly to the Center’s online Urban Matters feature, organizing and presenting at public forums, and cultivate effective relationships with the news media, public officials, and community partners.
  • Develop and lead family engagement initiatives including partnering with other organizations, schools, and parent leaders.
  • Provide editorial leadership for all content areas of the InsideSchools ecosystem, including the InsideSchools website, InsideSchools+, newsletter and other platforms including blog posts and “how-to” guides for parents.
  • Oversee technical improvements and updates to the InsideSchools website, including adding new interactive features.
  • Supervise team of staff and student workers, support the team’s ongoing professional development, and continually assess and improve upon policies and procedures, with attention to EISJ principles.
  • Active fund-raising, including grant and report writing and cultivating relationships with funders, to support the salaries and operating expenses of the education department.
  • Contribute ideas and support the work of others at the Center to ensure the broader success of the organization in fulfilling its mission.
  • Implement plans to reimagine the InsideSchools platform, including product and program improvements.

Minimum Qualifications: 

  • Bachelor’s degree
  • At least 7 of years of relevant experience
  • Proven track record of successful fundraising.
  • Excellent written and oral communication skills, including the ability to communicate complex information clearly to a range of audiences in writing, through public speaking and to the media.
  • Experience in leadership roles in sectors such as government, public policy, and nonprofit management.
  • Deep knowledge and experience on issues concerning New York City government, schools, education, community advocacy and engagement, and policy analysis.
  • Working knowledge of the use of technology platforms in education and family/community engagement spaces.
  • Demonstrated track record of developing programs to advance EISJ.
  • Ability to adhere to the university’s COVID-19 protocols.

Preferred Qualifications:

  • Graduate degree
  • Project management experience for web design and development

Work mode – Hybrid: The work mode for this position will be hybrid / fixed-split. A consistent schedule for on-campus and remote work will be determined once the hire is made.

Salary range: $90,000-120,000

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[2022-2023] AP Seminar Teacher

Posted by | November 21, 2022 |

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

 

Reporting to the Academic Dean, the High School AP Seminar Teacher will be responsible for building meaningful relationships with students, implementing a Common Core-aligned curriculum, and working with their grade team to analyze data to drive instruction. This is an exciting opportunity for an educator who is passionate about improving student outcomes by leading excellent instruction and building a positive school culture.

Responsibilities

  • Create and foster a culture where all students can achieve at high levels;
  • Implement a Common Core-aligned curriculum through backwards lesson planning and follow school-wide protocols for developing and documenting syllabi, lesson plans, assignments, and rubrics;
  • Actively participate in all meetings, collaborative planning, and professional development, including an annual summer institute;
  • Track, monitor, and assume responsibility for academic progress of students;
  • Analyze assessment data, and daily data including exit tickets and Do Now’s to inform instruction;
  • Set and maintain high expectations by building meaningful relationships;
  • Work with Student Culture Team to create individual behavior plans for students, as needed;
  • Build a warm and inclusive classroom environment and abide by school-wide practices for classroom management and individual behavior plans;
  • Work with grade team to analyze data, revise practices, norm on team-wide initiatives, and discuss individual scholars with a solutions-oriented mindset;
  • Establish and maintain strong relationships and regularly communicate scholars’ progress towards goals and with families.

Qualifications

  • Associate’s degree required; Bachelor’s degree preferred;
  • New York State certification in subject area preferred;
  • At least two years of teaching experience with record of improving student achievement preferred;
  • A desire to make a difference in the lives of our students, families and community;
  • Desire and ability to receive and implement feedback;
  • Excellent written and verbal communication skills, including the ability to communicate effectively with various audiences (including colleagues, students, families);
  • A commitment to working with diverse populations of families and students;
  • Bilingual (Spanish) preferred;
  • A strong belief in the mission and values of DREAM, including the desire to make a difference in the lives of our students, families, and community.

Compensation

  • The salary range for incoming teachers with a Masters is $76,000 to $88,000. The salary range for incoming teachers with a Bachelors is $67,000 to $85,000.
  • New teacher salaries are determined based on their number of years of experience as a lead teacher, level of education (associate’s, bachelor’s, or master’s degree), and internal equity. Teachers are eligible for annual performance-based salary increases based on our Teacher Career Pathways.
  • We offer a comprehensive benefits plan, covering the majority of the employee premium for medical plans and subsidizing the majority of costs for a spouse/domestic partner and children. Other benefits include dental and vision plans, disability, life insurance, generous parenting benefits, flexible spending account options, generous vacation time and paid holidays, referral bonuses, professional development, an employee assistance program (EAP) and a 403(b) retirement plan with employer matching up to 4%.

 

 

DREAM’s VACCINATION POLICY

 

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

 

 

OUR COMMITMENT TO DIVERSITY, EQUITY, AND INCLUSION 

 

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

 

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

Come dream with us.

 

DREAM MAXIMS

 

All Kids Can. This Kid Can.

DREAM is Family.

Fun is a Serious Value.

Teamwork Makes the DREAM Work.

Fail. Persist. Exceed.

DREAM Big.

Comments Off on Senior Director, New York Works for Children

Senior Director, New York Works for Children

Posted by | November 16, 2022 |

General Description

MISSIONChildren need to spend their most critical years with dedicated, educated, trained, and well-compensated individuals in order to thrive. The New York Early Childhood Professional Development Institute leads the work to establish and implement an early childhood workforce system to ensure funding, standards and competencies, career development resources, qualifications and credentials, professional development (training and strengths-based coaching), and program quality assurance and improvement for individuals who work with young children throughout New York. Housed at the City University of New York, the Institute is a fast-paced, dynamic public/private partnership that is committed to the early childhood workforce across New York State.GENERAL DESCRIPTION

The Senior Director, New York Works for Children, will play a pivotal and influential leadership role in the policy and systems-building work of the Institute. The Institute is the implementing agency of New York Works for Children (NYWFC), New York State’s integrated professional development system for the early childhood and school age workforce. The Senior Director is responsible for developing, implementing, managing, and promoting the statewide system that supports the early childhood workforce, including a wide range of initiatives to improve and expand workforce development policy and practice.

The Senior Director will lead a team of workforce development, communications, and data system managers to further develop and integrate the Institute’s programs into a comprehensive and cohesive statewide system. The Senior Director will quickly gain an understanding of the Institute’s work and how it fits with other statewide early childhood systems and will be able to identify areas of opportunity for positive impacts on the workforce and New York’s youngest children and their families. The Senior Director will work with other statewide and national organizations and initiatives to accomplish these goals as well.

The Senior Director will work in conjunction with the Institute’s other system-building projects, including QUALITYstarsNY, the Aspire Registry, career development, and professional development and learning projects and systems that produce research, data and outcomes relevant to policymakers and early childhood stakeholders in New York City, New York State, and around the country. In this role the Senior Director will serve as a convener and collaborator throughout the state and with agency and organization partners to further the work of the conceptual workforce system known as New York Works for Children.

The Senior Director will produce, with input from the Institute’s leadership team, a variety of documents and communications that share this information with different audiences to advance knowledge about and recognition of NYWFC. This will include policy reports and briefs, policy position statements, and newsletter and blog articles. The Senior Director will produce content that is proactive, based on our work and outcomes, as well as statements in response to announcements and changes in the field. An effective candidate will be a systems thinker and a storyteller, able to produce written work products, make the case for changes in policy, introduce innovative approaches to workforce development, and represent the Institute and NYWFC at relevant events.

This position will report to the Executive Director and will supervise a team of professionals.

Annual Salary Range $105,000.00 – $115,000.00

DUTIES AND RESPONSIBILITIES

Leadership and Project Management

  • Provide strategic leadership, promotion, and administrative and budget oversight of the work of New York Works for Children and The Aspire Registry. Identify areas of opportunity for system improvement and expansion.
  • Collaborate and convene leaders from other agencies and organizations to advance policy and practice. Provide dynamic leadership and effective supervision of a team of managers with expertise in professional development, data analysis, and customer service/user experience.
  • Provide strategic oversight of efforts to increase utilization rates of the Registry across the state among early childhood practitioners, organizations, and professional development providers.

Relationship Building and Management

  • Manage relationships with City and State agency staff and other Institute partners as needed for ongoing and new workforce and professional development initiatives.
  • Participate in statewide early childhood workforce initiatives to build partnerships and expand recognition of NYWFC and the Institute.

Policy and Data Analysis

  • Assess and monitor workforce development system trends and lead statewide initiatives related to the early childhood workforce.
  • Produce policy papers and other communication materials based on workforce data from the Aspire Registry and other sources.
  • Create productive relationships with all Institute program directors to understand how Institute programs interact with and influence each other, as well as the field.
  • Produce content for grant proposals and program reports for a variety of funders.
  • Perform data analysis regularly to inform project planning and reporting

Other Duties

  • Participate in Institute team leadership meetings and projects and work collaboratively with other Institute projects, especially the Career Development Center and QUALITYstarsNY.
  • Attend and participate in statewide and national meetings regarding workforce development and registries.

Manage other special projects and initiatives and represent the Institute and New York Works for Children at community events across the state as needed.

Qualifications

Minimum Qualifications

  • Master’s degree in early childhood education, education policy, higher education administration, or a related field
  • Ten+ years of experience in similar work, preferably in workforce development and early childhood education public policy
  • Strong interest in and passion for advancing policy for high-quality early care and education
  • Demonstrated leadership skills, including managing multiple projects and timelines
  • Excellent oral and written communication skills; specifically, experience producing policy papers, grant applications, and reports
  • Demonstrated experience working collaboratively, preferably with public agencies, nonprofits, and higher education
  • Flexibility, a growth mindset, sound judgement, and enthusiasm for learning new skills and technologies as they become available
  • Advanced data analysis and presentation skills using Excel or other data analysis tools; ability to build and run reports from a database system (preferred)
  • Nonprofit experience a plus

 

Physical Requirements

  • This position operates in a professional office environment located in Brooklyn, NY, and is currently hybrid, working 70% in the office. This role routinely uses standard office equipment such as personal computers, laptops, tablets, smart phones, photocopiers, filing cabinets and presentation equipment.
  • While performing these duties, the employee is required to perform physical activities such as, but not limited to, lifting items (up to 20 pounds), bending, reaching, and sitting for prolonged periods of time. Reasonable accommodations will be made for employees with disabilities or other needs per RFCUNY policies.
  • Ability to travel to other sites as needed.
  • As of May 27, 2022, all candidates will be required to provide proof of being fully vaccinated against COVID-19 upon commencing employment. Exemption (medical or religious) requests to this requirement will be considered in accordance with applicable law and criteria. Being fully vaccinated is defined for this purpose as two weeks after a final dose in primary series of an authorized COVID-19 vaccine (example: two weeks after the second dose of a two-dose vaccine such as Moderna or Pfizer, or two weeks after a single dose vaccine such as Johnson and Johnson). Final candidates must be fully vaccinated as of their first day of employment. Newly hired employees will be sent an email with instructions on how to upload their vaccine information on the Research Foundation portal.
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SPED Teacher at AMS High School!

Posted by | November 8, 2022 |

Why Teach With Us?

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

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

Advantages of teaching at a New Visions school include:

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

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

Who You Are

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

What You’ll Do

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

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

What We’re Looking For

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

Additional Information 

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

Pay Range

$65,291 minimum to $128,549 maximum

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

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SPED Teacher at HUM II High School!

Posted by | November 8, 2022 |

Why Teach With Us?

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

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

Advantages of teaching at a New Visions school include:

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

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

Who You Are

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

What You’ll Do

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

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

What We’re Looking For

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

Additional Information 

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

Pay Range

$65,291 minimum to $128,549 maximum

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

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SPED Teacher at AMS IV High School in Queens!!

Posted by | November 8, 2022 |

Why Teach With Us?

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

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

Advantages of teaching at a New Visions school include:

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

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

Who You Are

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

What You’ll Do

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

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

What We’re Looking For

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

Additional Information 

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

Pay Range

$65,291 minimum to $128,549 maximum

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

Comments Off on SPED Teacher at AIM II High School!

SPED Teacher at AIM II High School!

Posted by | November 8, 2022 |

Why Teach With Us?

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

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

Advantages of teaching at a New Visions school include:

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

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

Who You Are

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

What You’ll Do

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

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

What We’re Looking For

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

Additional Information 

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

Pay Range

$65,291 minimum to $128,549 maximum

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

Comments Off on SPED Teacher at HUM High School!

SPED Teacher at HUM High School!

Posted by | November 8, 2022 |

Why Teach With Us?

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

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

Advantages of teaching at a New Visions school include:

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

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

Who You Are

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

What You’ll Do

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

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

What We’re Looking For

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

Additional Information 

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

Pay Range

$65,291 minimum to $128,549 maximum

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

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Professional Learning Specialist

Posted by | November 7, 2022 |

Who We Are

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

 

Who You Are

You’re an Algebra expert looking to transfer your skills from the classroom into curriculum and professional learning supports.  n organization.  You’ve demonstrated success teaching Algebra I and II, creating engaging curriculum and coaching other educators.  You thrive in high-energy, fast-paced environments. You’re passionate, entrepreneurial and motivated by data and results.  You’re a creative problem solver and open to experimentation to accomplish goals.  You know how to build relationships with people of all backgrounds and connect them to a common goal.  You believe in our mission to provide best-in-class education to all students and won’t let anything stand in your way of making that a reality.  

 

Role Requirements:

  • Masters-level degree 
  • 5+ years in public education, preferably urban high schools
  • 3+ years supervising, coaching, or leading teachers

 

What You’ll Do

You’ll review and maintain existing Algebra curriculum and develop professional learning opportunities that support teachers in understanding our curriculum.  You’ll coach educators on instructional moves that support student thinking, and how to use our curriculum as a foundation for building school-based instructional capacity.  You’ll keep up to date with shifts in the field and develop materials that keep instructional leaders and teachers informed of those changes and how to best integrate them into existing learning structures.  

 

Why New Visions?

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

 

Apply Now!

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

https://grnh.se/04cd0b7a1us

 

Pay Range

$74,481 minimum to $111,722 maximum

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

 

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

Comments Off on Speech-Language Pathologist

Speech-Language Pathologist

Posted by | November 2, 2022 |

About Inwood Academy for Leadership

Inwood Academy for Leadership Charter School is a tuition-free public charter school that began as an idea among community members who longed to see more educational choices offered to the children of Washington Heights and Inwood.

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. IAL is committed to proving a well-rounded educational experience for all students we serve. We are looking for candidates who are hardworking, flexible, and innovative as well as able to embody the IAL traits of leadership in their daily work (honesty, integrity, responsibility, caring and restraint).

Qualifications: 

  • Master’s degree required
  • Valid NYS Speech Language Pathology license and Certificate of Clinical Competency
  • A minimum of three years teaching experience
  • Must adhere to all speech therapy rules and regulations set forth by the NYS Department of Professional Regulations
  • An ability to work collaboratively
  • Spanish proficiency, preferred

Duties & Responsibilities:

  • Makes initial and periodic evaluations of the students’ speech and language and rehabilitation needs
  • Provides speech therapy to students in a school setting
  • Administer speech and language therapy treatments to clients using modalities and techniques appropriate for each individual students
  • Sets long and short term goals in measurable terms and adjusts treatment plans/IEP accordingly
  • Instruct students and their parents/caretakers in activities which can be carried out by them between treatment visits
  • Submits necessary documentation for services provided
  • Makes recommendations for referrals to other disciplines when appropriate
  • Consult with other therapists, teachers and Director of Academic Intervention Services when providing services to the students in order to make joint decisions regarding continuation of, or dismissal from therapy when the need for speech therapy treatment is no longer necessary
  • Attend Parent-Teacher Conferences prepared to discuss students’ academic growth
  • Other duties as assigned by Administration
Comments Off on Science Teacher

Science Teacher

Posted by | November 2, 2022 |

About Inwood Academy for Leadership

Inwood Academy for Leadership Charter School is a tuition-free public charter school that began as an idea among community members who longed to see more educational choices offered to the children of Washington Heights and Inwood.

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. IAL is committed to proving a well-rounded educational experience for all students we serve. We are looking for candidates who are hardworking, flexible, and innovative as well as able to embody the IAL traits of leadership in their daily work (honesty, integrity, responsibility, caring and restraint).

Reports to: 

Assistant Principal

Qualifications: 

  • Expert in subject area; Science
  • At least one year of teaching in an urban environment
  • Bachelor’s degree required, Master’s Degree preferred
  • Valid NYS Teaching Certificate Preferred
  • Receptiveness to ongoing coaching and evaluation
  • Energetic, motivated, innovative, prepared
  • Ambitious, entrepreneurial mindset committed to helping develop the components and culture of the school environment
  • Excellent communication skills
  • Team player, the ability to work collaboratively
  • Spanish proficiency preferred but not required

 Duties & Responsibilities:

  • Work in a collaborative team teaching environment or individual classroom setting
  • Engage students in active learning
  • Integrate technology into core classroom instruction
  • Use assessment data to modify and improve student learning
  • Utilize online student system to track student progress through competencies and keep up to date assignments for students
  • Contribute to program design and implementation
  • Participate in all staff programs and academic planning, implementation, and evaluation
  • 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
  • Any additional responsibilities assigned by Administration
Comments Off on Spanish Teacher

Spanish Teacher

Posted by | November 2, 2022 |

About Inwood Academy for Leadership

Inwood Academy for Leadership Charter School is a tuition-free public charter school that began as an idea among community members who longed to see more educational choices offered to the children of Washington Heights and Inwood.

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. IAL is committed to proving a well-rounded educational experience for all students we serve. We are looking for candidates who are hardworking, flexible, and innovative as well as able to embody the IAL traits of leadership in their daily work (honesty, integrity, responsibility, caring and restraint).

Reports to: 

Assistant Director

Qualifications: 

  • Expert in subject area; Spanish
  • At least one year of teaching in an urban environment
  • Bachelor’s degree required, Master’s Degree preferred
  • Valid NYS Teaching Certificate Preferred
  • Receptiveness to ongoing coaching and evaluation
  • Energetic, motivated, innovative, prepared
  • Ambitious, entrepreneurial mindset committed to helping develop the components and culture of the school environment
  • Excellent communication skills
  • Team player, the ability to work collaboratively
  • Spanish proficiency preferred but not required

 Duties & Responsibilities:

  • Work in a collaborative team teaching environment or individual classroom setting
  • Engage students in active learning
  • Integrate technology into core classroom instruction
  • Use assessment data to modify and improve student learning
  • Utilize online student system to track student progress through competencies and keep up to date assignments for students
  • Contribute to program design and implementation
  • Participate in all staff programs and academic planning, implementation, and evaluation
  • 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
  • Any additional responsibilities assigned by Administration
Comments Off on ELA Teacher

ELA Teacher

Posted by | November 2, 2022 |

About Inwood Academy for Leadership

Inwood Academy for Leadership Charter School is a tuition-free public charter school that began as an idea among community members who longed to see more educational choices offered to the children of Washington Heights and Inwood.

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. IAL is committed to proving a well-rounded educational experience for all students we serve. We are looking for candidates who are hardworking, flexible, and innovative as well as able to embody the IAL traits of leadership in their daily work (honesty, integrity, responsibility, caring and restraint).

Reports to: 

Assistant Principal

Qualifications: 

  • Expert in subject area; ELA
  • At least one year of teaching in an urban environment
  • Bachelor’s degree required, Master’s Degree preferred
  • Valid NYS Teaching Certificate Preferred
  • Receptiveness to ongoing coaching and evaluation
  • Energetic, motivated, innovative, prepared
  • Ambitious, entrepreneurial mindset committed to helping develop the components and culture of the school environment
  • Wide-ranging intellectual and educational interests
  • Excellent communication skills
  • Team player, the ability to work collaboratively
  • Spanish proficiency preferred but not required

Duties & Responsibilities:

  • Work in a collaborative team teaching environment or individual classroom setting
  • Engage students in active learning
  • Integrate technology into core classroom instruction
  • Use assessment data to modify and improve student learning
  • Utilize online student system to track student progress through competencies and keep up to date assignments for students
  • Contribute to program design and implementation
  • Participate in all staff programs and academic planning, implementation, and evaluation
  • 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
  • Any additional responsibilities assigned by Administration
Comments Off on Director of Grants

Director of Grants

Posted by | October 27, 2022 |

Location: Remote 

Status: Full-time; Exempt 

What We Do 

In the United States, too few students have access to effective, high-performing public schools. At City Fund (CF – a 501c3) and City Fund Action (501c4), we work to increase educational opportunities for students and families by partnering with city and state leaders to create innovative public school systems. We believe that public schools do best when educators have the power to make decisions that meet the diverse needs of their students, families are provided the information and access to choose the best schools for their children, and schools are held accountable for helping all students succeed. 

City Fund provides financial support and expertise to local leaders seeking to improve educational opportunities in their cities. We support 18 cities across the country and hope to eventually reach most American cities. We focus on supporting: 

  • High quality, innovative schools with nonprofit governing structures and diverse leadership 
  • City leaders, including civic leaders and nonprofits that are working to build innovative public education systems 
  •  Advocacy organizations that build the political power of families to shape education in ways that work for them 

Our Commitment to Diversity, Equity, and Inclusion 

We believe that the work in cities will only succeed if it is led by leaders who reflect the students and families they serve. We are investing in diverse leaders to increase the number of Black and LatinX leaders who hold roles as superintendents, non-profit executives, and other city-level positions. 

What You’ll Do 

As Director of Grants, you will play an essential role in overseeing one of City Fund’s core functions: assessing, administering and managing over $100M in grants to our partners each year. This position is responsible for ensuring that the grants process at City Fund is efficient, seamless and values-aligned from start to finish, including overseeing grants execution and maintenance, coaching and supporting the team to engage in the process with excellence, and leading efforts to optimize our systems and structures for the grant process. In the near term, you will work with the team to conduct a redesign of the grants process, including updating structures and workflows within our grants management system, Fluxx. Key ongoing areas of responsibility for this position will include: 

Grants Processing & Maintenance 

  • Oversee the full life cycle of all City Fund grants, including grant requests, review and approval, grant agreements, midterm reporting, payments, maintenance, and closing, as well as agreements and payments for our vendors and consultants 
  • Manage grant-related administrative tasks and requests with strong judgment, organization, detail orientation and prioritization skills 
  • Work with City Fund’s and City Fund Action’s Legal Counsel to ensure legal and tax compliance across all aspects of the grant process, including political compliance filings and lobbying disclosure reporting.
  • Maintain an exceptional customer service orientation that anticipates and centers the needs of internal and external stakeholders 

Process & System Optimization 

  • Work with City Fund colleagues to update grants processes to better streamline, simplify, increase efficiency and reflect the team’s values 
  • Create templates, guides, workflows and other materials as needed to support clarity and ease of use for the team 
  • Orient toward ‘process with a purpose’, designing processes that achieve necessary cohesion and uniformity while enabling individual discretion and flexibility for the team 
  •  Become the resident expert in our grants management system, Fluxx, and optimize its functionality to best suit City Fund’s needs 

Data & Reporting 

  • Manage data storage practices for our grants, including upholding high standards of confidentiality and security, ensuring consistency, and optimizing data entry and storage to enable reporting 
  • Design reporting infrastructure, templates, and dashboards to capture key data to inform grant process oversight and decision-making, from identifying upcoming or past due submissions to assessing the breakdown of grant dollars (by organization type, geography, etc.) 
  • Work with City Fund Legal counsel on regular political and lobbying compliance and reporting 
  • Maintain a focus on ethics and equity values in the design, execution and use of data 

Stakeholder Relationships, Coaching & Management 

  • Build and maintain trusted relationships across a wide variety of internal and external stakeholders, including grantee organizations of various types, vendors and consultants, operations and finance team colleagues, and City Fund partners 
  • Lead coaching and training efforts that empower staff across the organization to execute on the grant process with due diligence, values alignment and ease 
  • Coordinate and align differing styles and perspectives among the team to achieve broader grant process goals, including managing up with skill and efficacy 
  • Oversee the hiring, onboarding and development of a Grants Manager to support day to day administration, coordination and data management 

What We’re Looking For 

To be successful in this role, you will need: 

  • A belief in educational equity, innovative school models and the power of parents to choose schools that work best for their children 
  • Senior level experience and a track record of success in an operational role, including experience effectively overseeing a high volume of time-sensitive operational tasks, managing laterally across a variety of internal and external stakeholder groups, facilitating change management efforts to optimize process, and leveraging reporting/analytics to enable data-driven decisions
  • Familiarity with grant funding and grants management software; experience with Fluxx a plus 
  • An aptitude for both strategy and execution, bringing thoughtful leadership and oversight, sound judgment, as well as timely and high quality work output day to day 
  • Exceptional communication, trust building, and influence across a wide array of stakeholders, including experience effectively managing direct reports and managing up to achieve goals
  • A demonstrated commitment to community-driven change, advancing racial equity, and centering the perspectives of those most impacted in decision-making, including experience working directly with people from diverse racial, ethnic, and socioeconomic backgrounds 
  •  A self-starting, entrepreneurial, adaptable and actionable orientation, with experience in a startup-like environment 

What We Offer 

The salary range for this position is $175,000-$200,000, commensurate with experience. City Fund provides a comprehensive benefits package. 

 

Comments Off on Science Teacher (Middle School)

Science Teacher (Middle School)

Posted by | October 26, 2022 |

POSITION: 6th & 7th Grade Science Teacher (2022-2023 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
  6. Experience teaching a testing grade preferred
  7. Proof of Covid-19 vaccination is required

 

FUNCTIONS AND RESPONSIBILITIES

  • The classroom teacher is responsible for teaching a group of children in science, 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.
  • 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, including the safe, proper use of laboratory equipment and other hands-on materials as needed.
  • 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.
  • The Science teacher will also work with Intervention Specialists, ELL Teachers push-in Special Education Teachers and other members of the instructional team as needed.
  • 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.
  • 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.
  • Teachers are expected to perform additional duties and class coverage as assigned.

 

SALARY: Commensurate with experience 

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

Comments Off on Clinical Professor – Secondary Education

Clinical Professor – Secondary Education

Posted by | October 25, 2022 |

FACULTY VACANCY ANNOUNCEMENT

In support of the campus mission, strategic plans and values, Queens College seeks to fill one Clinical Professor vacancy in the Department of Secondary Education and Youth Services (SEYS). Review of applications will begin after 30 days and continue until the position is filled.

This position is teacher-oriented with service requirements, but no research expectations. Candidates for this position should be experienced teacher educators who are knowledgeable of field placement for a range of secondary certification programs. The Department of Secondary Education and Youth Services offers teacher certification programs (K-12 Art, 7-12 Bilingual education, English, Mathematics, Science, Social Studies, World Languages, and 5-12 Literacy). Teacher candidates are offered coursework and clinical experiences in middle and high school settings through these New York State accredited programs on the undergraduate and graduate levels. Responsibilities for the Clinical Faculty position include (1) the placement of secondary education student teachers for their 7-12 field experiences in teaching, (2) tracking the mentoring effectiveness of the cooperating teachers, (3) developing and maintaining partnerships with schools, particularly in Queens and Nassau County, (4) establishing and maintaining a weekly visitation schedule to schools, (5) meeting with school administrators, (6) assisting the program directors with the selection of field supervisors, (7) monitoring New York State requirements for field practice and suggesting adjustments to meet the requirements to the Secondary Education Department, and (8) solving conflict issues when they occur between the student teacher and the school personnel. Service expectations will include serving on committees, working closely with program directors, and contributing to projects and programs, particularly those related to teaching and learning. Our department has a long-standing commitment to teacher education for students from underserved and minority populations.

QUALIFICATIONS

Bachelor’s degree and a record of achievement in the teacher education field with expertise related to teaching and administrative assignments. Also required is the ability to cooperate with others for the good of the institution.

PREFERRED/OTHER QUALIFICATIONS

Preference will be given to the candidate who provides evidence of the following:

  • Master’s degree in Education, Educational Administration, or a related field as well as certification in School Building Leader
  • Doctorate training in secondary education, teacher supervision, educational administration, or a related field, ranging from coursework to all but the doctorate (ABD) or doctorate
  • Candidates should have 5-10 year’s working in public schools including administrative and teaching roles.
  • Willingness to regularly travel to field placements
  • Broad knowledge of the New York City School system
  • Have in depth experience of mentoring as professional development
  • Experience working with students of diverse racial, ethnic, linguistic, and educational backgrounds
  • Experience with clinical placement in higher education
  • Proficiency in technology
  • Membership and participation in educational professional organizations

VACCINE REQUIREMENT

Candidates will be required to provide proof of being fully vaccinated against COVID-19 upon commencing employment. Being fully vaccinated is defined for this purpose as being at least two weeks past their final dose of an authorized COVID-19 vaccine regimen. Final candidates must be fully vaccinated as of their first day of employment.

COMPENSATION

Salary is commensurate with academic accomplishments and experience within the range of $75,000.00 to $90,000.00 .

CUNY offers faculty a competitive compensation and benefits package covering health insurance, pension and retirement benefits, paid parental leave, and savings programs. We also provide mentoring and support for research, scholarship, and publication as part of our commitment to ongoing faculty professional development.

EQUAL EMPLOYMENT OPPORTUNITY

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

Comments Off on K-2 Literacy Contractor Coach – Multiple Positions (NYC, NY, Bronx)

K-2 Literacy Contractor Coach – Multiple Positions (NYC, NY, Bronx)

Posted by | October 24, 2022 |

Type of Vacancy: Contracts (1099 positions), 5 days a week
Start date: November 2022
Duration: Anticipated through June 2023
Location: Bronx, NY
Fees: Monthly fees of $8,400-10,000. Rates are commensurate with experience.
Areas of interest: Teaching and instructional coaching in grades K-2 with a focus on literacy, foundational skills, and the science of reading
  • Teaching Lab is an equal-opportunity employer committed to reflecting the diversity of the students we serve. We pursue equity as both a means and an end and enthusiastically welcome candidates of all backgrounds to apply for this role.
  • We are hiring multiple experienced coaches and leaders with a demonstrated commitment to racial and educational equity to provide instructional coaching and support to teachers between November 2022 and June 2023, with high probability for contract renewal for the next school year.
  • Candidates must be located in NYC, with ability to travel to and coach in schools in the Bronx 3 full days per week in-person, with 2 days of remote work for a 5 day/week contract.

DUTIES AND RESPONSIBILITIES

  1. Weekly, provide in-person coaching services for 3 days/week (based on availability and need), engaging in the phases of a coaching cycle of inquiry:
    • Identifying needs & determine a focus 
    • Setting goals 
    • Implementation & support, which can include any of the following: Conducting observations and provide feedback through instructional walkthroughs, or providing in-person modeling and/or co-teaching with teachersAnalyzing & discussing data 
  2. Weekly, engage in virtual support of teachers for 2 days a week (based on availability and need)
    • Providing pre-conferences and post-conferences
    • Supporting teachers to develop or internalize lesson plans 
  3. Monthly, design or adapt coaching content and then facilitate meetings with school-based coaches and leaders, including but not limited to: 
    • Facilitating Problem of Instructional Practice protocol
    • Identifying research-based instructional strategies to implement with teachers in professional learning community (PLC)
    • Supporting school-based coaches and leaders to implement an action plan and monitor progress
    • Communicating strategic plans and progress of PL goals
  4. Ongoing, engage in project management and administrative responsibilities, including but not limited to:
    • Supporting and monitoring timeline data collection to measure the impact and progress toward project goals
    • Documenting and providing twice-a-month reports of coaching activities and progress to the school leadership team and school-based coaches
    • Attending internal planning and work meetings. 
    • Completing other tasks assigned by the Project Leader to be responsive to the needs of educators

QUALIFICATIONS

  • 5+ years of experience teaching grades K-2 with a focus on literacy, foundational skills and the science of reading
  • 2+ years of experience as an instructional coach to teachers or school leaders in grades K-2 with a focus on literacy, foundational skills and the science of reading
  • Located in NYC, with the ability to travel to and coach in schools in the Bronx 3 full days per week in person
  • Experience facilitating impactful professional learning and coaching for educators in virtual and in-person settings
  • Experience building and managing relationships with diverse stakeholders in an education context
  • Experience empowering teachers through trusting relationships and shifting mindsets/beliefs about students’ potential
  • Deep understanding of the content standards (K-2 ELA) and the science of reading
  • Deep knowledge of at least one of the following curricula is preferred:
    • ELA: CKLA
    • ELA: EL Education Skills Block
    • ELA: Fundations
    • ELA: Hegerty
    • ELA: HMH/In-2-readings
    • ELA: Orton Gillingham
Comments Off on Education Policy Analyst

Education Policy Analyst

Posted by | October 21, 2022 |

The Office of Manhattan Borough President Mark Levine seeks a Policy Analyst to assist in developing and implementing the public policy solutions that will support the needs of new Yorkers and advance the goals and values of the Manhattan Borough President’s Office, specifically in Education. The Policy Analyst reports to the Borough President’s Director of Policy/Advisor to the BP and will join a team of colleagues within the Policy Unit.

The position requires the ability to quickly analyze complex legislative and policy matters and to identify their significance within New York City. Successful applicants can translate the policy goals and interests of the Borough
President on complicated issues into language that communicates effectively with the people and communities of Manhattan. We are seeking someone with knowledge of the public education system in New York City and/or experience in the field of education/education policy, who can recognize ways the MBPO can help ensure all Manhattan schools are inclusive and exceptional, and school communities are strong, healthy environments.

We are also looking for an individual with a mix of skills, including with New York City public policy, organizational skills, strong research and writing skills, in addition to superior communication skills.

The office’s policy agenda focuses heavily on preserving the affordability and accessibility of the City for people of all backgrounds and income levels. The office is also deeply invested in issues concerning equity, public health, resiliency and sustainability, economic development and job growth, small business, technology, housing, and quality of life, among other issues.

Responsibilities will include but are not limited to:
• Self-directed research of policy matters using original source material, primary documents, news media, and the city’s key policy and budget documents.
• Writing in-depth policy reports based on original, empirical research, and maintaining command and awareness of City and State education policy.
• Regularly communicating with school principals, staff, and the community, learning their ongoing issues and needs while providing them with resources and information.
• Attending Community Education Council (CEC) meetings, the Panel for Education Priorities (PEP) meetings, and regularly communicating with CEC appointees, members and the MBPO Panel for Educational Priority appointee.
• Organizing and implementing special projects related to the office’s policy interests.
• Building and maintaining a working network of relationships with external stakeholders, including public interest advocates and government colleagues, for the purpose of forming policy research ideas and recommendations.
• Answering questions on breaking developments in City and State government and preparing written briefing documents.
• Identifying emerging issues and policy trends consistent with the office’s policy agenda.
• Making presentations to the Borough President and senior staff of the office for the purpose of initiating new policy investigations and research projects. Organizing and leading working groups.
• Attending meetings and events on behalf of the Manhattan Borough President and staffing the Manhattan Borough President when necessary.

MINIMUM QUALIFICATIONS

1. A baccalaureate degree from an accredited college and two years of experience in community work or community centered activities in an area related to the duties described above; or

2. High school graduation or equivalent and six years of experience in community work or community centered activities in an area related to the duties as described above; or

3. Education and/or experience which is equivalent to “1” or “2” above. However, all candidates must have at least one year of experience as described in “1” above.

PREFERRED QUALIFICATIONS

• A minimum of three (3) years of experience in government, a public policy non-profit organization, or relevant investigative, analytical, and writing experience.
• Knowledge of experience in the field of education/education policy.
• Exceptional writing skills.
• Demonstrated ability to explain complex policy matters in simple language (i.e., written reports or policy briefs).
• A track record of working successfully with government officials (including staff) or public policy advocates.
• Familiarity with the current policy issues most relevant to New York City.
• Being comfortable with a flexible schedule and occasional long work hours.
• The ability to work well under pressure in a fast-paced government office.
• An eagerness to be supportive of colleagues and to work collaboratively.
• Strong interest in current events and in the everyday concerns of the people of New York City.

Comments Off on Principal (Bard High School Early College Manhattan)

Principal (Bard High School Early College Manhattan)

Posted by | October 17, 2022 |

Job Title: Principal (Bard High School Early College Manhattan)

About the Bard Early Colleges

The Bard Early Colleges (BEC) are founded on the belief that, for many young people, college can and should start at an earlier age. Bard Early College’s simple idea – to begin serious college study in place of the traditional 11th and 12th grades, at no cost to students or families – has had an extraordinary impact on young people and on education innovation and equity in America.

The Bard Early Colleges offer a truly unique home for young people’s intellectual ambition: as both tuition-free, branch campuses of Bard College and public high schools, they award a high school diploma and a Bard College Associate in Arts degree (and 60 transferable credits) by the end of the 12th grade. Students are taught by college faculty in undergraduate, seminar classes, all deeply rooted in the liberal arts and sciences, in Bard College’s commitment to excellence in teaching, and in Bard’s mission as a private college in the public interest.

Now entering its third decade, the Bard Early College network enrolls over 3,000 young people in campuses in Queens, Manhattan, and Hudson, New York; Newark, New Jersey; New Orleans, Louisiana; Cleveland, Ohio; Baltimore, Maryland; and Washington, D.C.

Bard invites applications for a dynamic individual who will join our administrative team as the Principal of the Bard High School Early College (BHSEC) in Manhattan. The earliest the position will start will be in Spring 2023.

Position Objective and Duties

The Principal is the early college’s academic and administrative leader. The Principal is responsible for: 1) ensuring that the school meets Bard’s high standards of undergraduate academic rigor and student achievement; 2) facilitating smooth and effective collaboration with the school system partner and Bard regarding all aspects of school management; 3) alongside the school’s Dean of Studies, leading the faculty in designing and delivering an academic program of genuine collegiate quality; 4) fostering a campus culture of intellectual engagement, individual responsibility, and creativity; and 5) leading the school staff. The Principal reports to the school system partner and to Bard College, specifically through the Dean of the Early Colleges. The Principal collaborates regularly with other BHSEC leadership teams.

Compensation: The compensation for this position is based on the Council of School Supervisors and Administrators’ salary steps.

Location: New York, NY

Start Date: The earliest the position will start will be in Spring 2023

Desired Qualifications

The Principal must lead a campus that is both a public high school as well as a degree-granting undergraduate branch campus of Bard College. As such, the Principal’s professional and academic experience should span both secondary and postsecondary teaching and administration, and, where relevant, scholarship. The successful candidate will excel at working in a community that is broadly diverse with regard to race, ethnicity, socioeconomic status, gender, nationality, sexual orientation and religion.

The successful candidate for the position will possess the following characteristics and qualifications:

  • Doctorate in a liberal arts and sciences discipline (corresponding to the fields available for study within the Bard College curriculum)
  • Scholarship and engagement in that field of study since attainment of doctoral degree
  • Relevant teaching experience, preferably with both college and high school-aged students
  • Relevant leadership experience
  • Very strong organizational and management skills
  • Very strong interpersonal and communication skills
  • Experience in and commitment to working with adolescents
  • Administrator certification required
  • Additionally, candidates will be subject to necessary qualifications and review in accordance with the New York City Department of Education’s principal selection process. More information available here
Comments Off on Combat Hate Site Coordinator – Museum of Tolerance

Combat Hate Site Coordinator – Museum of Tolerance

Posted by | October 12, 2022 |

We invite candidates to apply to provide on-site coordination support for a Museum of
Tolerance interactive classroom workshop, Combat Hate, to grades 6th – 12th in schools
in New York City.

Museum of Tolerance (MOT) is continuing to offer a dynamic, classroom-based workshop that engages students in critical thinking for decoding and rejecting online hate. This is an online safety curriculum aligned with ISTE digital citizenship standards and based on foundational media literacy skills. Using real life examples compiled by the Simon Wiesenthal Center (SWC)’s Research Department, students are challenged to interpret the hateful messages, understand their impact, and commit to action steps.

Learn more: www.museumoftolerance.com/combathate

Candidates should have experience with:
 Coordination of educational programs/workshops
 Working with a team of presenters/facilitators
 Basic computer technology in a classroom setting
 Being responsible for technical and administrative support on Zoom.

This is a flexible role which may require: coordination of programs on-site, technical administration of virtual programs, and the ability to present the Combat Hate workshop as needed. Candidates are required to travel to school sites in New York City. Candidates with problem-solving skills who are comfortable in a school environment are encouraged to apply.

Comments Off on Combat Hate Facilitator – Museum of Tolerance

Combat Hate Facilitator – Museum of Tolerance

Posted by | October 12, 2022 |

We invite candidates to apply to be a facilitator for a Museum of Tolerance interactive
classroom workshop, Combat Hate, to grades 6th – 12th in schools in New York City.

Museum of Tolerance (MOT) is continuing to offer a dynamic, classroom-based workshop that engages students in critical thinking for decoding and rejecting online hate. This is an online safety curriculum aligned with ISTE digital citizenship standards and based on foundational media literacy skills. Using real life examples compiled by the Simon Wiesenthal Center (SWC)’s Research Department, students are challenged to interpret the hateful messages, understand their impact, and commit to action steps.

Learn more: www.museumoftolerance.com/combathate

Candidates should have experience with at least 3 of the following:
 Dialogue Facilitation skills
 Working with middle/high-school age students
 Comfort and experience as a social media user
 Knowledge of how the internet is used to spread hateful ideologies, and how this impacts our communities in the USA.

Candidates are required to travel to school sites in New York City. Experience presenting virtual content (via Zoom or other) is desirable, as some presentations will be online rather than in-person.

Comments Off on Online Middle School Math Presenter (tutors, teachers and ex-teachers)

Online Middle School Math Presenter (tutors, teachers and ex-teachers)

Posted by | October 12, 2022 |

If you’re looking for a job that allows you to work flexibly and use your math knowledge to help current students, then a role as a Middle School Math Presenter might be for you!

We’re an Australian, venture-backed edtech startup with global ambitions and an overarching mission to improve education. Our in-house content production, tech, sales and support functions are unified in supporting high school and elementary school students and teachers to achieve outstanding learning outcomes with our innovative educational resources. In 2022, we’re looking forward to expanding our reach even further and are therefore looking for exceptional talent to support our growth!

About the role

Edrolo is searching for enthusiastic and passionate Grade 7 Maths presenter to help create the best possible resource for students. We are looking for current or past maths teachers based in New York City.

You’ll work as part of a close-knit team led by subject experts and will be given ongoing training and support to translate your knowledge and passion into high-quality content.

 

Key responsibilities

  • Record high-quality maths content for Grade 7 students
    • Explanations
    • Questions and answers
  • Review content 

About you

Does the following sound like you?

  • You are able to work 20+ hours per week, the majority from our New York City co-working office
  • You have experience tutoring or teaching, ideally of upper elementary or middle school levels in NYC
  • You love breaking down and explaining maths concepts to people
  • You have a growth mindset and enjoy working out how to do things better
  • You’re a strong team player and love collaborating with others
  • You have a keen eye for detail
  • You have strong written and verbal communication skills
  • You have a passion for our vision to improve education

 

About the offer

We’re looking forward to a great new Edroller joining our team and want to empower them to achieve great things with us. In return, we’re offering the opportunity to:

  • Be part of a growing startup organization that genuinely believes in its mission to improve education
  • Make a meaningful contribution to our student users and teams 
  • See the tangible difference you’re making each and every day
  • Have flexible working hours, work location and casual dress
  • Work alongside talented, passionate and fun colleagues
  • Attend plenty of team events – we’re an inclusive, collaborative and close-knit team and we’re looking forward to welcoming some new team members

 

Please include your teaching or tutoring experience in your application.

Comments Off on V part wig

V part wig

Posted by | October 9, 2022 |

V part Wig- A kind of V part wig?

Au-part wig is basically what it sounds like. It resembles the cross between a partial suture- in and a neat wig. With further exertion needed than the former and less exertion needed than the last mentioned, a U-part wig is principally a wig with a little opening at the top or side of the mortal hair wig looking like a U. It permits you to leave out a part of your hair to blend with the wig.

V part wig is one kind of women’s wig, according to the hair texture, you can find Brazilian mortal hair V part wig, Malaysian hair V part wig, Indian hair V part wig, or Peruvian V part wig. Hairstyles are different, some people like straight surge V part wigs, while others like body surge V part wigs, or curled surge V part wigs.

No matter what kind of wigs you like, you’ll find the stylish one for you.

You can mix and manipulate your leave out over the top of your wig or connect a check, leaving you with a hairstyle that looks as though it’s outgrowing your crown!

 

PROS

  1. Adaptable hairstyle U-part wig permits you to have a moment new hairstyle and change your hairstyle constantly and all the more snappily. It’s ideal for any existent who needs to get hair extension.
  2. Access to your hair If you want to have access to your hair the u-part wig will offer you a chance to regularly deal with your hair. You’ll have simple entrance to the hair and do licit washing and deep exertion of the hair.
  3. help hair loss If you have a weak hairline or your hair can’t repel tight suture in interlaces and weaves, at that point u-part wigs will be of inconceivable backing to you. It helps in averting going bald.
  4. Customization of virgin hair Your virgin hair wefts can be customized to U-part wig which you can wear many days or within a day. You can term it as wanted.
  5. Choice of hair location You can pick the area where you need to pull your own hair, style the hair
  6. veritably Easy You can install a V part wig within many twinkles. No paste, no suture, no sock cap needed.
  7. Save Your Time There’s no compelling reason to whine with sewing in singular tracks. In many twinkles you can put on your v part wig and head out.
  8. Complete Access to Your Hair U-part wig give you the occasion to exclude them, deal with your hair and crown, and subsequently exercise the wig.
  9. Rigidity Since U-part rug

is made by you, you’ll be allowed to have a custom unit for all week long.

  1. lower strain If you’re worn out on suture- sways, v part wigs permit you to skirt tight lacings and weight on your edges.

Stylish V part wig in town

There aren’t numerous V part wig hair merchandisers, Nadula hair as one of the top fashion hair trend companies. They’ve a complete product line to make the V part wig. As a new appearance hair product, Julia’s hair will give you the most affordable price but high- quality hair wigs. However, please don’t miss this chance of having our wide range of colors and styles, if you want to buy a V part wig.

Except for V part wigs, Nadula hair also provides weave hair, lace check, lace anterior suture in, mortal hair wigs, lace anterior wigs, anterior wigs, transparent lace wigs, fake crown wigs, HD lace wigs, 4×4 wigs, and 360 wigs, there should be one fit for you, and big Julia hair creation helps you save more.

Comments Off on Saturday Morning Head Teacher

Saturday Morning Head Teacher

Posted by | October 4, 2022 |

About the GO Project 

The GO Project’s vision is to close the opportunity gap for children from historically under-resourced communities 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.  

 

This position is for our in-person, Saturday morning program from October 2022 to May 2023 with locations in Park Slope, Brooklyn and Lower Manhattan.

 

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 GO School elementary and middle school weekend programs from October 2022 to May 2023. GO Head Teachers are master teachers with a proven ability to raise student achievement when students are struggling academically or socially.  

 

Comments Off on Program Officer, Computational Thinking & Learning

Program Officer, Computational Thinking & Learning

Posted by | October 4, 2022 |

 

Program Officer, Computational Thinking & Learning 

Robin Hood Learning + Technology Fund

 

About Robin Hood

Founded in 1988, Robin Hood finds, fuels, and creates the most impactful and scalable solutions on economic mobility in New York City. The largest poverty fighting organization in New York City, Robin Hood partners with top nonprofits in New York City and invests in legal services, housing, meals, workforce development training, education programs, and other vital services that give New Yorkers in need the tools they need to build better lives. The programs it funds are often the first of their kind and serve as demonstration models to identify what works before being replicated in other cities. Because its Board of Directors covers 100% of all administrative, fundraising, and evaluation costs, every dollar donated goes directly to organizations helping New Yorkers in need.

While Robin Hood’s primary focus is on New York, its impact extends far beyond the borders of the city. Its pioneering, metrics-based approach has become the gold standard for charities around the nation as Robin Hood works to understand and evaluate the impact of its partners to ensure that its philanthropic dollars are utilized to maximum impact. Robin Hood also supports its community partners and their leaders with financial and strategic support and management assistance that allows those organizations to maximize their impact.

Building on our 30 years of experience, Robin Hood is expanding our impact with an explicit focus on lifting families sustainably and measurably out of poverty through supporting the most effective community partners; influencing public policy; raising our thought leadership profile; importing and exporting effective ideas and strategies nationally; and building new collaborations with strategic partners. As New York City emerges from the worst of the global pandemic, we are focused on getting families back on their feet; getting kids back on track; and getting New Yorkers back to work.

Robin Hood also understands that if we are to support families living in poverty and find permanent pathways out of poverty and towards financial independence, we must become an effective partner with government, especially at the City and State levels. We do this by leveraging the expertise of those who are closest to the challenges of poverty, including community members, community-based organizations, and others with specialized skills and knowledge. We also aim to collaborate with New York City government to fund program and policy innovations that hold the promise of expanding economic opportunity in New York City – providing nimble “risk capital” for high-potential strategies. In this way, we seek to leverage our philanthropic investments by finding ways to advance the highest-impact strategies at scale.

Given its long-standing reputation among influencers and support of over 200 New York City non-profit organizations, Robin Hood has the unique ability to be a catalyzing force for households experiencing poverty, bringing distinct constituencies together to develop and spread the most effective strategies to advance economic mobility in New York City and beyond.

 

About Robin Hood Learning + Technology Fund

The Robin Hood Learning + Technology Fund (“The Fund”) is an eight-year collaboration with the Overdeck Family Foundation and Siegel Family Endowment to unlock the potential of technology to transform learning and advance achievement for low-income students in New York City. We are just beginning our fifth year of operations with a goal of transforming New York City into a supportive ecosystem for technology-powered learning innovation.

 

Position Overview

The Program Officer, Computational Thinking & Learning will be responsible for advancing two priority areas:

  • A portfolio of investments focused on integrating computational thinking across the K–5 curriculum to develop higher-order thinking skills toward greater academic proficiency and to catalyze a shift in teaching and learning across New York City. This portfolio works closely with school leaders, educators (in-service and pre-service), families and organizations to create an effective ecosystem of support within NYC. The portfolio endeavors to integrate computing with literacy instruction that is aligned to high-quality curriculum and personalized learning.
  • The Fund’s internal learning and evaluation efforts, including processes, practices and analysis of data related to investments to guide the Fund’s strategy and determine overall impact on teaching and learning.

Program Officers oversee Robin Hood’s current grants, serve as a resource and thought partner for community partners, and identify potential new investment opportunities. Program Officers also articulate a clear and persuasive rationale for funding new and ongoing programs. This is accomplished by thoroughly understanding the landscape, the need and the evidence on what works, while also conducting comprehensive reviews of performance data and nonprofit organizational health.

Together with the Managing Director and the Senior Program Officer for Blended Literacy & Engagement, the Program Officer, Computational Thinking & Learning will be part of a three-person team based at the Robin Hood office in Union Square, New York City.

 

Responsibilities

Responsibilities include, but are not limited to:

  • Manage a portfolio of existing community partners.
    • Monitor community partner performance and health through analysis of outcomes data, site visits, and independent assessment of progress or setbacks identified in management and financial reports.
    • Identify, establish and refine methods for quantifying the impact of an organization’s services with reference to current research studies and findings.
    • Develop a clear articulation of the strengths and weaknesses of a potential renewal grant and write grant recommendations and at times, presentations, for consideration by the Robin Hood Learning + Tech Fund Advisory Board and ultimate approval by the Robin Hood School Age Committee, a committee of the Robin Hood board of directors.
    • Develop contracts and negotiate annual objectives and goals with community partners.
    • Build relationships of trust and mutual respect with nonprofit leaders to support them in delivering on their mission.
    • Support the Senior Program Officer in the management and implementation of the Fund’s communities of practice.
  • Explore, identify and support new approaches to lifting New Yorkers out of poverty.
    • Identify the most pressing needs for the communities served by the portfolio and explore interconnections with partners and needs addressed in other portfolios at Robin Hood, and with collaborating foundations, in particular Overdeck Family Foundation and Siegel Family Endowment.
    • Identify the most innovative or effective interventions and organizations in the field using an equity lens and taking into consideration community voice.
    • Position the Fund within the broader landscape, always seeking the greatest value-add and comparative advantage.
    • Rigorously evaluate potential investments based on Robin Hood’s disciplined methodology for judging potential performance and organizational strength.
    • Build a pipeline of new potential grants that advance the mission of the Fund, are complementary to the existing portfolio, and reflect our commitment to diversity, equity and inclusion.
    • Develop a clear articulation of the strengths and weaknesses of a potential new grant and capture them in write-ups and presentations delivered to Robin Hood, the Fund’s Advisory Board, and Board committees.
  • Manage and maintain the Fund’s learning and data collection processes, practices and analysis to inform the Fund’s strategy and determine overall impact on teaching and learning.
    • Ensure the Fund’s systems for learning and data collection are effective, efficient and up to date.
    • Engage in frequent sense making to inform the Fund’s strategy and investment decisions.
    • Work with external research partners to collect, analyze and leverage data to inform the work of the Fund and our community partners.
    • Craft quarterly and annual summaries of the Fund’s learnings to share internally and externally with the Fund’s Advisory Board and partners.
  • Identify and lead special initiatives that will directly support achieving the mission of the Fund.
  • Represent Robin Hood at external forums and conferences and act as liaison to other philanthropies and government agencies, building relationships and knowledge.
  • Collaborate with other Robin Hood departments and units, including life stage verticals, other bespoke initiatives, development and communications in support of Robin Hood organizational efforts.

 

Competencies

  • Strategic and creative problem solving. The ability to find thoughtful, high-impact solutions to problems.
  • Analytical and critical thinking. Exceptionally skilled at investigating and assessing qualitative or quantitative data, drawing useful and nuanced findings and being adept at asking questions to refine conclusions; a quick study.
  • Communications skills. Ability to speak and write clearly, effectively, succinctly and spontaneously, especially under time pressure and to multiple audiences. Ability to synthesize information and tell a story about what data means for portfolio grantees and for New Yorkers living in poverty.
  • Project management. Ability to understand the array of factors affecting a decision in a complex environment, and to translate those thoughts into action quickly.
  • Flexibility/Adaptability. Capacity to multi-task, switch directions and assume new or additional assignments quickly and graciously with shifting priorities and conditions.
  • Comfortable with ambiguity. Able to identify assumptions, make forecasts and make decisions, if required, with limited information
  • Curious, learning orientation. Committed to learning and growing both individually and as a team.
  • Entrepreneurial spirit. Drawn to a start-up mentality, excited to take calculated risks with the potential for outsized impact, and to continuously improve as we learn and new opportunities arise.
  • Empathy and good judgment. High degree of awareness of the immense challenges and setbacks in poverty-fighting and education work.
  • Emotional intelligence and humility. The ability to acknowledge achievements of others, to share credit and to welcome feedback.
  • Positive and can-do energy; a team player, willing to do what it takes to get the work done. Demonstrated passion for leveraging technology for learning; preference for individuals with involvement in, or experience with, computing education.

 

Qualifications

  • B.A. and at least four years of experience required, with a demonstrated passion for education; classroom teaching experience strongly preferred; graduate degree preferred, but equivalent experience considered.
  • Relevant content background. Knowledge of computing education, educational development and landscape, and economics or another social science research skillset strongly preferred.
  • Experience analyzing qualitative and quantitative data from multiple, diverse data sources and drawing insightful conclusions from a diverse literature.
  • Experience with generating and analyzing financial statements, with nonprofit exposure a plus.
  • Experience with learning, evaluation, data collection and analysis preferred.
  • Personal or professional experience with low-income communities and NYC preferred.
  • Experience convening and facilitating stakeholders for shared buy-in and learning.
  • Exceptional abilities in critical thinking, succinct writing and oral presentation.
  • Excellent organizational, planning and time-management skills.  Capacity to multi-task, take initiative, and assume new or additional work quickly and graciously.
  • Able to work collaboratively across the organization and acknowledge achievements of others.

 

Diversity, Equity, and Inclusion

Robin Hood is committed to promoting diversity, equity, inclusion, and representation in all aspects of its work. As New York City’s largest poverty-fighting organization, Robin Hood believes that building a diverse team is fundamental to its ability to effectively serve and strengthen organizations serving the most vulnerable communities in the city, and to influence the policies that affect them.

Robin Hood believes in the potential that diversity creates – deep and responsive relationships with its community partners; the ability to solve complex problems efficiently and effectively; and, most importantly, the ability of its diverse staff to work to its full capacity.

Robin Hood builds diversity, inclusion, and equity practices into all aspects of its work. Its practices, values, traditions, and beliefs are embedded in the inclusive culture that it creates. Operationally, its formal and informal structures support a work environment that advances the professional development of staff at all levels, allows for innovation, and grounds its work as poverty fighters.

In its workplace, diversity equals representation. Robin Hood seeks to attract and retain a staff that reflects the communities that it serves. Racial and ethnic diversity matter to it, as does diversity among other cultural identifiers (ability, educational background, generation, gender, gender expression religion, immigration status, military status, sexual orientation, socioeconomic status).

Diversity within Robin Hood’s staff is enhanced by its efforts at meaningful inclusion. It ensures that team members are empowered to make decisions, offer actionable feedback, and share credit for team success. Further, Robin Hood seeks to develop its talent professionally and has created an intentional focus on mentorship and sponsorship, particularly of junior staff. its goal is to encourage long term talent retention and engagement, while fostering a culture of innovation.

 

Robin Hood Guiding Principles

As an organization committed to economic mobility, our work is grounded in the following Guiding Principles:

  • Diversity, equity, and inclusion 
  • Proximity and humanity
  • Risk-taking and innovation           

Our professional community reflects myriad demographic characteristics, perspectives, and backgrounds, which includes various identities that reflect diversity in gender identity and expression, race, ethnicity, religion, sexual orientation, ability, and socioeconomic status.  Our colleagues have access to opportunity and advancement, as we promote fair and equitable treatment and have encouraged participation by underrepresented groups. As a team, we promote a sense of belonging, high levels of engagement, and shared respect.

  • Robin Hood puts people first. Always.
  • Robin Hood is unafraid to take action and create solutions.
  • Robin Hood is data driven and heart led.
  • Robin Hood works the coat check.

 

Salary and Benefits

Salary is competitive and commensurate with experience. Robin Hood has excellent benefits and encourages strong work-life balance.

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Recruitment and Selection Specialist

Posted by | September 30, 2022 |

Who we are:

VOICE Charter School (www.voicecharterschool.org/) is an elementary and middle school located in Long Island City, Queens that serves students across grades K-8.

 

Our mission is to create a safe and healthy learning environment that nurtures, motivates and challenges all of our children to achieve the highest level of academic excellence and to develop into mindful, responsible, contributing participants in their education, and communities.  Through rigorous academics and daily instruction in music, we cultivate students’ creative and critical thinking abilities.

 

What you’ll be doing:

 

Staffing

Support the Director of HR and Talent in developing and implementing a comprehensive recruitment and selection program that attracts top talent and reflects VOICE’s values, mission and vision

Develop and execute annual plan for the collection, analysis, and distribution of candidate and staffing data; provide data-driven recommendations and consultation

Compile and deliver weekly, monthly, and yearly reports on recruitment and selection strategy

Initiate research and recommendations for changes to recruitment and selection processes

Recruitment

Develop and implement the full recruiting cycle, including but not limited to providing consultation to managers and staff around the hiring process, developing and implementing a marketing strategy, serving as point-person for candidates

Collaborate on job descriptions and candidate-facing benefits materials; develop and maintain external facing job postings on various job recruitment sites, education job sites, and VOICE’s online platform(s)

Perform outreach to and develop relationships with colleges, universities, professors and organizations yielding strong candidate prospects

Reach out to prospective candidates regarding job opportunities

Coordinate VOICE’s presence at career fairs, including but not limited to researching opportunities, training VOICE ambassadors, scheduling staff, attending career fairs

Selection

Conducting candidate interviews and reference checks, extending job offers, and serving as point-person for candidates and new hires

Develop and update selection materials, providing trainings, consultations, and coaching to hiring managers

Research and make recommendations regarding applicant tracking system

Oversee interview events for all positions, which may include but is not limited to coordinating logistics with interviewers, meeting spaces, and students

Support in implementing an org-wide On-Boarding program, ensuring every new employee is on-boarded and set-up for success, which may include but is not limited to coordinating on-boarding tasks, sessions, and communications

Model warm, collegial relationships with staff across all levels of the organization

Diversity and Inclusion

Support the org-wide strategic plan(s) around Diversity & Inclusion by identifying external trends and best practices to attract and retain a diverse employee population

Staff-Wide Professional Expectations

Embrace and be an ambassador of VOICE’s mission, vision and values

Collaborate, communicate, and maintain effective and professional relationships as members of an interdisciplinary team of educators, support staff, and administrators

Participate in required meetings and events, which may include student events, school concerts, parent-teacher conferences, on- and off-site conferences and trainings, others.

Meet expectations related to punctuality and professionalism including but not limited to reporting to work on time, following the appropriate call-out and lateness procedures, timely responding to emails, consistently meeting deadlines and communicating appropriately on progress on projects and goals.

About you:

Deep belief in VOICE’s mission, vision, and values

Open to collaborating with and learning from colleagues who have a variety of backgrounds, experiences, strengths, and talents

Successfully able to handle multiple projects concurrently in a fast-paced environment, and ability to be self-directed and take initiative

Attentive to detail

Value and are committed to diversity in the workplace and classroom

Effective skills in self-management including but not limited to meeting deadlines, effective prioritization of tasks, self-organization, managing up, and efficient time and task management

Knowledge of Recruitment platforms

Familiarity with educational terms, curriculum, and teaching methodology

Familiarity with manipulating Data in Microsoft Excel

Qualifications:

Bachelor’s degree from an accredited college or university

2-3 years working in recruitment

Preferred: Master’s degree from an accredited college or university in content area

Preferred: Experience working within a nonprofit organization or school

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High School Social Studies Teacher

Posted by | September 27, 2022 |

Why Teach With Us?

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

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

Advantages of teaching at a New Visions school include:

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

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

Who You Are

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

What You’ll Do

Social Studies teachers at New Visions schools work with a diverse range of students to develop content knowledge and skills through exploration, reading, discussion, and writing. Social Studies teachers at New Visions schools will:

  • Prepare all students for success with New York State Regents Social Studies exams; place an equal emphasis on developing students’ historical thinking skills by inviting them to develop compelling questions, conduct research by analyzing primary and secondary sources, construct academic arguments, and engage in lively debate on historical and current issues
  • Help students see the relevance of history, economics, and global studies in their everyday lives, as well as equip their students with the tools necessary to be critical consumers, active citizens, and innovative problem solvers within modern day society

What We’re Looking For

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

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

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Math Teacher

Posted by | September 27, 2022 |

Why Teach With Us?

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

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

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

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

Who You Are

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

What You’ll Do

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. Mathematics teachers at New Visions schools will:

  • 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
  • Teachers may attend professional development workshops and meet with colleagues to collaboratively analyze data and plan an instructional response

What We’re Looking For

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

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

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Education Program Manager

Posted by | September 27, 2022 |

Job Title: Education Program Manager

Type: Full-time

Solar One is a 501c(3) organization that empowers communities in the New York City metro area to thrive in the face of the challenges brought on by climate change, and to embrace a world that is low carbon, resource efficient and socially inclusive.

Job Summary

The Education Program Manager will be responsible for leading a variety of projects and programming on our K-12 Education team. Solar One’s hybrid schedule is flexible, but this position will require teaching in-person throughout the NYC metro area. There is the potential for occasional travel around New York State. Computer-based work can be done at home or in our office space in Long Island City, Queens.

Main job responsibilities:

●      Leading Solar One’s flagship professional development training series for NYC DOE teachers that focuses on bringing renewable energy lessons into the classroom.

●      Teaching Solar One’s curriculum focused on climate action through energy, materials, water and food for grades 2-12.  Teaching is often at schools, traveling throughout NYC is required.

●      Coordinating programs with schools and other community partners. This includes program planning, materials coordination, and scheduling.

●      Assisting the Director of Education with administrative tasks such as reporting and program evaluation.

●      Delivering a 6-week intensive high school summer school program focused on green careers from July through mid-August.

●      Overseeing curriculum updates in collaboration with the education team on program and curriculum design.

●      Tracking and recording activities delivered to schools and teachers.

Qualifications and Skills

Successful candidates for this role should be able to demonstrate the following:

Technical Skills

●      Basic Microsoft office

●      Google Suite

●      Basic graphic design is a plus

Soft Skills

●      Verbal communication

●      Strong Writing Skills

●      Project Management

●      Time Management

●      Attention to detail

●      Outreach

●      Adaptability

Subject Area Expertise Required

●      5 + years of experience teaching K-12 students content aligned with STEM, climate action, and/or environmental sustainability.oom experience strongly preferred

●      3+ years experience delivering professional development training to teachers

●      Experience with curriculum writing

●      Knowledge of anti-racist and culturally responsive pedagogy strongly preferred

●      Demonstrated success in communicating with partner organizations and individuals to build and maintain strong partnerships

Proof of Covid-19 vaccination is required for this position.

Pay and Benefits

This position is Full Time

Paying at $74,000-$78,000 per year

We offer a variety of benefits depending on the position type.  Our full-time benefits include:

•          A work environment where your contribution is essential and celebrated

•          Training and career development

•          Health care and well-being programs including medical, dental, vision, EAP

•          3 weeks of paid time off that increases with tenure

•          Life and disability insurance

•          Paid Holidays

•          401(k) retirement savings

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After School Teen Enrichment Program Facilitator

Posted by | September 26, 2022 |

The Brotherhood Sister Sol Job Description:

ASTEP Facilitator – Part-Time

 

About The Brotherhood Sister Sol (BroSis):

The Brotherhood Sister Sol is a social justice youth development organization that since 1995 has been a place where Black and Latinx youth claim the power of their history, identity and community to build the future they want to see. By educating, organizing and training, we are challenging inequity and creating opportunity for all. BroSis provides holistic and long-term support services to youth who range in age from eight to twenty-two. BroSis offers wrap around evidence-based programming such as four-six year rites of passage programming, thorough five day a week after school care, school and home counseling, summer camps, job training, college preparation, employment opportunities, community organizing training, and month long international study programs to Africa and Latin America.

Based in Harlem, NY but with a national reach, we publish assorted curricula and collections of our members’ writings; train educators from throughout the nation on our approach; and organize and advocate for social change. BroSis has earned national recognition for our evidence-based model, receiving an array of awards and funding from a host of national foundations, including Novo Foundation, Doris Duke Foundation, Marlene Nathan Meyerson Foundation, Charles Hayden Foundation, The William R. Kenan Charitable Trust, New York Community Trust, Comic Relief/Red Nose Day, William Stamps Farish Foundation, and more. The organization has over 50 full-time staff, serves thousands throughout New York City, and has a $9.5 million dollar operating budget. In addition, we have just moved into our new building – a $23 million, 22,000 square foot state-of-the-art beacon for youth development. It is an exciting period of organizational growth and increased impact in our community and beyond.

 

POSITION SUMMARY

 

The ASTEP part-time facilitator will be responsible for supporting curriculum development, workshop facilitation for middle school teens in areas such as performing arts (theater, dance, etc.), writing, photography/media/graphic design, visual/creative arts or leadership. Supports members with arts enrichment, tutoring, recreation, and one-on-one mentorship and guidance. This position reports to the ASTEP Coordinator.

 

RESPONSIBILITIES

 

● Co -plan and implement weekly workshops related to BroSis curricular focus areas

● Co-Create a workshop environment conducive for learning and mastery.

● Co-lead project-based activities and prepare participants for presentations, showcases, and performances.

● Support Lead facilitator to produce program reports based on participant’s achievements as requested.

● Prepare the learning environment and necessary materials for activities

● Co-Plan and facilitate parent meetings and communications as needed.

● Work collaboratively with all program staff

● Provide members with holistic support

● Work a minimum of 20 hours per week

● Additional duties as assigned

● Prepared to make at least a 2-year commitment

 

EXPERIENCE & PERSONAL REQUIREMENTS & SKILL SETS

 

● Bachelor’s Degree preferred; at minimum three years’ experience working in a youth development program.

● Excellent communication skills

● Established experience in curriculum, program & youth development

● Demonstrated ability to perform multiple tasks effectively in a fast-paced, challenging, and constantly changing environment.

● Mature attitude, creativity, resourcefulness, and a positive role model for youth.

● Understanding and appreciation of racially/ethnically diverse populations

● Knowledge of our curricular “Focus Issues”: Pan African & Latinx History, Dismantling Sexism & Misogyny, Drugs & Substance Abuse, Conflict Resolution & Violence Prevention, Leadership Development, Academic Achievement, Mind, Body & Spirit, Sexual Education and Responsibility, Political Education, Financial Literacy, LGBTQ Justice, Environmental Justice.

As The Brotherhood Sister Sol is a youth development organization that works in close quarters with young people and children, and as the safety of our children and their families and our community is paramount – we have instituted a policy that all staff must be fully vaccinated by the start date of this position. If there is a medical or religious reason for an exemption from vaccination this can be presented and will be considered.

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Government Grants Associate

Posted by | September 26, 2022 |

The Brotherhood Sister Sol Job Description:

Government Grants Associate

 

About The Brotherhood Sister Sol (BroSis):

The Brotherhood Sister Sol is a social justice youth development organization that since 1995 has been a place where Black and Latinx youth claim the power of their history, identity, and community to build the future they want to see. By educating, organizing, and training, we are challenging inequity and creating opportunity for all. BroSis provides holistic and long-term support services to youth who range in age from eight to twenty-two. BroSis offers wrap-around evidence-based programming such as four-six year rites of passage programming, thorough five day a week after school care, school and home counseling, summer camps, job training, college preparation, employment opportunities, community organizing training, and month-long international study programs to Africa and Latin America.

Based in Harlem, NY but with a national reach, we publish assorted curricula and collections of our members’ writings; train educators from throughout the nation on our approach; and organize and advocate for social change. BroSis has earned national recognition for our evidence-based model, receiving an array of awards and funding from a host of national funders, including Doris Duke Foundation, Marlene Nathan Meyerson Foundation, Charles Hayden Foundation, NBA Foundation, Kraft Heinz, New York Community Trust, Comic Relief/Red Nose Day, William Stamps Farish Foundation, and more.

The organization has over 50 full-time staff, serves thousands throughout New York City, and has a $9.5 million dollar operating budget. In addition, we have just moved into our new building – a $23 million, 22,000 square foot state-of-the-art beacon for youth development. It is an exciting period of organizational growth and increased impact in our community and beyond.

 

POSITION SUMMARY

 

Reporting to the Director of Development, the Government Grants Associate will be responsible for writing letters of inquiry, proposals, and reports to government agencies, and supporting other fundraising activities as needed. The position will play an essential role in maintaining and growing a robust portfolio of government funders to support the organization. For these efforts, the Government Grants Associate will work closely with a team that currently includes the Director of Development, Deputy Director of Development & Events, Institutional Giving Coordinator, Development Associate for Events and Communications, and the Development Associate for Database and Operations. The exact title will be determined by the experience of the candidate.

 

RESPONSIBILITIES

 

● Prospect for government – NYC, NYS and Federal – funding opportunities

● Draft proposals, letters of inquiry, reports, acknowledgment letters, and other correspondence to new and existing government and institutional funders as appropriate

● Apply for government grants and manage reporting for all government support

● Identify and prepare research briefs on existing and prospective funders

● Monitor and update government fundraising calendar and all related tracking documents

● Monitor foundation and philanthropy news, including RFPs, foundation press releases, website updates and announcements, and trends in institutional giving

 

EXPERIENCE & PERSONAL REQUIREMENTS & SKILL SETS

 

● Bachelor’s Degree or equivalent experience required

● Five years or more of nonprofit fundraising experience – with a specific focus on government grants

● Experience with grant-writing, grant research tools, and using a fundraising database strongly preferred

● Knowledge of NYC and NYS government funding agencies and processes

● Outstanding creative and critical thinking, writing, editing, communication, and interpersonal skills

● Strong ability to translate others’ input into compelling narratives

● Highly detail-oriented with excellent project management, organizational, and time management skills

● Equally at ease working collaboratively and independently

● Enthusiasm for The Brotherhood Sister Sol’s mission

 

BENEFITS

 

At the Brotherhood Sister Sol, we offer competitive salaries with a comprehensive benefits package including, health, dental, vision and life insurance, 3% employer contribution to 403(b) retirement account. Staff also are entitled to four weeks’ vacation in addition to quarterly personal days, paid holidays and office closure during Winter Break.

As The Brotherhood Sister Sol is a youth development organization that works in close quarters with young people and children, and as the safety of our children and their families and our community is paramount, we have instituted a policy that all staff must be fully vaccinated. If there is a medical or religious reason for an exemption from vaccination this can be presented and will be considered. In addition, this position mandates four days a week in person – at a minimum.

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After School Program Elementary Senior Facilitator

Posted by | September 26, 2022 |

The Brotherhood Sister Sol Job Description

After School Program Elementary Senior Facilitator

 

About The Brotherhood Sister Sol (BroSis):

 

The Brotherhood Sister Sol is a social justice youth development organization that since 1995 has been a place where Black and Latinx youth claim the power of their history, identity and community to build the future they want to see. By educating, organizing and training, we are challenging inequity and creating opportunity for all. BroSis provides holistic and long-term support services to youth who range in age from eight to twenty-two. BroSis offers wrap around evidence-based programming such as four-six year rites of passage programming, thorough five day a week after school care, school and home counseling, summer camps, job training, college preparation, employment opportunities, community organizing training, and month long international study programs to Africa and Latin America.

Based in Harlem, NY but with a national reach, we publish assorted curricula and collections of our members’ writings; train educators from throughout the nation on our approach; and organize and advocate for social change. BroSis has earned national recognition for our evidence-based model, receiving an array of awards and funding from a host of national foundations, including Novo Foundation, Doris Duke Foundation, Marlene Nathan Meyerson Foundation, Charles Hayden Foundation, The William R. Kenan Charitable Trust, New York Community Trust, Comic Relief/Red Nose Day, William Stamps Farish Foundation, and more.

The organization has over 50 full-time staff, serves thousands throughout New York City, and has a $9.5 million dollar operating budget. In addition, we have just moved into our new building – a $23 million, 22,000 square foot state-of-the-art beacon for youth development. It is an exciting period of organizational growth and increased impact in our community and beyond.

 

POSITION SUMMARY

 

The ASPE Senior Facilitator will be responsible for curriculum development and workshop facilitation. Support our members with arts enrichment, tutoring, recreation, and one-on-one mentorship and guidance. The ideal candidate will be a dynamic leader of children’s programming and have experience creating and running culturally relevant and enriching experiences. This position reports to the Director of Programming.

 

RESPONSIBILITIES

 

● Plan, prepare, implement, and evaluate activities for elementary school age youth.

● Ensure the safety of participants by providing adequate supervision of all elementary youth.

● Lead the set-up, cleanup, and organization of rooms and activity centers for the program each day.

● Create and maintain a welcoming and supportive classroom environment. Rotate activities regularly.

● Model positive behavior, clear expectations and holding members accountable to the culture of the program and the larger community.

● Encourage positive self esteem; promote and reinforce BroSis themes of, Community, knowledge, Positivity and Future

● Be sensitive to issues members face, and work with the team to identify needs and solutions for situations as they arise.

● Prepare and serve nutritious snacks and meals; lead youth in clean up

● Develop strong positive relationships with youth and their families.

● Help create and distribute program materials to families, notices of program activities/events, and registration forms. Promote all events with youth and families.

● Support regular communication with parents and caregivers about needs and progress of program participants. Identify and address issues with parents and create support plans.

● Lead cooperative work with community partners and volunteers to facilitate activities and special events.

● Coordinate afterschool and summer program enrollment. Support families in completing required registration materials.

● Monitor daily attendance, follow tracking procedures, and maintain weekly records

● Co-Facilitate annual Summer Day Camp

● Prepared to make at least a 3-year commitment

 

EXPERIENCE & PERSONAL REQUIREMENTS & SKILL SETS

 

● Bachelor’s Degree preferred; at minimum three years’ experience working in an elementary aged youth development program.

● Excellent communication skills

● Demonstrated ability to perform multiple tasks effectively in a fast-paced, challenging, and constantly changing environment.

● Knowledge of and experience with behavior guidance and restorative justice language and techniques.

● Mature attitude, creativity, resourcefulness, and a positive role model for youth.

● Understanding and appreciation of racially/ethnically diverse populations.

● Excellent communication skills.

 

BENEFITS

 

At the Brotherhood Sister Sol, we offer competitive salaries with a comprehensive benefits package including, health, dental, vision and life insurance, 3% employer contribution to 403(b) retirement account. As well as four weeks’ vacation in addition to personal days, paid holidays and office closure during Winter Break.

As The Brotherhood Sister Sol is a youth development organization that works in close quarters with young people and children, and as the safety of our children and their families and our community is paramount – we have instituted a policy that all staff must be fully vaccinated by the start date of this position. If there is a medical or religious reason for an exemption from vaccination this can be presented and will be considered.

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After School Program Elementary Facilitator

Posted by | September 26, 2022 |

The Brotherhood Sister Sol Job Description:

ASPE Facilitator

 

About The Brotherhood Sister Sol (Bro Sis):

The Brotherhood Sister Sol is a social justice youth development organization that since 1995 has been a place where Black and Latinx youth claim the power of their history, identity, and community to build the future they want to see. By educating, organizing, and training, we are challenging inequity and creating opportunity for all.

BroSis provides holistic and long-term support services to youth who range in age from eight to twenty-two. BroSis offers wrap-around evidence-based programming such as four-six year rites of passage programming, thorough five day a week after school care, school and home counseling, summer camps, job training, college preparation, employment opportunities, community organizing training, and month-long international study programs to Africa and Latin America. Based in Harlem, NY but with a national reach, we publish assorted curricula and collections of our members’ writings; train educators from throughout the nation on our approach; and organize and advocate for social change.

BroSis has earned national recognition for our evidence-based model, receiving an array of awards and funding from a host of national funders, including Doris Duke Foundation, Marlene Nathan Meyerson Foundation, Charles Hayden Foundation, NBA Foundation, Kraft Heinz, New York Community Trust, Comic Relief/Red Nose Day, William Stamps Farish Foundation, and more.

The organization has over 50 full-time staff, serves thousands throughout New York City, and has a $9.5 million dollar operating budget. In addition, we have just moved into our new building – a $23 million, 22,000 square foot state-of-the-art beacon for youth development. It is an exciting period of organizational growth and increased impact in our community and beyond.

 

POSITION SUMMARY

 

The ASPE Facilitator will be responsible for curriculum development and workshop facilitation. Support our members with arts enrichment, tutoring, recreation, and one-on-one mentorship and guidance. The ideal candidate will be a dynamic leader of children’s programming and have experience creating and running culturally relevant and enriching experiences. This position reports to the Director of Programming.

 

RESPONSIBILITIES

 

● Plan, prepare, implement, and evaluate activities for elementary school age youth.

● Ensure the safety of participants by providing adequate supervision of all elementary youth.

● Lead the set-up, cleanup, and organization of rooms and activity centers for the program each day.

● Create and maintain a welcoming and supportive classroom environment. Rotate activities regularly.

● Model positive behavior, clear expectations and holding members accountable to the culture of the program and the larger community.

● Encourage positive self esteem; promote and reinforce BroSis themes of Community, knowledge, Positivity and Future.

● Be sensitive to issues members face, and work with the team to identify needs and solutions for situations as they arise.

● Prepare and serve nutritious snacks and meals; lead youth in clean up

● Develop strong positive relationships with youth and their families.

● Help create and distribute program materials to families, notices of program activities/events, and registration forms. Promote all events with youth and families.

● Support regular communication with parents and caregivers about needs and progress of program participants. Identify and address issues with parents and create support plans.

● Lead cooperative work with community partners and volunteers to facilitate activities and special events.

● Coordinate afterschool and summer program enrollment. Support families in completing required registration materials.

● Monitor daily attendance, follow tracking procedures, and maintain weekly records

● Co-Facilitate annual Summer Day Camp

● Prepared to make at least a 3-year commitment

 

EXPERIENCE & PERSONAL REQUIREMENTS & SKILL SETS

 

● Bachelor’s Degree preferred; at minimum three years’ experience working in an elementary aged youth development program.

● Excellent communication skills

● Demonstrated ability to perform multiple tasks effectively in a fast-paced, challenging, and constantly changing environment.

● Knowledge of and experience with behavior guidance and restorative justice language and techniques.

● Mature attitude, creativity, resourcefulness, and a positive role model for youth.

● Understanding and appreciation of racially/ethnically diverse populations.

● Excellent communication skills.

 

BENEFITS

 

At the Brotherhood Sister Sol, we offer competitive salaries with a comprehensive benefits package including, health, dental, vision and life insurance, 3% employer contribution to 403(b) retirement account. Staff also are entitled to four weeks’ vacation in addition to quarterly personal days, paid holidays and office closure during Winter Break.

As The Brotherhood Sister Sol is a youth development organization that works in close quarters with young people and children, and as the safety of our children and their families and our community is paramount, we have instituted a policy that all staff must be fully vaccinated. If there is a medical or religious reason for an exemption from vaccination this can be presented and will be considered. This is a position that is a minimum of four days a week in person.

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Program Coordinator (Full Time, Hybrid)

Posted by | September 23, 2022 |

About Read Ahead

Read Ahead is dedicated to helping New York City youth strengthen the literacy and social-emotional skills they need to thrive in school and beyond. 

Since 1991, Read Ahead has connected public elementary school students with caring mentors from leading corporate and community partners. During weekly sessions, mentors and mentees read together, discuss books and their lives, and engage in fun and educational games and activities. Read Ahead sessions are designed to help children grow their confidence, love of reading, literacy skills, and other skills essential for success. 

In 2020, Read Ahead developed a completely virtual program to provide essential support during a challenging year of remote and hybrid learning. Combining our 30 years of experience with new technology platforms and an educator-designed curriculum, Read Ahead continues to match children with supportive mentors for fun, live program sessions that build connection, confidence, literacy skills, and more. 

With the development of our new virtual program, and anti-racism and anti-oppression commitments (https://readahead.org/anti-oppression-commitments-oct2020/), Read Ahead has an opportunity to deepen our impact for students. We are committed to ongoing improvement as an organization, and are eager to take bold new steps to create better outcomes for the students, families, and schools we serve.

Read Ahead expects each staff member to be an active and engaged collaborator in Read Ahead’s organization-wide efforts to advance DEIB (Diversity, Equity, Inclusion & Belonging)  goals including, but not limited to, participating in team meetings and ensuring that all project plans and outcomes are aligned with DEIB goals.

Read Ahead’s Anti-Racism and Anti-Oppression Commitments are outlined here

 

Read Ahead provides equal employment opportunities (EEO) to all employees and applicants without regard to race, color, ethnicity, religion, sex, sexual orientation, gender identity, national origin, age, disability, genetic information, veteran status or any other protected characteristic as established by applicable law. We seek to build a diverse staff representative of the communities we serve. All qualified applicants are strongly encouraged to apply.

 

Hybrid Work Policy

As an organization that partners with New York City public schools, afterschool service providers, families, corporate partners, and other stakeholders, Read Ahead recognizes that in-person work is required to achieve our mission moving forward. We have adopted a hybrid work policy to allow us to continue our work with students and schools as safely as possible.

The Program Coordinator will typically work up to 4 days/week in-person to perform essential job responsibilities, with a schedule determined by program needs and approved by their manager. Essential in-person responsibilities for this role include, but are not limited to:

  • Meetings with Read Ahead staff and external stakeholders (e.g. bi-weekly staff meetings, bi-weekly program team meetings, quarterly school leadership and after school partner meetings, etc.)
  • School recruitment and engagement events (e.g. Annual family nights at partner schools, PTA meetings or caregiver orientation workshops)
  • Lead in-person weekly program sessions working in partnership with key school and/or after school staff to ensure technology is set up for virtual program
  • Fundraising and donor cultivation events and event preparation (e.g. Read Ahead’s annual gala)
  • Program, operations, and event support during key times of the year

In addition to the essential in-person job responsibilities described above, this role also includes other essential functions which may be performed remotely. A list of responsibilities is included below, and are subject to change based on organizational need.

 

Position Overview

As a part of an effective and dedicated program team, the Program Coordinator is responsible for the management of Read Ahead at their assigned school(s)/program(s). They act as an ambassador of Read Ahead and engage regularly with mentees, parents and caregivers, volunteer mentors, and school staff. The Program Coordinator  is responsible for ensuring that the program runs smoothly, that mentors and mentees are supported throughout their mentoring experience, and that program goals are met. The Program Coordinator  is responsible for critical administrative and logistical tasks, including scheduling, tracking attendance, and database entry. 

As part of a dynamic and evolving program team, the Program Coordinator will support with building out an improved literacy program that engages even more deeply with students, caregivers, schools, and mentors. As we focus on deepening the impact of our literacy engagement with students, Read Ahead may expand its current program offerings beyond our current volunteer model. Program Coordinators will participate in initiatives that further deepen the impact of Read Ahead’s unique approach to using literacy as a means of social change.

This position reports to the Director, Program & Impact on the Read Ahead program team. 

The ideal candidate is a flexible, proactive problem-solver with excellent relationship-building (especially with families), organizational, and communication skills. The role is a great fit for an individual who has an understanding of the New York City public school system and the communities we serve. This is a great opportunity for someone who is passionate about children, mentoring, reading, and/or volunteerism. Experience with using technology and a comfort and interest in learning new technology is a plus. Completion of a satisfactory criminal background check and DOE fingerprinting is required. 

The Program Coordinator schedule will be based on the program sessions of each school partner and the schedule will remain consistent for the duration of the school year. At P.S. 67, the regular PC schedule will be a Monday – Friday schedule when the program is in session during the school year. 

School Partner: P.S. 67 The Charles A. Dorsey Community School

 

Responsibilities

Program Facilitation 

  • Facilitate, coordinate, and monitor 10-15 weekly in-person Read Ahead sessions on Zoom with up to 25 participants 
  • Communicate effectively and regularly with key stakeholders, including parents/caregivers, volunteer mentors, and teachers/school staff
  • Manage program technology and provide in-person assistance to participants (i.e., Zoom and online reading platforms)
  • Manage and support ~160 – 200 volunteer mentors, including ongoing communication 
  • Support ~100 mentees in grades 1-5 in their mentoring experience
  • Provide ongoing support to mentors and mentees, including formal check-ins 
  • Facilitate additional BookNook small group sessions for a target group of mentees during the school year

 

Program Quality Management 

  • Conduct tasks that ensure a high-quality program, including attendance data tracking and entering program status updates on Read Ahead’s Live Impact database
  • Review and approve mentor applications and support mentors through onboarding process
  • Support the creation of session materials for programs, as well as supporting curriculum development, improvements, and redesigns by the Program Team
  • Engage with school staff and families to share information about 2022-23 program and encourage student enrollment, including communicating with school leadership and liaisons, answering caregiver questions, supporting with completion of permission forms
  • Conduct site visits to support stakeholders including teachers, after school providers, students and families

 

Family Engagement

  • Support and execute new family engagement initiatives to build relationships with families
  • Lead in-person family orientations at school site to ensure family engagement is prioritized during the mentee onboarding process
  • Conduct a bi-monthly check-in call with caregivers to provide support and update on progress of Read Ahead program including mentee attendance, reading progress, and general mentor-mentee relationship updates
  • Support all other initiatives that foster greater engagement of parents and caregivers, as determined by the Senior Director, Program & Impact

 

Administrative Tasks and Other Stakeholder Engagement

  • Enter and track daily program data in Read Ahead’s database in a timely manner with attention to detail/accuracy
  • Coordinate the scheduling of and reminders for mentors and mentees for your program sessions
  • Support with distribution of annual stakeholder surveys including school surveys, mentor surveys and caregiver surveys
  • Support organization-wide communications by periodically contributing to Read Ahead’s general newsletter, social media, blog, or other stakeholder engagement initiatives

 

Organizational Culture

  • Actively participate in team meetings, learning initiatives, and professional development
  • Ensure the inclusion of DEIB initiatives into mentor onboarding, training, and ongoing management 
  • Support all key DEIB initiatives and new team culture practices

 

Qualifications

  • Passion for Read Ahead’s mission 
  • Demonstrated understanding of the connection between literacy, child development, and social justice
  • A demonstrated commitment to an anti-racism and equity lens in their work and communications (internal and external)
  • Experience working with kids and their parents/caregivers, and a positive, growth-mindset approach to supporting children
  • Experience with, or a strong interest in, volunteer management 
  • Strong organizational skills, including the ability to manage time and deadlines effectively 
  • Excellent verbal and written communication skills
  • Experience with technology, and an openness to learning and using new tools (e.g., email, video conferencing, cloud-based file management, and project management tools)
  • High level of attention to detail 
  • Team player and contributor 
  • Ability to work and adapt in a fast-paced environment 
  • Interest in hybrid  work with the ability to lead and monitor weekly mentoring sessions 

 

Summary of Compensation and Benefits

Salary & Benefits 

$60,000/year. Competitive benefits package includes:

  • 90% health and 100% dental care coverage
  • $3,000 annual employer-funded HRA
  • Eligibility to contribute to 403(b) with up to a 3% match by Read Ahead for all employees who are employed on the last day of the calendar year (e.g. 12/31/2022)
  • Eligibility to participate in pre-tax My Commuter Plan program
  • Pre-tax FSA and Vision Plans offered
  • Vacation day accrual based upon employment anniversary date; during the first year employees accrue 15 days per year and after the first year accrue 20 days per year
  • 10 sick days and 3 personal days per year
  • The Read Ahead office is closed between Christmas Eve and New Year’s Day each year, and for all federal holidays
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Special Education Teacher

Posted by | September 16, 2022 |

Special Education Teacher

Job Description

About Inwood Academy for Leadership

Inwood Academy for Leadership Charter School is a tuition-free public charter school that began as an idea among community members who longed to see more educational choices offered to the children of Washington Heights and Inwood.

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. IAL is committed to providing a well-rounded educational experience for all students we serve. We are looking for candidates who are hardworking, flexible, and innovative as well as able to embody the IAL traits of leadership in their daily work (honesty, integrity, responsibility, caring and restraint).

Reports to: Assistant Principal

Qualifications: 

  • Expert in the subject area: Special Education
  • Receptiveness to ongoing coaching and evaluation
  • At least two years of teaching in an urban environment
  • Passionate about teaching and subject matter
  • Energetic, motivated, innovative, prepared
  • Valid NYS Teaching Certificate preferred in Special Education
  • Evidence of excellence when working with middle/high school students
  • Superior communication skills
  • An ability to work collaboratively
  • Spanish proficiency preferred

Duties & Responsibilities:

  • Work in a collaborative team teaching environment or individual classroom setting
  • Provide direct and indirect instruction to all Special Education students, both in a resource room and inclusion setting
  • Integrate technology into core classroom instruction
  • Use assessment to modify lessons
  • Utilize online student system to track student progress through competencies and keep up to date assignments for students
  • Contribute to program design and implementation
  • Participate in all staff programs and academic planning, implementation, and evaluation
  • Enforce and uphold school policies and culture
  • Communicate effectively and maintain consistent relationships with students, colleagues, and families
  • Support classroom teaching and work within content-areas
  • Work with School Leader to plan intervention services for students
  • Generate reports and graphs about formal student assessments and progress
  • Write summary reports on the students as needed
  • Serve as a resource to promote parental support of student goals.
  • Collaborate with teachers in long and short-term planning that addresses the students’ individual goals
  • Create long and short-term goals for students
  • Participate in weekly meetings to create and modify prevention and intervention services to at-risk students
  • Provide feedback to parents
  • Create materials for differentiated instruction
  • Participate in weekly meetings to create and modify prevention and intervention services to at-risk students
  • Research and share information about best practices in Special Education
  • Provide feedback to parents
  • Other duties as assigned by Administration

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.

 

2022-2023 Salary Scale

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High School Science Teacher

Posted by | September 16, 2022 |

About Inwood Academy for Leadership

Inwood Academy for Leadership Charter School is a tuition-free public charter school that began as an idea among community members who longed to see more educational choices offered to the children of Washington Heights and Inwood.

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. IAL is committed to proving a well-rounded educational experience for all students we serve. We are looking for candidates who are hardworking, flexible, and innovative as well as able to embody the IAL traits of leadership in their daily work (honesty, integrity, responsibility, caring and restraint).

Reports to: Assistant Principal

Qualifications: 

  • Expert in subject area; Science
  • At least one year of teaching in an urban environment
  • Bachelor’s degree required, Master’s Degree preferred
  • Valid NYS Teaching Certificate Preferred
  • Receptiveness to ongoing coaching and evaluation
  • Energetic, motivated, innovative, prepared
  • Ambitious, entrepreneurial mindset committed to helping develop the components and culture of the school environment
  • Wide-ranging intellectual and educational interests
  • Excellent communication skills
  • Team player, the ability to work collaboratively
  • Spanish proficiency preferred but not required

Duties & Responsibilities:

  • Work in a collaborative team teaching environment or individual classroom setting
  • Engage students in active learning
  • Integrate technology into core classroom instruction
  • Use assessment data to modify and improve student learning
  • Utilize online student system to track student progress through competencies and keep up to date assignments for students
  • Contribute to program design and implementation
  • Participate in all staff programs and academic planning, implementation, and evaluation
  • 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
  • Any additional responsibilities assigned by Administration

 

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.

2022-2023 Salary Scale

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High School ELA Teacher

Posted by | September 16, 2022 |

About Inwood Academy for Leadership

Inwood Academy for Leadership Charter School is a tuition-free public charter school that began as an idea among community members who longed to see more educational choices offered to the children of Washington Heights and Inwood.

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. IAL is committed to proving a well-rounded educational experience for all students we serve. We are looking for candidates who are hardworking, flexible, and innovative as well as able to embody the IAL traits of leadership in their daily work (honesty, integrity, responsibility, caring and restraint).

Reports to: Assistant Principal

Qualifications: 

  • Expert in subject area; ELA
  • At least one year of teaching in an urban environment
  • Bachelor’s degree required, Master’s Degree preferred
  • Valid NYS Teaching Certificate Preferred
  • Receptiveness to ongoing coaching and evaluation
  • Energetic, motivated, innovative, prepared
  • Ambitious, entrepreneurial mindset committed to helping develop the components and culture of the school environment
  • Wide-ranging intellectual and educational interests
  • Excellent communication skills
  • Team player, the ability to work collaboratively
  • Spanish proficiency preferred but not required

Duties & Responsibilities:

  • Work in a collaborative team teaching environment or individual classroom setting
  • Engage students in active learning
  • Integrate technology into core classroom instruction
  • Use assessment data to modify and improve student learning
  • Utilize online student system to track student progress through competencies and keep up to date assignments for students
  • Contribute to program design and implementation
  • Participate in all staff programs and academic planning, implementation, and evaluation
  • 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
  • Any additional responsibilities assigned by Administration

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.

 2022-2023 Salary Scale

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Art Teacher

Posted by | September 15, 2022 |

AoC’s Vision: Every child in our diverse community reaches academic, social and personal excellence.

AoC’s Mission: Academy of the City fosters community, supports families, welcomes children of all backgrounds, celebrates diversity and promotes social justice. With our challenging, hands-on liberal arts experience we strive to develop joyful, creative, independent and successful lifelong learners.

 

Academy of the City Charter School 

DATE: September, 2022

POSITION: Art Teacher, Middle School 

QUALIFICATIONS 

  1. Bachelor’s degree in Education or similar required (Master’s degree preferred) 
  2. New York State Certification required 
  3. Three years of teaching experience preferred 
  4. Ability to work collaboratively and an interest in an interdisciplinary approach to education
  5. Proof of covid-19 vaccination is required

 

FUNCTIONS AND RESPONSIBILITIES: 

The Art Teacher’s duties include but are not limited to the following:

General Responsibilities: 

  • Teach full Art classes of children on site at the school.
  • Meets regularly with the Assistant Principal/Principal
  • Participates in weekly staff  meetings after school. 
  • Provides classroom coverages and support 1-2 times daily and as needed. 
  • Works with staff members to develop lesson plans and provide supporting materials.
  • Attends to the social/emotional, physical and intellectual development of children.
  • Willingness and adaptability to work with English Language learners and children with special education needs. 
  • Supports (with adaptive technology) needs for individual students as needed in the general  education classroom and through the general education curriculum in K-4. 

Work with Environment, Materials, and Curriculum: 

  • Design, organize, and maintain an interactive and material-rich library classroom with the support  of the Instructional Coach.
  • Ensure all art supplies, equipment, and classroom material are maintained and circulated.
  • Develop and implement an Art curriculum based on the New York State standards, with a  multicultural understanding reflected. 
  • Create and prepare materials to support the general education curriculum while also aligning to  grade level needs and standards.  
  • Knowledge of Google Apps for Education required. 

 

SALARY: Commensurate with experience 

STARTING DATE: Immediately

ENDING DATE: June 30, 2023

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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School Counselor (Middle School)

Posted by | September 15, 2022 |

AoC’s Vision: Every child in our diverse community reaches academic, social and personal excellence.

AoC’s Mission: Academy of the City fosters community, supports families, welcomes children of all backgrounds, celebrates diversity and promotes social justice. With our challenging, hands-on liberal arts experience we strive to develop joyful, creative, independent and successful lifelong learners.

DATE: September 2022

POSITION: School Counselor (Middle School)

QUALIFICATIONS:

  • A Master’s degree or higher degree in School Counseling or Social Work.
  • Clinical and supervisory experience preferred.
  • New York State Certification in School Counseling.
  • Commitment to the mission, goals, educational philosophy, and activities of Academy of the City Charter School, as described in the school’s charter.
  • Demonstrated and successful record of prior employment as a counselor or social worker in an educational environment for a minimum of three years.
  • Demonstrated ability to work productively with staff and with diverse populations of students, parents, and families—including students, parents, and families with limited
  • English proficiency.
  • Demonstrated understanding of issues facing children and youth in urban areas, especially those from immigrant families and poverty-level families.
  • Commitment to continuous improvement and learning through professional development.
  • Knowledge of the NYC High School application process, and the ability to lead students through it in their preparation and application to public (including charter) private and independent schools and their scholarship programs.
  • Must be able to provide proof of Covie-19 vaccination.

About the Position:

The School Counselor will focus on the 7th and 8th grade students and their preparation for high school. The Counselor will aim to ensure that all seventh and eighth graders participate in enrichment activities that will aid in high school readiness, the acquisition of soft skills, organization, and further develop their critical thinking skills that will prepare them for a successful high school transition (ie. financial literacy, citizenship). Additionally, this role works closely with other members of the middle school team and reports to the Middle School Principal.

The ideal candidate will have at least two years of prior experience working in a middle school setting and has knowledge of New York City’s high school application process to support students’ interpersonal and executive functioning abilities.

Key Responsibilities:

  • Facilitate and support a schoolwide a culture of high school rigor and success among 7th and 8th graders through the development and facilitation of workshops, lessons, and activities throughout the school year
  • Create resources and facilitate day and evening workshops for families and students regarding high school readiness and its process
  • Support and track the academic and social progress of each student in powerschool and school developed tracking tools and facilitate activities that will aid in each students’ high school preparedness
  • Participate in cross-department planning to help shape and implement initiatives
  • Plan, facilitate, manage and oversee senior events, such as monthly college/high school tours, prom, the senior trip, the yearbook, and graduation; collaborate with the middle school administrative team to secure venues
  • Work closely with 7-8th grade faculty to identify students’ strengths and areas of growth, and address students’ academic needs in relation to the high school application process
  • Collaborate with the advisory coordinator in the development of advisory lessons and lead an advisory group
  • Support additional aspects of AoCMS program operations as determined by the administrative team
  • Develop and maintain relationships with middle school students and their families
  • Counsel students whose behavior, school progress, or situations indicate a need for assistance, and arranging for needed services
  • Consult with parents, teachers, and other school personnel to determine causes of problems, such as truancy and misbehavior, develop and implement solutions and monitor for success
  • Develop and review plans in consultation with students, their families, and school staff and follow-up to assessing the quantity and quality of services provided and effectiveness of the intervention strategy
  • Collect supplementary information needed to assist students, such as medical records or school reports
  • Supportschool staff in addressing issues such as suspected child abuse and neglect and acting as school liaison with the New York City Administration for Children’s Services (ACS)
  • Maintaining case history, records and preparing reports, assist with legal issues such as hearings and providing testimony as requested
  • Refer students to community resources for services
  • Address emergency situations impacting students—e.g. lead group counseling sessions that provide support in such areas as grief, stress, or chemical dependency
  • Arrange for medical, psychiatric, and other tests that may disclose causes of difficulties and indicate remedial measures
  • Serve as a liaison between students, homes, schools, family services, child guidance clinics, courts, protective services, doctors, and other contacts to help children who face problems such as disabilities, abuse, or poverty
  • Interview students individually, in families, or in groups and assess their situations, capabilities, and issues to determine what services are required to meet their needs.
  • Other responsibilities as assigned by the school leadership as needed.

The ideal candidate is:

  • Dedicated to the AoC mission and an anti-racist curriculum/education
  • Aligned to AoCMS core values
  • Detailed-oriented with strong organizational and time management skills
  • A “go-getter” that has a sense of urgency in closing the achievement, opportunity, and digital gap
  • A team player that has a desire to work in a team-oriented environment and collaborate with colleagues
  • Able to analyze student data, be an advocate for student academic needs, and have collaborative discussions with teachers
  • A believer in restorative justice practices and is able to implement an interdisciplinary and holistic approach to meeting students’ needs

SALARY: Commensurate with experience

STARTING DATE: September, 2022

ENDING DATE: June 30, 2023

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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SETSS Provider (Middle School)

Posted by | September 15, 2022 |

AoC’s Vision: Every child in our diverse community reaches academic, social and personal excellence.

AoC’s Mission: Academy of the City fosters community, supports families, welcomes children of all backgrounds, celebrates diversity and promotes social justice. With our challenging, hands-on liberal arts experience we strive to develop joyful, creative, independent and successful lifelong learners.

 

DATE: September 2022

POSITION: SETSS Provider (2022-2023 school year)

QUALIFICATIONS

  1. Bachelor’s degree required
  2. Master’s degree preferred
  3. New York State Certification in Special Education or Students w/ Disabilities required
  4. Three years teaching experience preferred
  5. Ability to work collaboratively and an interest in an interdisciplinary approach to education
  6. Must be vaccinated against Covid-19

 

FUNCTIONS AND RESPONSIBILITIES

  • The Special Education Teacher will provide consultation with and support to teachers in addressing the needs of their students with IEPs in the general education classrooms as well as providing resource room instruction for children whose IEP requires instructional time outside of an inclusion setting. 
  • Responsibilities include:
    • Providing small group instruction to students whose IEPs require instructional time outside of the general education classroom 
    • Taking daily attendance on SESIS for your groups
    • Assisting teachers in adapting curriculum for special needs students, and providing modified curriculum and resources as needed by classroom teacher 
    • Assisting teachers with developing daily reports, behavioral schedules and social skills curriculum for special needs students in general education classrooms 
  • Modeling teaching strategies and techniques for teachers regarding special needs students in general education classrooms 
  • Providing consultation and support for parents of special needs students in general education classrooms and help to facilitate positive collaboration between parents and teachers 
  • Conferring frequently with the district of residence special education support staff and administrators to provide needed services regarding inclusive education practices
  • Attending IEPs and staff/parent meetings of students with special needs in general education classrooms, as requested 

 

Expected Qualifications and Training: 

  • Understanding of and commitment to the mission, goals, educational philosophy, and activities of the Academy of the City Charter School, as described in the School’s charter
  • Knowledge of special education laws and requirements 
  • Knowledge of the principles, practices and trends impacting programs; organization, planning and program evaluation strategies; techniques and procedures regarding curriculum and instruction design and delivery systems for both special education and core curriculum; human relationships, conflict resolution strategies and procedures; and team building methods and techniques
  • Demonstrated capacity to plan, organize, and coordinate full inclusion program; supervise the development of strategies for curriculum modifications; develop and present training for teachers in best practices regarding full inclusion; evaluate and analyze complex problems, issues, and concerns; recommend appropriate alternative solutions; and communicate effectively in oral and written form to a variety of audiences 

 

SALARY: Commensurate with experience 

STARTING DATE: September 2022

ENDING DATE: June 30, 2023

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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Director of Literacy and Math Programs

Posted by | September 13, 2022 |

Job Title: Director of Literacy and Math Programs

Department: Joseph Stern Center for Social Responsibility

Supervised by Director of Joseph Stern Center for Social Responsibility

Job Type: Full Time

Classification: Exempt

 

Description:

The Joseph Stern Center for Social Responsibility (CSR) educates, inspires and empowers people to work toward a better and fairer world through learning, volunteering and activism. The Literacy + Math Program is a vital aspect of CSR’s work. For nearly three decades, the JCC has recruited and placed thousands of highly trained volunteer tutors who provide free, one-on-one, academic support to vulnerable students in the New York City area during the school day, after school, in the evening and weekend hours, and during the summer break. Our tutors bring our programs directly to students in public schools, public housing facilities, and transitional residences for families experiencing homelessness or are fleeing domestic violence. Most of our students are growing up in low-income and historically marginalized communities, and perform significantly below grade-level in literacy and/or math. Many attend underperforming schools.

 

The Director of the Literacy + Math Program partners with the CSR Center Director, public schools and other nonprofit organizations to develop and produce unique, high quality programming and manage program operations. Successful applicants will be skilled task managers who are passionate about engaging and activating community members to become advocates for educational equity.

 

Specific Responsibilities Include:

 

Program Development:

  • Manage Literacy + Math Programs, including strategy for expansion of programming through outreach to additional schools, families, and volunteers.
  • Supervise staff of full time administrative employee and part-time teaching and administrative staff, as well as volunteer monitors who oversee remote programs.
  • Train and place more than 300 volunteer tutors each year at partnering public schools, shelters and community-based sites to offer programs that provide academic support to students primarily in grades 1 – 5 who perform significantly below grade level standards in literacy and/or math.
  • Teach and supervise several school day, afterschool, evening and summer programs, and oversee instruction provided by other teachers facilitating JCC volunteer tutoring programs.
  • Communicate regularly with students’ parents, tutors, teachers and administrators at partner sites regarding behavioral and learning issues in order to advise and train volunteers to provide effective intervention methods for their assigned students. Respond to tutor inquiries and concerns to provide support and express appreciation of the challenges they face when tutoring students who need explicit and repeated instruction, as well as frequent redirection to remain on task.
  • Provide initial and ongoing academic assessments to determine specific weaknesses of participating students and create and revise course of instruction to target identified needs.
  • Arrange volunteer appreciation events and student/tutor parties several times throughout the year.

Program Production:

  • Plan and implement a portfolio of programs.
  • Seek out local public schools, community organizations, and shelters to form new partnerships in order to increase volunteer options within Community School District 3.
  • Serve as a key staff person at Literacy + Math events.
  • Work closely with the JCC marketing department to promote volunteer tutoring opportunities to JCC members, high school and college students, and community at large. Attend community service fairs to promote JCC literacy/math volunteer opportunities.
  • Work closely with the JCC development department to ensure sustainable funding for the program. This includes drafting and editing proposals for grants to enable the JCC to sustain and expand its programming in established and new partner sites and meeting regularly with funders and prospective funders to build relationships.
  • Work closely with JCC Older Adult and Teen staff to recruit constituents to serve as tutors.
  • Work closely with private and public NYC high school community service advisors to recruit students to serve as volunteer tutors.

Center Operations:

  • Create and revise yearly program budget, submit monthly expense reports; submit biweekly time cards for part-time facilitators of literacy and math programs.
  • Provide customer support.

Qualifications:

  • Masters in education, preferably with certification in special education with emphasis on reading and math difficulties.
  • 3+ years of teaching experience.
  • Familiarity with multiple research-based early intervention methods, including at least one recognized program based on Orton-Gillingham approach to literacy training and effective multisensory approach to math intervention.
  • Supervisory experience.
  • Track record of recruiting and managing volunteers.
  • Excellent written and verbal communication skills, including the ability to communicate with diplomacy and clarity.
  • Team player with willingness to immerse oneself in all aspects of JCC life/environment.
  • Excellent computer skills.
  • Sense of humor, compassion and patience are essential.
  • Ability to work nights and weekends as needed.

 

Salary Range: $65,000 – $70,000

 

To apply, please send a cover letter including salary requirements and resume to jgross@mmjccm.org.

Diversity is a core value of The Marlene Meyerson JCC Manhattan. We believe the power of diversity enriches all of us by exposing us to a range of ways to understand and engage with the world, identify challenges, and to discover, design and deliver solutions

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Program Manager_External/Professional Development Programs

Posted by | September 12, 2022 |

EVC Program Manager_External/Professional Development Programs

The Educational Video Center (www.evc.org) is seeking an exceptional full time fixed-term Program Manager_External/Professional Development Programs for the 2022-23 school year. EVC is an award-winning non-profit youth media and social justice organization dedicated to teaching documentary video as a means to develop the artistic, critical literacy, and career skills of young people, while nurturing their idealism and commitment to social change.

The Manager of External/Professional Development Programs (PDP Manager) is a core staff position at EVC, responsible for integrating our educational model in schools and afterschool programs.  The PDP Manager will report to the Deputy Director, Programs and will supervise freelance media coaches and instructors.  The PDP Manager will work at EVC’s offices in the West Village and partner school sites across NYC.  

RESPONSIBILITIES:

Develop, manage, and evaluate a strong team of media coaches and instructors

  • Recruit, onboard and support media coaches and instructors; 
  • Model EVC values and best practices for PDP team;
  • Observe coaches in classes, provide feedback on their work and support them in setting their own professional development goals;
  • Provide coaches and instructors curricular resources and support to strengthen their work with teachers and in after-school settings;
  • Collect program updates from coaches regularly and provide feedback and support based on the needs of each site;

Lead and manage in-school EVC coaching activities: 

  • Ensure EVC fulfillment of contract obligations including coaching/instruction sessions, workshops, etc.;
  • Communicate with school leaders and teachers regularly regarding program progress;
  • Visit each site regularly to observe classes and meet with EVC coach/instructor and teachers to discuss practices and problem solve as needed; 
  • Collect teaching materials from coaches for each session completed; 
  • Track sessions and materials for each contract and submit documentation for invoices;
  • Submit bi-weekly coach/ instructor timesheets to EVC administration for payroll processing;
  • Supervise completion and submission of final video projects;
  • Ensure proper care, maintenance and inventory of EVC production and post-production equipment used by PDP 
  • Write reports for work in schools for school leaders and funders;
  • Collect program feedback from students, teachers and media coaches. 
  • Assist in the management of Accounts Receivables for each project 

Recruit new schools to PDP:

  • Disseminate EVC’s PDP promotional materials at local conferences and networking events;
  • Co-facilitate informational workshops for school principals and teachers;
  • Develop contracts for schools in collaboration with EVC Deputy Director, Executive Director, school principals and teachers;
  • Provide coordination and oversight of grant and project contracts with the New York City Department of Education and other city agencies and funders as determined by contracts;
  • Ensure that program revenue meets budget projections

Facilitate EVC Professional Development workshops:

  • Assist in planning, co-facilitating and conducting outreach for EVC’s Summer Teacher Institute and Youth & Community Voices Workshops;
  • Assist with the submission of proposals and required materials to NYC Department of Education’s Afterschool Professional Development Program for professional development courses;
  • Assist in planning and facilitating customized professional development workshops as required by contracts and grants.

Coordinate EVC’s Annual Youth Powered Video Film Festival and other project specific festivals:

  • Schedule the festival in consultation with principals and site leaders;
  • Secure theater in which to hold the festival;
  • Collect film submissions for festival and create a reel of all films;
  • Conduct tech-check at theater to ensure all media plays properly and communicate with the theater manager re: all other event logistics; 
  • Help create outreach materials to generate enthusiasm for the event and create festival program;
  • Coordinate materials, food, beverages, and all activities the day of the event.

Additional responsibilities:

  • Provide program update reports for organizational leadership, and information as needed to assist the Development & Communications Department by providing information needed for the writing of grant proposals and final reports in support of PDP.
  • Attend and contribute to EVC study groups and weekly staff meetings
  • Advocate and promote EVC and its mission 
  • Other responsibilities as assigned. 

QUALIFICATIONS:

Required:

  • At least five years experience working directly with youth to lead instruction in a school setting;
  • Demonstrated understanding of the principles of positive youth development and the strength based approach;
  • Creative problem solver who possess the patience and perseverance to accomplish exciting work in challenging and complicated settings;
  • Experience and enthusiasm for developing and managing per-diem staff;
  • Strong, clear communicator on all fronts: writing, speaking and listening;
  • Commitment to and track record of building and maintaining relationships;
  • Knowledge of the filmmaking process and professional experience with pre-production, production or post-production;
  • Demonstrated project management and curriculum development skills
  • A can-do attitude and willingness and eagerness to lead in an entrepreneurial environment; 

Preferred:

  • Familiarity with the use of and value of protocols
  • Experience in education, nonprofit management or related field
  • Teaching certification 
  • Bilingual, English and Spanish

CULTURE AND VALUES:

  • Demonstrates commitment to EVC’s educational philosophy rooted in Frierian and Popular education
  • Establishes and leads a culture that results in a love of learning, student agency, and full range of student learning and growth
  • Operates in an assets-based framework for working with youth, adults and families from diverse cultural backgrounds 
  • Has an anti-racism and social justice lens, and an ability to talk fearlessly about race, class, gender, sexuality, migration, ability, and structural injustices
  • Creates and sustains a race equity culture, including skill building and leading self and others through awareness, growth, and development towards a more just and equitable world
  • Deeply committed to supporting youth, staff, and other stakeholders to adopt humanizing, healing-centered restorative practices
  • Demonstrates self-awareness, humility,van accurate idea of one’s own strengths and weaknesses, and an ability to treat all stakeholders with respect
  • Flexibility, resourcefulness and a sense of humor

COMPENSATION:

This full time fixed-term position begins September, 2022 and ends August, 2023 with an option for renewal. This position is a 5-day per week position eligible for EVC’s health, vacation, and other benefits, compensated at an annual salary of $65,000. The PDP Manager reports to, and is supported and evaluated by the Deputy Director, Programs. 

 

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Community Roots Charter School, Family Leave K-5 Teaching Positions 2022-2023

Posted by | September 11, 2022 |

About the Position:

We are looking for K-5 classroom teachers with certification in elementary school and special education for various Family Leave positions this 2022-2023 school year. Community Roots offers Integrated Co-Taught (ICT) classes for all K-5 classrooms and all 6-8 grade core content areas. The Family Leave Positions will begin in January 2023 and February 2023. 

 

About Us:

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

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

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

 

Benefits and Compensation:

  • Salary works to be competitive with the DOE salary scale
  • 403b employer match of retirement contributions 
  • Single and family dental, vision, and health care
  • Pre-tax commuter benefits
  • Available funding for professional development opportunities
  • Community of teachers and staff who are driven, compassionate and supportive

 

Qualifications:

  • Preference for New York State Teacher Certification
  • Prior teaching experience with demonstrated success
  • Preference for dual certification in Teaching Students with Disabilities (Special Education) and a content area

 

Community Roots seeks individuals who:

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

 

How to apply: Please apply online at www.communityroots.org/jobs

 

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Chief of Staff

Posted by | September 9, 2022 |